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






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






3. The failure to generalize a stimulus






4. Learning by watching






5. 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






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






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






8. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






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






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






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

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






15. Type of forward conditioning; CS presented and terminated before UCS presentation






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






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






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






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






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






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






22. 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)






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






24. UCS and CS presented at the same time






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






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






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






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






29. Learning curve






30. 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.






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






32. 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






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






34. 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






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






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






37. 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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38. Students working on a project in small groups






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






40. 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






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






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






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






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






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






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






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






48. 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)






49. Higher arousal for simple tasks (motivation) - lower arousal for complex tasks (concentration); optimal arousal is an inverted U on a graph - Y-axis: performance - X-axis: arousal - Difficult task --> upside-down U shape - Simple task --> reaches pea






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