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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. Operant conditioning






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






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






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






5. Theory of association






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






7. 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.






8. 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?






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






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






12. Learning by watching






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






14. Law of effect






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






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






17. later proved experimentally - Classical conditioning






18. How to avoid something undesirable






19. 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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20. 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)






21. Medium amount of arousal best for performance






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






23. 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






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






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






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






27. Learning curve






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






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






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






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






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






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






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






35. Previous learning makes learning a new task more difficult






36. Students working on a project in small groups






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






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






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






40. Disassociate car from vet by taking dog on frequent car trip to the park






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






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






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






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






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

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46. Decreasing responsiveness to a stimulus due to increasing familiarity






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






48. 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)






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






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