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






2. Medium amount of arousal best for performance






3. Students working on a project in small groups






4. later proved experimentally - Classical conditioning






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






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






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






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






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






10. The failure to generalize a stimulus






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






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






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

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






15. 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)






16. Theory of association






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






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






19. 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






20. 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






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






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






23. 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






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






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






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






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






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






29. Operant conditioning






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






31. 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.






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

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






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






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






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






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






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






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






41. Differential reinforcement of successive approximations; 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)






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






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






44. 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






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






46. UCS and CS presented at the same time






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






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






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






50. 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