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GRE Psychology: Learning

Subjects : gre, psychology
Instructions:
  • Answer 50 questions in 15 minutes.
  • If you are not ready to take this test, you can study here.
  • Match each statement with the correct term.
  • Don't refresh. All questions and answers are randomly picked and ordered every time you load a test.

This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.
1. Takes place without reinforcement - knowledge not immediately expressed - e.g. learning while watching chess






2. Punishment to decrease likelihood of a behaviour - ex: drug Antabuse to treat alcoholism






3. Teach to performance a desired behaviour to get away from a negative stimulus






4. Learning curve






5. Motivation to reduce internal tension - once satisfied - back to homeostasis/ relaxation; against M.E. Olds electrical stimulation of pleasure centres






6. Accidental learning - unrelated items grouped together; opposite of intentional learning (e.g. dog associates car with vet)






7. Most time to learn but least likely to be extinguished; reinforcements are delivered after different numbers of correct responses - ratio cannot be predicted






8. Primary/instinctual (hunger or thirst) - secondary/ acquired (money or other learned reinforcers) - exploratory (seek novelty or explore) - We are primarily motivated to maintain physiological or psychological homeostasis.






9. The failure to generalize a stimulus






10. Performance = Expectation x Value; expectancy-value theory; goals they expect they can meet and how important goal is






11. Skinner - instrumental conditioning; behaviour primarily influenced by reinforcement strategies - do what rewards - not what doesn'T






12. Pairing of the CS and the UCS in which the CS is presented before the UCS - delayed conditioning and trace conditioning






13. Those who set realistic goals with intermediate risk feel pride with accomplishment - and want to succeed more than they fear failure - however less likely to set unrealistic or risky goals or to persist when success is unlikely






14. Relatively permanent or stable change in behaviour as the result of experience






15. How people learn in educational settings such as student and teacher attributes






16. 'learning' that a specific action causes an event - when in reality the two are unrelated






17. Attitude change - based on balance of 'Sentiment' or liking relationships - if the net affect valence multiplies out to a positive result

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18. Watson - everything can be explained by stimulus-response chains - chains are developed by conditioning; only objective and observable elements important






19. How to avoid something undesirable






20. Decreasing responsiveness to a stimulus due to increasing familiarity






21. Shaping; Skinner rewarded rats first for being near lever then for touching it - reward for behaviours that brought them closer to the desired one (e.g. pressing lever)






22. Reinforcement delivered after a consistent number of responses; vulnerable to extinction






23. Teacher encourages independent learning - only provides assistance when needed






24. By having an apparatus (e.g. lever) - an animal controls its reinforcements (e.g. food) through behaviours (e.g. pressing) - shaping its own behaviour






25. Thorndike - precursor of operant conditioning - Cause-and-effect chain of behaviour; continue what rewards - stop what doesn'T






26. Natural reinforcement - without requirement of learning; food and water






27. Simultaneous - higher-order/second-order - delayed forward - trace forward - backward






28. John Garcia - Certain associations are learned more easily than others - Nausea & food can be paired easily - but light and nausea cannot be paired






29. Medium amount of arousal best for performance






30. Response that CS elicits after conditioning; UCR and CR will be the same (e.g. salivation)






31. Need for achievement (nAch); need to pursue success or to avoid failure - goal is to feel successful






32. Opposite of stimulus discrimination; make same response to a group of similar stimuli (e.g. fire alarms may sound different but same response)






33. Reappearance of an extinguished response - even without further conditioning - after the child'S tantrum behaviour has been extinguished - the child may suddenly throw a tantrum again






34. UCS and CS presented at the same time






35. Higher arousal for simple tasks (motivation) - lower arousal for complex tasks (concentration); optimal arousal is an inverted U on a graph - Y-axis: performance - X-axis: arousal - Difficult task --> upside-down U shape - Simple task --> reaches pea






36. What a person learns in one state is best recalled in that state






37. Evoking responses of autonomic nervous system through training






38. Removal of a negative event that increases likelihood of a particular response; while punishment introduces a negative event to decrease likelihood of a response






39. Links together chains of stimuli and responses - learns what to do in response to particular triggers (leaving a building in response to fire alarm)






40. Part of motivation. One must be adequately aroused to learn or perform






41. Learning by watching






42. Parents reduce temper in child by not giving into - reinforcing behavior






43. Pavlovian conditioning; teaching a response (relationship) to neutral stimulus by pairing with not-so-neutral stimulus






44. Ebbinghaus - when learning something new - rate of learning usually changes over time; can be positively or negatively accelerated






45. Fritz Heider'S balance theory - Charles Osgood and Percy Tannenbaum'S congruity theory - Leon Festinger'S cognitive dissonance theory; what about individuals who often seek stimulation - novel experience - or self-destruction?






46. Credited with writing first educational textbook in 1903 to assess students and teaching






47. Neutral stimulus once paired with UCS; no naturally occurring response - only with UCS pairing (e.g. light (CS) eventually produces salivation)






48. Associative or dissociative attitudes on 7pt scale toward objects

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49. Promotes extinction of undesirable behaviour - negative stimulus presented after behaviour to decrease likelihood of reoccurrence - Skinner thinks it is not effective in long run






50. Previous learning makes learning a new task more difficult