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






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






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






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






5. Previous learning helps learning of another task later






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






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






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






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






10. 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






11. Medium amount of arousal best for performance






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






13. Operant conditioning






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






15. How to avoid something undesirable






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






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

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






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






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






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






22. Learning by watching






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






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






25. Learning curve






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






27. 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






28. School of behaviourism






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






30. Decreasing responsiveness to a stimulus due to increasing familiarity






31. 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






32. 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)






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






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






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






36. Evoking responses of autonomic nervous system through training






37. Previous learning makes learning a new task more difficult






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






39. Theory of association






40. 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.






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






42. Students working on a project in small groups






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






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






45. 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






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






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






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






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






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