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






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






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






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






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






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






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






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






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

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10. How to avoid something undesirable






11. 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?






12. Learning curve






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






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






15. Law of effect






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






17. UCS and CS presented at the same time






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






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






20. The failure to generalize a stimulus






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






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






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






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






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






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






27. later proved experimentally - Classical conditioning






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






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






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






31. 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)






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






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






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






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






36. 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






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






38. Previous learning makes learning a new task more difficult






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






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






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






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






43. 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






44. 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






45. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






48. Medium amount of arousal best for performance






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






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