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






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






3. Students working on a project in small groups






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






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






6. Law of effect






7. 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






8. Previous learning helps learning of another task later






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






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






11. Previous learning makes learning a new task more difficult






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






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






14. Evoking responses of autonomic nervous system through training






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






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






17. 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?






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






19. 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)






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






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






22. 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






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






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






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






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






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






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






29. 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)






30. School of behaviourism






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






32. 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






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

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34. The failure to generalize a stimulus






35. Theory of association






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






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






38. 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






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






40. Learning curve






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






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






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






44. 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






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






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






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






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






50. 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.