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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. Operant conditioning






2. 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






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






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






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






6. 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






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






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






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






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






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






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. UCS and CS presented at the same time






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






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






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






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






18. 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)






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






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






21. 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)






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


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






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






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






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






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






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






29. Theory of association






30. 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






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






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






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






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






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


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






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






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






39. 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






40. The failure to generalize a stimulus






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






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






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


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






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






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






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






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






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






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