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






2. Decreasing responsiveness to a stimulus due to increasing familiarity






3. later proved experimentally - Classical conditioning






4. School of behaviourism






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






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






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






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






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






10. Previous learning helps learning of another task later






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






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






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






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






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






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. 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)






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






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






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






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






22. How to avoid something undesirable






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

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






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






26. 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?






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






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






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






30. 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)






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






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






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






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






35. Students working on a project in small groups






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






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






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






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






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






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






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






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






44. 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






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






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






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






49. 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






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