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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. 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)






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






3. Decreasing responsiveness to a stimulus due to increasing familiarity






4. 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






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






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






7. 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.






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






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

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






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

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






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






14. 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






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






16. How to avoid something undesirable






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






19. Learning by watching






20. The failure to generalize a stimulus






21. Born with certain physiological needs - will be tension if not satisfied; when it is - return to state of homeostasis and relaxation






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






23. 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






24. UCS and CS presented at the same time






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






26. 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?






27. Theory of association






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






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






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






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






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






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






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






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






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






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






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






39. 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)






40. Disassociate car from vet by taking dog on frequent car trip to the park






41. Evoking responses of autonomic nervous system through training






42. Previous learning helps learning of another task later






43. Students working on a project in small groups






44. Medium amount of arousal best for performance






45. 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






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






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






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






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






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