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






3. The failure to generalize a stimulus






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






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


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






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






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






9. UCS and CS presented at the same time






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






11. Previous learning helps learning of another task later






12. 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






13. 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






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






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






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






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






18. Reappearance of an extinguished response - even without further conditioning - after the child'S tantrum behaviour has been extinguished - the child may suddenly throw a tantrum again






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. 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)






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






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






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






24. 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






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






27. Medium amount of arousal best for performance






28. Learning by watching






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






30. 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






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






32. School of behaviourism






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






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






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






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






37. Performance = Drive x Habit; will do what has worked in the past to satisfy drive






38. Previous learning makes learning a new task more difficult






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






40. Operant conditioning






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






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






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






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






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






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






47. Attitude change - based on balance of 'Sentiment' or liking relationships - if the net affect valence multiplies out to a positive result


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






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






50. later proved experimentally - Classical conditioning