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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. Experiment shows that there is electrical stimulation of pleasure centers in the brain used as positive reinforcement - this is evidence against drive-reduction theory






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

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






4. 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






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






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






7. 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)






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






9. Decreasing responsiveness to a stimulus due to increasing familiarity






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






11. School of behaviourism






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






13. How to avoid something undesirable






14. Law of effect






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






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






17. 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






18. Previous learning makes learning a new task more difficult






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

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






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






22. UCS and CS presented at the same time






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






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






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






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






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






28. Students working on a project in small groups






29. Performance = Drive x Habit; will do what has worked in the past to satisfy drive






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






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






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






33. Theory of association






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






35. Operant conditioning






36. 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)






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






38. Medium amount of arousal best for performance






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






40. 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






41. 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






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






43. 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






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






45. 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)






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






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






48. Previous learning helps learning of another task later






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






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