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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. 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?






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






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






4. Born with certain physiological needs - will be tension if not satisfied; when it is - return to state of homeostasis and relaxation






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






6. 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)






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






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






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






10. 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)






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






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






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

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






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






16. 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






17. 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)






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






19. UCS and CS presented at the same time






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. 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






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






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






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






25. School of behaviourism






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






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






28. Evoking responses of autonomic nervous system through training






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






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






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






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






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






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






35. Operant conditioning






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






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






38. Previous learning helps learning of another task later






39. 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






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






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. Learning curve






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






44. 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






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






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






47. 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






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






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






50. 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)