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






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






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






4. Previous learning makes learning a new task more difficult






5. Medium amount of arousal best for performance






6. Theory of association






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






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






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






10. Decreasing responsiveness to a stimulus due to increasing familiarity






11. UCS and CS presented at the same time






12. Learning by watching






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






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






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






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






17. 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)






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






19. 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.






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






21. Learning curve






22. How to avoid something undesirable






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






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






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






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






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






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






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






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






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






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






33. John Garcia - Certain associations are learned more easily than others - Nausea & food can be paired easily - but light and nausea cannot be paired






34. 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






35. 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)






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

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37. Students working on a project in small groups






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






39. School of behaviourism






40. 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)






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






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






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






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






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






46. 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)






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






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






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






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