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






2. 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)






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






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






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






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






7. Previous learning makes learning a new task more difficult






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






9. 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.






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






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






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






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






14. Learning curve






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






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






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






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






19. 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)






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






21. How to avoid something undesirable






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






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






24. 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






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






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






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






29. 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






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






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






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






33. 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






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






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






36. Students working on a project in small groups






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






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






39. 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






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






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






42. Medium amount of arousal best for performance






43. School of behaviourism






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






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






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

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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. 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






49. The failure to generalize a stimulus






50. 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