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






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






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






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






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






6. The failure to generalize a stimulus






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






8. Students working on a project in small groups






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






10. later proved experimentally - Classical conditioning






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






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






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






14. UCS and CS presented at the same time






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






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






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






18. 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)






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






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






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






22. Learning by watching






23. 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






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






25. 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






26. 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.






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






29. Most time to learn but least likely to be extinguished; reinforcements are delivered after different numbers of correct responses - ratio cannot be predicted






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






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






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






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






34. 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






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






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






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






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






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






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






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






42. 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






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






44. Operant conditioning






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






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






47. Medium amount of arousal best for performance






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






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






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