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






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






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






4. 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






5. 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)






6. Operant conditioning






7. 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






8. Previous learning makes learning a new task more difficult






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






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






11. 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






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






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






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






16. 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?






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






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

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






20. Law of effect






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






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






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






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






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






26. How to avoid something undesirable






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






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






29. Learning curve






30. 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)






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






32. 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






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






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






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






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






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

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






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






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






42. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






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






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






47. 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






48. Evoking responses of autonomic nervous system through training






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






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