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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. Theory of association






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






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






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






6. 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)






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






8. 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)






9. Learning curve






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






11. 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






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






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

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






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






16. Previous learning helps learning of another task later






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






18. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






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






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






23. 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






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






25. 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






26. 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






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






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






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






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






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






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






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






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






35. 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)






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






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






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. 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






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

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






42. Evoking responses of autonomic nervous system through training






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






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






45. How to avoid something undesirable






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






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






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






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






50. The failure to generalize a stimulus