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






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






3. Previous learning makes learning a new task more difficult






4. Medium amount of arousal best for performance






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






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






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

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






9. 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






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






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






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






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






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






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






17. Learning by watching






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






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






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






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






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






23. Learning curve






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






25. 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






26. UCS and CS presented at the same time






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






28. 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)






29. 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)






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






31. 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)






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






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






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






36. 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)






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






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






39. Law of effect






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






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






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






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






45. The failure to generalize a stimulus






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






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






48. 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






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






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