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






2. Previous learning makes learning a new task more difficult






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






4. The failure to generalize a stimulus






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






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






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






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






10. 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






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






12. later proved experimentally - Classical conditioning






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






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






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






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






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






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






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






20. Not all correct responses met with reinforcement; slower but more resistant; fixed ratio - variable ratio - fixed interval - variable interval; variable is best because it is unexpected - ratio gives better response since based on # of correct behavi






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






22. Learning by watching






23. Students working on a project in small groups






24. 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






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






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






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






28. How to avoid something undesirable






29. Theory of association






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






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






32. 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






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






34. Medium amount of arousal best for performance






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






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






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






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






39. Previous learning helps learning of another task later






40. 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.






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






42. School of behaviourism






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






44. Evoking responses of autonomic nervous system through training






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






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






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






48. Law of effect






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






50. UCS and CS presented at the same time







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