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






2. 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)






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






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






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






6. 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






7. Parents reduce temper in child by not giving into - reinforcing behavior






8. Learning by watching






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






10. Not all correct responses met with reinforcement; slower but more resistant; fixed ratio - variable ratio - fixed interval - variable interval; variable is best because it is unexpected - ratio gives better response since based on # of correct behavi






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






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






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






14. Motivated to do what they do not want to do by rewarding themselves afterwards with something they like to do - Eat dessert after eating unwanted vegetable






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






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






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






18. School of behaviourism






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






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






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






22. Theory of association






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

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






26. UCS and CS presented at the same time






27. Previous learning makes learning a new task more difficult






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






29. Decreasing responsiveness to a stimulus due to increasing familiarity






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






31. Operant conditioning






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






33. 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






34. The failure to generalize a stimulus






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






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






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






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






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






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






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






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






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






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






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






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






48. 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






49. 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.






50. Previous learning helps learning of another task later