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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. 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






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






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






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






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






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






7. Punishment to decrease likelihood of a behaviour - ex: drug Antabuse to treat alcoholism






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






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






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






11. 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






12. 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






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






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






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






16. 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






17. 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






18. 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






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






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






21. Pairing of the CS and the UCS in which the CS is presented before the UCS - delayed conditioning and trace conditioning






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






23. 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






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






25. Medium amount of arousal best for performance






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






27. Theory of association






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






29. Operant conditioning






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






31. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






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






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






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






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






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






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






40. 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)






41. 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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42. Previous learning makes learning a new task more difficult






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






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






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






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






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






48. 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)






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






50. Learning by watching