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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. Previous learning makes learning a new task more difficult






2. Theory of association






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






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






5. Decreasing responsiveness to a stimulus due to increasing familiarity






6. 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






7. Previous learning helps learning of another task later






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






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






10. Medium amount of arousal best for performance






11. 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






12. 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






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






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






15. Law of effect






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






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






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






19. 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






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






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






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






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






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






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






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






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






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






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






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






31. 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)






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






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






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






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






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






37. School of behaviourism






38. 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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39. Set of characteristics indicative of one'S ability to learn






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






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






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






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






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






45. 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)






46. Evoking responses of autonomic nervous system through training






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






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






49. The failure to generalize a stimulus






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







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