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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. 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






2. Decreasing responsiveness to a stimulus due to increasing familiarity






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






4. 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)






5. Previous learning helps learning of another task later






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






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






8. 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






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






10. 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






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






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






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






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






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






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






17. The failure to generalize a stimulus






18. 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






19. Attitude change - based on balance of 'Sentiment' or liking relationships - if the net affect valence multiplies out to a positive result

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






21. Evoking responses of autonomic nervous system through training






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






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






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






25. Theory of association






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






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






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






29. Reappearance of an extinguished response - even without further conditioning - after the child'S tantrum behaviour has been extinguished - the child may suddenly throw a tantrum again






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






31. 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






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






33. Students working on a project in small groups






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






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

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






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






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






39. 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?






40. Medium amount of arousal best for performance






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






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






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






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






45. 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)






46. Operant conditioning






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






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






49. People learn through their culture. They learn acceptable and unacceptable behaviours through culture






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