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






2. later proved experimentally - Classical conditioning






3. 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)






4. UCS and CS presented at the same time






5. Simultaneous - higher-order/second-order - delayed forward - trace forward - backward






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






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






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






9. 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






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






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






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






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






14. 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






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






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






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






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






19. Theory of association






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






21. Learning curve






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






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






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






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






26. School of behaviourism






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






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






30. 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?






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






32. Does not produce a specific response on its own (e.g. light or bell)






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






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






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






36. Learning by watching






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






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






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. Associative or dissociative attitudes on 7pt scale toward objects

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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. 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






43. 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)






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






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






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






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






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






49. 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)






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