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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. Previous learning makes learning a new task more difficult






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






3. 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






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






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


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






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






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






9. Medium amount of arousal best for performance






10. Decreasing responsiveness to a stimulus due to increasing familiarity






11. UCS and CS presented at the same time






12. The failure to generalize a stimulus






13. Learning curve






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






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






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






17. 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






18. later proved experimentally - Classical conditioning






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






20. School of behaviourism






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






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






23. 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






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






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. How to avoid something undesirable






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


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






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


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






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






32. 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






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






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






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






36. 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






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






38. Law of effect






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






40. Removal of a negative event that increases likelihood of a particular response; while punishment introduces a negative event to decrease likelihood of a response






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






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






43. 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.






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






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






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






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






48. Watson - everything can be explained by stimulus-response chains - chains are developed by conditioning; only objective and observable elements important






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






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