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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. Learning curve






2. 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






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






4. Law of effect






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






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






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






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






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






11. Operant conditioning






12. How to avoid something undesirable






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






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






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






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

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






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






19. Students working on a project in small groups






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






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






22. 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






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






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






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






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






27. 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)






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






29. The failure to generalize a stimulus






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






31. Learning by watching






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

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33. 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






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






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






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






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






38. UCS and CS presented at the same time






39. Previous learning makes learning a new task more difficult






40. 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?






41. 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






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






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






44. Lewin - grouping based on co-occurence in time and space; associate certain behaviours with certain rewards and cues






45. Previous learning helps learning of another task later






46. Evoking responses of autonomic nervous system through training






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






48. Theory of association






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






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