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






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. 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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4. Evoking responses of autonomic nervous system through training






5. Law of effect






6. 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






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






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






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






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






11. 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)






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






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






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






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






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






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






18. 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






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






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






21. Learning curve






22. later proved experimentally - Classical conditioning






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






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






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






26. Operant conditioning






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






28. UCS and CS presented at the same time






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






30. Learning by watching






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






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






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

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






36. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






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






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






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






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






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






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






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






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






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






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






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






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