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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. Rewards delivered after differing time periods; second most effective strategy in maintaining behaviour






2. 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






3. Previous learning makes learning a new task more difficult






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






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






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






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






9. Increased sensitivity to environment after exposure to a strong stimulus - Rubbing arm after pain?






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






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






12. Learning by watching






13. 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?






14. 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)






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






18. How to avoid something undesirable






19. School of behaviourism






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






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






22. Operant conditioning






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






24. UCS and CS presented at the same time






25. The failure to generalize a stimulus






26. Learn 3-20 - constant 20-50 - drops 50+






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






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






29. Previous learning helps learning of another task later






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






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






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






33. 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.






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






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






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






37. 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






38. Need for achievement (nAch); need to pursue success or to avoid failure - goal is to feel successful






39. Disassociate car from vet by taking dog on frequent car trip to the park






40. Medium amount of arousal best for performance






41. 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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42. 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






43. Evoking responses of autonomic nervous system through training






44. Law of effect






45. 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






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






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






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






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






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