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






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


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






4. Students working on a project in small groups






5. 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






6. Decreasing responsiveness to a stimulus due to increasing familiarity






7. Theory of association






8. 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)






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






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






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






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






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






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






15. 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






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






17. 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






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






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






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






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






22. Law of effect






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






24. Previous learning makes learning a new task more difficult






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






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






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






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






29. The failure to generalize a stimulus






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






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






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






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






34. 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)






35. Rewards delivered after differing time periods; second most effective strategy in maintaining behaviour






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






37. later proved experimentally - Classical conditioning






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






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






40. Learning by watching






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






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






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






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






45. 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






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






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






48. UCS and CS presented at the same time






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






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