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






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






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






4. 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






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






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






7. Operant conditioning






8. later proved experimentally - Classical conditioning






9. Evoking responses of autonomic nervous system through training






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






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






12. 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)






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






14. Theory of association






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






16. 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






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






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






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






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






21. How to avoid something undesirable






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






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






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






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






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






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






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






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






32. 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






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






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






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






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






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






38. 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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39. Decreasing responsiveness to a stimulus due to increasing familiarity






40. Learning curve






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






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






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






44. The failure to generalize a stimulus






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






46. 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.






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






48. Previous learning makes learning a new task more difficult






49. Medium amount of arousal best for performance






50. 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