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






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






3. later proved experimentally - Classical conditioning






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






5. 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.






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






7. 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)






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






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






11. 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






12. 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






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






14. Increased sensitivity to environment after exposure to a strong stimulus - Rubbing arm after pain?






15. Students working on a project in small groups






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






17. Previous learning makes learning a new task more difficult






18. UCS and CS presented at the same time






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






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






21. 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






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






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






24. School of behaviourism






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






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






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






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






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






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






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






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






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






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






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






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






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






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






39. Neutral stimulus once paired with UCS; no naturally occurring response - only with UCS pairing (e.g. light (CS) eventually produces salivation)






40. 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






41. Associative or dissociative attitudes on 7pt scale toward objects

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






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






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






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






46. Operant conditioning






47. Simultaneous - higher-order/second-order - delayed forward - trace forward - backward






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






49. 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






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