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






2. 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?






3. 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






4. Learning curve






5. 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






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






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






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






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






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






11. Law of effect






12. Evoking responses of autonomic nervous system through training






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






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






15. Decreasing responsiveness to a stimulus due to increasing familiarity






16. 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.






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






18. Individuals are motivated by what brings most pleasure and least pain






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






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

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






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






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






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






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






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






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






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






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






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






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






32. 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






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






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






35. 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






36. Previous learning makes learning a new task more difficult






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






38. Previous learning helps learning of another task later






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






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






41. How to avoid something undesirable






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






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






44. 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)






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






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






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






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