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






2. Learning by watching






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






4. The failure to generalize a stimulus






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






6. 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)






7. Medium amount of arousal best for performance






8. 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)






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






10. Reversal of conditioning - dissociating behaviour from a cue - Repeatedly withholding reinforcement or disassociating the behavior from a cue






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






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






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






14. Evoking responses of autonomic nervous system through training






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






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






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






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






19. 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.






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






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






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


23. 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






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






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






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. Learning curve






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






29. Previous learning makes learning a new task more difficult






30. 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






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






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






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






34. 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






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






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






37. 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






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






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






40. Students working on a project in small groups






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






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






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






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






45. 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






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






47. later proved experimentally - Classical conditioning






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






49. 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






50. People learn through their culture. They learn acceptable and unacceptable behaviours through culture