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






2. Learned reinforce - often through society; money - prestige - rewards






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






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






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






6. 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






7. Learning and behaving by imitation; Albert Bandura'S Bobo doll (children watching adults with blow up dolls)






8. Lewin - grouping based on co-occurence in time and space; associate certain behaviours with certain rewards and cues






9. In classical conditioning - the inability to infer a relationship between a stimulus and response due to the presence of a more prominent stimulus






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






11. Does not produce a specific response on its own (e.g. light or bell)






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






13. 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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14. Learning by watching






15. Individuals are motivated by what brings most pleasure and least pain






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






17. Naturally occurring response (e.g. salivation to food)






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






19. Not-so-neutral stimulus - elicits response without conditioning (e.g. salivation)






20. Rewards after a certain period of time rather than number of behaviours; can be argued that it does little to motivate an animal'S behaviour






21. Reversal of conditioning - dissociating behaviour from a cue - Repeatedly withholding reinforcement or disassociating the behavior from a cue






22. Rewards delivered after differing time periods; second most effective strategy in maintaining behaviour






23. Disassociate car from vet by taking dog on frequent car trip to the park






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






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






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






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






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






29. Applied expectancy-value theory to individual behaviour in large organizations (e.g. those lowest on totem pole have least motivation since little incentives)






30. 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






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






32. Drive to reduce cognitive dissonance - holding conflicting ideas simultaneously whether beliefs - attitudes - or actions

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33. Reward or positive event that increases likelihood of a particular response






34. Increased sensitivity to environment after exposure to a strong stimulus - Rubbing arm after pain?






35. Set of characteristics indicative of one'S ability to learn






36. Law of effect






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






38. Students working on a project in small groups






39. Approach-avoidance conflict; state felt when a goal has both pros and cons - typically focus on pros when far from goal - cons when close to goal






40. Animals strongly and automatically connect nausea and food - especially strong in children; preparedness






41. The failure to generalize a stimulus






42. Learn 3-20 - constant 20-50 - drops 50+






43. Linking a series of behaviours that result in reinforcement - one behaviour triggers the next (e.g. learning the alphabet)






44. School of behaviourism






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






46. Ability to discriminate between different but similar stimuli (door bell is different from phone ringing)






47. 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






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






49. Previous learning helps learning of another task later






50. Individuals in the environment are motivated by secondary reinforcers; e.g. tokens in prisons - rehab - etc. - cashed in for more primary reinforcers (e.g. candy - books - privileges)