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






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

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






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






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






6. Learning by watching






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






8. Medium amount of arousal best for performance






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






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






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






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






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






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






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






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






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






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






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






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






23. Students working on a project in small groups






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






25. 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






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






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






28. 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






29. 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






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






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






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






33. The failure to generalize a stimulus






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






35. 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.






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






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






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






39. 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)






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






41. How to avoid something undesirable






42. 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






43. Learning curve






44. Previous learning helps learning of another task later






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

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






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






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






49. 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)






50. 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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