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






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






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






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






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






6. 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






7. 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






8. Previous learning helps learning of another task later






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






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






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






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






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






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






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






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






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






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






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






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






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






22. 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






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. 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)






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






26. Learning curve






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


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






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






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






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






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






34. Students working on a project in small groups






35. Decreasing responsiveness to a stimulus due to increasing familiarity






36. School of behaviourism






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






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






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






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






41. Medium amount of arousal best for performance






42. The failure to generalize a stimulus






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






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






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






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






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






48. Operant conditioning






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






50. 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)