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






2. Learning by watching






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






4. Medium amount of arousal best for performance






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






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






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






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






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






10. Evoking responses of autonomic nervous system through training






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






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






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






14. How to avoid something undesirable






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






16. UCS and CS presented at the same time






17. Law of effect






18. 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)






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

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20. Learning curve






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






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






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






24. The failure to generalize a stimulus






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






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






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






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






29. 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.






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






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






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






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






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






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






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






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






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






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






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. 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






42. Previous learning helps learning of another task later






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






44. Previous learning makes learning a new task more difficult






45. 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






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






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






48. 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






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






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