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






3. 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)






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






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






7. Parents reduce temper in child by not giving into - reinforcing behavior






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

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






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






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






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






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






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






15. 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






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






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






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






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. Previous learning helps learning of another task later






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






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






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






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






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






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






27. UCS and CS presented at the same time






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






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






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






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






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






33. 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?






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






35. 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






36. Previous learning makes learning a new task more difficult






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






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






39. Evoking responses of autonomic nervous system through training






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






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






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

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






44. 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)






45. 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






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






47. 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)






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






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






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