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

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2. 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






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






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






5. 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






6. Law of effect






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






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






9. Not-so-neutral stimulus - elicits response without conditioning (e.g. salivation)






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






11. 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






12. Students working on a project in small groups






13. 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)






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






15. 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






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






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






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






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






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






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






22. UCS and CS presented at the same time






23. Operant conditioning






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






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






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






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






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






29. Theory of association






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






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






32. School of behaviourism






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






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






35. How to avoid something undesirable






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






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






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






39. 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






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






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






42. 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)






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






44. 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






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






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






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






48. Learning curve






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






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