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






2. 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.






3. Previous learning helps learning of another task later






4. 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)






5. 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






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






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






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






10. School of behaviourism






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






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






13. Evoking responses of autonomic nervous system through training






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






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






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






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

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






19. How to avoid something undesirable






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






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






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






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






24. 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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25. UCS and CS presented at the same time






26. 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)






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






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






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






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






31. 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






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






33. Law of effect






34. Learning by watching






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






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






37. 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






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






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






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






41. The failure to generalize a stimulus






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






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






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






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






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






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






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






49. later proved experimentally - Classical conditioning






50. Higher arousal for simple tasks (motivation) - lower arousal for complex tasks (concentration); optimal arousal is an inverted U on a graph - Y-axis: performance - X-axis: arousal - Difficult task --> upside-down U shape - Simple task --> reaches pea