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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. Learning curve






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






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






4. 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)






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

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6. 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






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






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






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






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






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

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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. UCS and CS presented at the same time






14. The failure to generalize a stimulus






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






16. 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)






17. Previous learning makes learning a new task more difficult






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






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






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






21. Theory of association






22. 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)






23. 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)






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






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






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






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






28. 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






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






30. Evoking responses of autonomic nervous system through training






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






32. later proved experimentally - Classical conditioning






33. 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






34. 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






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






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






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






38. 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






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






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






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






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






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






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






45. 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






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






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






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






49. School of behaviourism






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