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






2. 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)






3. Law of effect






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






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






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






8. Students working on a project in small groups






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






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






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






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






13. UCS and CS presented at the same time






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






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






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






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






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






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






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






21. 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






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






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






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






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






26. Operant conditioning






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






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






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






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






31. 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)






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






33. Theory of association






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






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






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






38. 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)






39. Evoking responses of autonomic nervous system through training






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






41. 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






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

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






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






45. The failure to generalize a stimulus






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






47. 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)






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






49. 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






50. Previous learning helps learning of another task later







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