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






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






3. 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






4. 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






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






6. Learning curve






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






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






9. 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






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






11. 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






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






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






14. Empty box (with a rat and a lever) - later proved the influence of reinforcement






15. Previous learning makes learning a new task more difficult






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






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






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






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






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






21. Law of effect






22. Individuals are motivated by what brings most pleasure and least pain






23. Previous learning helps learning of another task later






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






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






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






27. 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






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






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






31. Learning by watching






32. 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)






33. 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.






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






35. 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






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






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






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






39. 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)






40. The failure to generalize a stimulus






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






42. School of behaviourism






43. UCS and CS presented at the same time






44. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






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






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






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






50. 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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