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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. Learning curve






2. 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






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






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






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






6. 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)






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






8. Decreasing responsiveness to a stimulus due to increasing familiarity






9. later proved experimentally - Classical conditioning






10. 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.






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






12. Evoking responses of autonomic nervous system through training






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






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






15. Performance = Drive x Habit; will do what has worked in the past to satisfy drive






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






17. Previous learning helps learning of another task later






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






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






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






21. 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)






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






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






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






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






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






27. Operant conditioning






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






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






30. 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






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






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






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






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






36. Students working on a project in small groups






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






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






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






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






41. 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






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






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






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

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






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






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






48. The failure to generalize a stimulus






49. 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






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







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