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






2. 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






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

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4. UCS and CS presented at the same time






5. School of behaviourism






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






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






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






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






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






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






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






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






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






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






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






17. Operant conditioning






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






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






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






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






22. 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)






23. 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






24. 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)






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






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






27. Natural reinforcement - without requirement of learning; food and water






28. 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






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






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






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






32. Learning by watching






33. Students working on a project in small groups






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






35. 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






36. The failure to generalize a stimulus






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






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






39. Previous learning helps learning of another task later






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






41. Ability to discriminate between different but similar stimuli (door bell is different from phone ringing)






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






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






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






45. later proved experimentally - Classical conditioning






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






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






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






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






50. 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