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GRE Psychology: Learning

Subjects : gre, psychology
Instructions:
  • Answer 50 questions in 15 minutes.
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  • 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. What a person learns in one state is best recalled in that state






2. Evoking responses of autonomic nervous system through training






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






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






5. 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






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






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






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

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






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






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






12. Medium amount of arousal best for performance






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






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






15. Law of effect






16. Learning by watching






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






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






19. Learning curve






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






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






22. 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






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






24. 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)






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






26. Most time to learn but least likely to be extinguished; reinforcements are delivered after different numbers of correct responses - ratio cannot be predicted






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






28. Decreasing responsiveness to a stimulus due to increasing familiarity






29. School of behaviourism






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






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






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






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






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






35. 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)






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






37. UCS and CS presented at the same time






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






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






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






41. later proved experimentally - Classical conditioning






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






43. 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)






44. Students working on a project in small groups






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






46. 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)






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






48. 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






49. 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?






50. 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.







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