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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. later proved experimentally - Classical conditioning






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. 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.






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






5. Theory of association






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






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






8. UCS and CS presented at the same time






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






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






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






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






13. Previous learning helps learning of another task later






14. Operant conditioning






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






16. 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






17. Decreasing responsiveness to a stimulus due to increasing familiarity






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






19. 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)






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






21. 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)






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






23. Previous learning makes learning a new task more difficult






24. How to avoid something undesirable






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






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






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






28. The failure to generalize a stimulus






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






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






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






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

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






34. 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






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






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






37. Medium amount of arousal best for performance






38. 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






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






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






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






42. 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






43. Students working on a project in small groups






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






45. 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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46. 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?






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






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






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






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