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






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






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






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






5. 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






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






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






8. The failure to generalize a stimulus






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






10. Learning curve






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






12. Previous learning makes learning a new task more difficult






13. 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






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

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






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






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






18. later proved experimentally - Classical conditioning






19. Operant conditioning






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






21. 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)






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






23. Students working on a project in small groups






24. 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






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






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






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






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






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






30. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






34. 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)






35. Learning by watching






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






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






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






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






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






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






42. 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)






43. 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.






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






45. Ability to discriminate between different but similar stimuli (door bell is different from phone ringing)






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. Theory of association






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






49. Preparedness - that certain associations are learned more easily than others; animals programmed to make certain connections; Garcia effect - nausea associated with food






50. UCS and CS presented at the same time