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






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






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






4. The failure to generalize a stimulus






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






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

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






8. 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






9. 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?






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






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






12. later proved experimentally - Classical conditioning






13. 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)






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






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






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






18. 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)






19. Previous learning makes learning a new task more difficult






20. 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






21. 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






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






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






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






25. Law of effect






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






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






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






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






30. Evoking responses of autonomic nervous system through training






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






32. How to avoid something undesirable






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






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






35. 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






36. UCS and CS presented at the same time






37. 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






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






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






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






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






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






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






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






45. Associative or dissociative attitudes on 7pt scale toward objects

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






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






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






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






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