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






2. The failure to generalize a stimulus






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






4. Learning by watching






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

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6. Previous learning helps learning of another task later






7. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






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






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






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






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






14. Medium amount of arousal best for performance






15. Learning curve






16. later proved experimentally - Classical conditioning






17. 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






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






19. 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






20. 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)






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






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






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






24. Previous learning makes learning a new task more difficult






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






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






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






28. 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)






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






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






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

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






33. Credited with writing first educational textbook in 1903 to assess students and teaching






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






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






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






37. School of behaviourism






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






39. 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






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






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






42. Theory of association






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






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






45. Law of effect






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






47. 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






48. UCS and CS presented at the same time






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






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