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






3. 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






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






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






6. 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)






7. later proved experimentally - Classical conditioning






8. 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






9. Evoking responses of autonomic nervous system through training






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






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






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






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






14. 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






15. 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






16. Previous learning makes learning a new task more difficult






17. UCS and CS presented at the same time






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






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






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






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






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






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






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






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






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






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






28. School of behaviourism






29. 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)






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






31. 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)






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






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






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






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






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. Medium amount of arousal best for performance






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






40. 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






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






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






43. 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






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






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






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






47. Operant conditioning






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






49. Learning by watching






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