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GRE Psychology: Learning

Subjects : gre, psychology
Instructions:
  • Answer 50 questions in 15 minutes.
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  • 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. Credited with writing first educational textbook in 1903 to assess students and teaching






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






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






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






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






7. Students working on a project in small groups






8. Fritz Heider'S balance theory - Charles Osgood and Percy Tannenbaum'S congruity theory - Leon Festinger'S cognitive dissonance theory; what about individuals who often seek stimulation - novel experience - or self-destruction?






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






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






11. Operant conditioning






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






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






14. The failure to generalize a stimulus






15. Learning curve






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






17. 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






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






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






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






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






22. UCS and CS presented at the same time






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






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






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






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






27. Previous learning makes learning a new task more difficult






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






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






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






31. 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






32. 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






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






34. School of behaviourism






35. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






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






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






40. 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)






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






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






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






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






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






46. 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






47. 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.






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






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

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