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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. 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?






2. Learning by watching






3. School of behaviourism






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






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






6. 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)






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






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






9. 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)






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






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






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






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






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






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






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






18. UCS and CS presented at the same time






19. The failure to generalize a stimulus






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






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






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






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






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






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






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






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






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






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






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






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






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






33. 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






34. 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






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






36. Learning curve






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






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






39. Previous learning helps learning of another task later






40. Medium amount of arousal best for performance






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






42. Law of effect






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






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. 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






46. 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.






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






48. 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)






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






50. 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)