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






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






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






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






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






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






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






8. Learning by watching






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






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






11. School of behaviourism






12. The failure to generalize a stimulus






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






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






15. Operant conditioning






16. 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.






17. 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






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






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






20. 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)






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






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






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






24. Medium amount of arousal best for performance






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






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






27. 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






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






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






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






31. Evoking responses of autonomic nervous system through training






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






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






34. later proved experimentally - Classical conditioning






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. UCS and CS presented at the same time






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






38. 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






39. 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






40. Students working on a project in small groups






41. Previous learning helps learning of another task later






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






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






45. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






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






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






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