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






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






3. Learning by watching






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






5. Students working on a project in small groups






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






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






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






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


10. 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)






11. 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)






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






13. 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






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






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






16. 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






17. Learning about something in general (history) for knowledge rather than learning-specific stimulus-response chains (e.g. Tolman'S experiments with animals forming cognitive maps of mazes rather than simple escape routes)






18. later proved experimentally - Classical conditioning






19. The failure to generalize a stimulus






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






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






23. 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)






24. Evoking responses of autonomic nervous system through training






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






26. Medium amount of arousal best for performance






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






28. 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






29. 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






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






31. UCS and CS presented at the same time






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






33. Reversal of conditioning - dissociating behaviour from a cue - Repeatedly withholding reinforcement or disassociating the behavior from a cue






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






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






36. School of behaviourism






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






38. Theory of association






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






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






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






42. Attitude change - based on balance of 'Sentiment' or liking relationships - if the net affect valence multiplies out to a positive result


43. Previous learning helps learning of another task later






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






45. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






48. Previous learning makes learning a new task more difficult






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






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