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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. 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






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






4. 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






5. 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






6. 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






7. Previous learning helps learning of another task later






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






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






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






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






13. Operant conditioning






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






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






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






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






18. 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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19. later proved experimentally - Classical conditioning






20. The failure to generalize a stimulus






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






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






23. Law of effect






24. 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






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

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






27. School of behaviourism






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






29. 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






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






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






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






33. UCS and CS presented at the same time






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






35. Students working on a project in small groups






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






37. Previous learning makes learning a new task more difficult






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






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






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






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






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






43. Theory of association






44. Learning by watching






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






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






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






48. 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)






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






50. 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)