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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 by watching






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






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






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






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






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






7. 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






8. Students working on a project in small groups






9. 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






10. UCS and CS presented at the same time






11. Attitude change - based on balance of 'Sentiment' or liking relationships - if the net affect valence multiplies out to a positive result


12. 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






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






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


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






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






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






18. Pairing of the CS and the UCS in which the CS is presented before the UCS - delayed conditioning and trace conditioning






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






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






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






22. Theory of association






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






24. Previous learning helps learning of another task later






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






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






27. Law of effect






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






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






30. Operant conditioning






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






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






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






34. 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






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






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






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






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






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






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






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






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






43. later proved experimentally - Classical conditioning






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






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






46. Medium amount of arousal best for performance






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


48. Evoking responses of autonomic nervous system through training






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






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