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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. Previous learning makes learning a new task more difficult






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






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






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






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






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






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






8. 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)






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






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






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






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






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






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






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






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






17. Punishment to decrease likelihood of a behaviour - ex: drug Antabuse to treat alcoholism






18. Medium amount of arousal best for performance






19. Fritz Heider'S balance theory - Charles Osgood and Percy Tannenbaum'S congruity theory - Leon Festinger'S cognitive dissonance theory; what about individuals who often seek stimulation - novel experience - or self-destruction?






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






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






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


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






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






25. 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)






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






27. Theory of association






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






29. Part of motivation. One must be adequately aroused to learn or perform






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






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






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


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






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






35. 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






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






37. 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






38. Previous learning helps learning of another task later






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






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






41. 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)






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






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






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






45. Attitude change - based on balance of 'Sentiment' or liking relationships - if the net affect valence multiplies out to a positive result


46. The failure to generalize a stimulus






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






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






49. Evoking responses of autonomic nervous system through training






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