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

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2. 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)






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






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






5. Previous learning makes learning a new task more difficult






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






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






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






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






10. 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






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






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






14. Students working on a project in small groups






15. later proved experimentally - Classical conditioning






16. 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






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






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






19. Learning curve






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






21. 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






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






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






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






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






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






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






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






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






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






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






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






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






34. Previous learning helps learning of another task later






35. Decreasing responsiveness to a stimulus due to increasing familiarity






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






37. 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






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. 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)






40. Theory of association






41. 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)






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






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






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






45. Law of effect






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






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

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






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






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







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