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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. 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.






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






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






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






5. 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






6. 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






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






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






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






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






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






12. Law of effect






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

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14. School of behaviourism






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






16. 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?






17. Previous learning makes learning a new task more difficult






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






19. later proved experimentally - Classical conditioning






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






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






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






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






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






25. Operant conditioning






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






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






28. 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)






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

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






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






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






33. Medium amount of arousal best for performance






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






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






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. Not all correct responses met with reinforcement; slower but more resistant; fixed ratio - variable ratio - fixed interval - variable interval; variable is best because it is unexpected - ratio gives better response since based on # of correct behavi






38. Students working on a project in small groups






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






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






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






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






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






44. Theory of association






45. The failure to generalize a stimulus






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






47. 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






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






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






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