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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. 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






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






3. later proved experimentally - Classical conditioning






4. UCS and CS presented at the same time






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






6. 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)






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






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






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






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






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






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






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






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






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






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






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






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






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






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






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






22. School of behaviourism






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






24. Theory of association






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






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






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






28. 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)






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






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






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






32. 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)






33. Learning curve






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






35. Evoking responses of autonomic nervous system through training






36. 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






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






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






39. 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






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






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

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42. Medium amount of arousal best for performance






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






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






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






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






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






48. The failure to generalize a stimulus






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






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