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






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






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






4. Decreasing responsiveness to a stimulus due to increasing familiarity






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






6. 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






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






8. How to avoid something undesirable






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






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






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






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






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






14. Learning curve






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






16. 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)






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






18. 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






19. UCS and CS presented at the same time






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






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






22. Students working on a project in small groups






23. Learning by watching






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






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






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

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27. School of behaviourism






28. Law of effect






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






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






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






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






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






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






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






36. 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?






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






38. 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






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






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






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






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






43. Previous learning helps learning of another task later






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






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






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






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






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






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






50. 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