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






2. 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)






3. 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






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






5. Previous learning makes learning a new task more difficult






6. Law of effect






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






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


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


10. Learning curve






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






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






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






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






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






16. Drive to reduce cognitive dissonance - holding conflicting ideas simultaneously whether beliefs - attitudes - or actions


17. UCS and CS presented at the same time






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






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






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






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






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






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






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






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






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






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






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






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






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






31. School of behaviourism






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






33. 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






34. The failure to generalize a stimulus






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






36. Students working on a project in small groups






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






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






39. Evoking responses of autonomic nervous system through training






40. Not all correct responses met with reinforcement; slower but more resistant; fixed ratio - variable ratio - fixed interval - variable interval; variable is best because it is unexpected - ratio gives better response since based on # of correct behavi






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






42. 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)






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






44. Motivation to reduce internal tension - once satisfied - back to homeostasis/ relaxation; against M.E. Olds electrical stimulation of pleasure centres






45. Simultaneous - higher-order/second-order - delayed forward - trace forward - backward






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






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






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






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






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