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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. Medium amount of arousal best for performance






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






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






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






5. How to avoid something undesirable






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






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

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






9. Law of effect






10. Learning curve






11. UCS and CS presented at the same time






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






13. 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






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






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






16. 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






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






18. Preparedness - that certain associations are learned more easily than others; animals programmed to make certain connections; Garcia effect - nausea associated with food






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






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






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






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






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






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






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






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






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






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






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






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






31. School of behaviourism






32. Theory of association






33. Previous CS now a UCS (e.g.*bell > [ light > food > ] salivation)






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






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






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






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. The failure to generalize a stimulus






39. 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)






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






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






42. 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






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






44. 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)






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






46. later proved experimentally - Classical conditioning






47. Learning by watching






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






49. CS presented after UCS (e.g. food - then light); proven ineffective; accomplishes only inhibitory conditioning - harder time pairing CS with UCS later even with forward conditioning






50. Previous learning makes learning a new task more difficult