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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. 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






2. Continuous motions easier to learn - once started continues naturally - bike; discrete divided into parts and do not facilitate recall of each other - setting up chessboard






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






4. 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)






5. Theory of association






6. Every correct response is met with reinforcement; quickest but most fragile learning - as soon as rewards stop coming - the animal stops performing






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






8. Law of effect






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






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






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






12. 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






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






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






15. The failure to generalize a stimulus






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






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






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






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






21. later proved experimentally - Classical conditioning






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






23. School of behaviourism






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






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






26. Born with certain physiological needs - will be tension if not satisfied; when it is - return to state of homeostasis and relaxation






27. Learning about something in general (history) for knowledge rather than learning-specific stimulus-response chains (e.g. Tolman'S experiments with animals forming cognitive maps of mazes rather than simple escape routes)






28. Evoking responses of autonomic nervous system through training






29. Previous learning makes learning a new task more difficult






30. 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.






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






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






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






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






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






37. 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






38. Performance = Drive x Habit; will do what has worked in the past to satisfy drive






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






40. Learning curve






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






42. 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?






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






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






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






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






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






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






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






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