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GRE Psychology: Learning

Subjects : gre, psychology
Instructions:
  • Answer 50 questions in 15 minutes.
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  • 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. How people learn in educational settings such as student and teacher attributes






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






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






4. 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






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. 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?






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






8. 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)






9. 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)






10. The failure to generalize a stimulus






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






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






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






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






15. Evoking responses of autonomic nervous system through training






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






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






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






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






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






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






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






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






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






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






26. Medium amount of arousal best for performance






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






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






29. Does not produce a specific response on its own (e.g. light or bell)






30. 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






31. later proved experimentally - Classical conditioning






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






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






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






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






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






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






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






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






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






42. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






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






46. School of behaviourism






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






48. Learning curve






49. UCS and CS presented at the same time






50. Previous learning makes learning a new task more difficult