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






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






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






4. Operant conditioning






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






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






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






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






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






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






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






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






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






14. 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?






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






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






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






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






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






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






21. Medium amount of arousal best for performance






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






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






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






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






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






27. The failure to generalize a stimulus






28. 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.






29. Previous learning helps learning of another task later






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






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

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32. 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






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






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






35. Students working on a project in small groups






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






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






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






39. Reward or positive event that increases likelihood of a particular response






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






41. later proved experimentally - Classical conditioning






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

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43. Increased sensitivity to environment after exposure to a strong stimulus - Rubbing arm after pain?






44. Law of effect






45. Evoking responses of autonomic nervous system through training






46. 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






47. 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






48. How to avoid something undesirable






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






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