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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. 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?






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






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






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






5. 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






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






7. 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.






8. 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






9. 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






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






11. later proved experimentally - Classical conditioning






12. 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






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






14. 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






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






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






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






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






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






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






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






22. Law of effect






23. 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)






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






25. Decreasing responsiveness to a stimulus due to increasing familiarity






26. Most time to learn but least likely to be extinguished; reinforcements are delivered after different numbers of correct responses - ratio cannot be predicted






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






28. 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






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






30. How to avoid something undesirable






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






32. Previous learning helps learning of another task later






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






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






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

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






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






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






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






40. UCS and CS presented at the same time






41. Theory of association






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






43. Medium amount of arousal best for performance






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






45. Evoking responses of autonomic nervous system through training






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






47. 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






48. 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






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






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