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






2. Type of forward conditioning; CS presented and terminated before UCS presentation






3. Law of effect






4. Type of forward conditioning; CS begins before UCS - lasts until the UCS is presented






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






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






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


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






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






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






11. The failure to generalize a stimulus






12. Takes place without reinforcement - knowledge not immediately expressed - e.g. learning while watching chess






13. 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






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






15. How to avoid something undesirable






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






17. 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






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






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






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






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






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






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






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






25. Learning curve






26. Evoking responses of autonomic nervous system through training






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






28. Theory of association






29. Differential reinforcement of successive approximations; 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)






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






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






32. Empty box (with a rat and a lever) - later proved the influence of reinforcement






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






34. 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






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






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






37. Experiment shows that there is electrical stimulation of pleasure centers in the brain used as positive reinforcement - this is evidence against drive-reduction theory






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






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






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






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






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






43. People learn through their culture. They learn acceptable and unacceptable behaviours through culture






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






45. Motivated to do what they do not want to do by rewarding themselves afterwards with something they like to do - Eat dessert after eating unwanted vegetable






46. 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)






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






48. Decreasing responsiveness to a stimulus due to increasing familiarity






49. Learning by watching






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