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






2. Previous learning helps learning of another task later






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






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






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






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






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






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






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






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






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






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






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

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






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






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






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






18. 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)






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






20. Learning curve






21. 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






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






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






24. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






27. 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.






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






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. Evoking responses of autonomic nervous system through training






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






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






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






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






35. 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)






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






37. How to avoid something undesirable






38. Learning by watching






39. 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






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






41. 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






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






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






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






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. 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






47. Students working on a project in small groups






48. School of behaviourism






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