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






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






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






4. 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






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






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






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






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






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






11. Born with certain physiological needs - will be tension if not satisfied; when it is - return to state of homeostasis and relaxation






12. UCS and CS presented at the same time






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






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






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






16. 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






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






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






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






20. 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






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






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






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






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






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






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






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






28. How to avoid something undesirable






29. School of behaviourism






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






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. The failure to generalize a stimulus






33. Theory of association






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






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






36. Learning by watching






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






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






39. 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






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






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






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






43. Operant conditioning






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






45. Learned reinforce - often through society; money - prestige - rewards






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






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






48. 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)






49. Decreasing responsiveness to a stimulus due to increasing familiarity






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