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






2. 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)






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






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






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






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






7. How to avoid something undesirable






8. 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






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






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






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






12. The failure to generalize a stimulus






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






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






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

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






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

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






19. Students working on a project in small groups






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






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






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






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






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






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






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






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






28. 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.






29. 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






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






31. 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?






32. 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






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






34. 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)






35. Previous learning makes learning a new task more difficult






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






37. Approach-avoidance conflict; state felt when a goal has both pros and cons - typically focus on pros when far from goal - cons when close to goal






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






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






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






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






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






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






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






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






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






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






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






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