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






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






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






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






5. 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?






6. The failure to generalize a stimulus






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






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






9. 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






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






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






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






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






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






15. Previous learning makes learning a new task more difficult






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






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






18. How to avoid something undesirable






19. Operant conditioning






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






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






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






23. Theory of association






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






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






26. 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






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






28. 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






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






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

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






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






33. 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)






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






35. 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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36. Previous learning helps learning of another task later






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






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






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






40. Applied expectancy-value theory to individual behaviour in large organizations (e.g. those lowest on totem pole have least motivation since little incentives)






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






42. Students working on a project in small groups






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






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






45. 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)






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






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






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






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






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

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