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






2. Fritz Heider'S balance theory - Charles Osgood and Percy Tannenbaum'S congruity theory - Leon Festinger'S cognitive dissonance theory; what about individuals who often seek stimulation - novel experience - or self-destruction?






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






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






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






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






7. Operant conditioning






8. Learning by watching






9. Medium amount of arousal best for performance






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






11. 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






12. 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)






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






14. 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






15. Theory of association






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






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






18. Reappearance of an extinguished response - even without further conditioning - after the child'S tantrum behaviour has been extinguished - the child may suddenly throw a tantrum again






19. Ebbinghaus - when learning something new - rate of learning usually changes over time; can be positively or negatively accelerated






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






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






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






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






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






25. The failure to generalize a stimulus






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






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






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. 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.






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






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






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






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






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






35. later proved experimentally - Classical conditioning






36. UCS and CS presented at the same time






37. 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






38. Law of effect






39. 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)






40. 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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41. 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






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






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






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






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






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






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






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






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






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