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






2. 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)






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






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

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






6. 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)






7. Learning by watching






8. later proved experimentally - Classical conditioning






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






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






11. 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






12. 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.






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






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






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






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






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






18. Operant conditioning






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






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






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






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






23. Previous learning helps learning of another task later






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






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






26. How to avoid something undesirable






27. 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






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






29. 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)






30. Decreasing responsiveness to a stimulus due to increasing familiarity






31. Previous learning makes learning a new task more difficult






32. By having an apparatus (e.g. lever) - an animal controls its reinforcements (e.g. food) through behaviours (e.g. pressing) - shaping its own behaviour






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






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






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






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






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






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






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






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






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






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






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






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






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






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






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






49. 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






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