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






2. 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






3. 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






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






5. 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






6. How to avoid something undesirable






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






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






9. 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)






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






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






12. Medium amount of arousal best for performance






13. 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






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

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






16. Decreasing responsiveness to a stimulus due to increasing familiarity






17. Learning by watching






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






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






21. 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)






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






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






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






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






26. later proved experimentally - Classical conditioning






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






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






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






30. 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






31. 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






32. 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?






33. 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)






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

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






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






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






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






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






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






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






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






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






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






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






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






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






48. 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






49. Students working on a project in small groups






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