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






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






3. The failure to generalize a stimulus






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






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






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






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






8. 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.






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






10. Learning curve






11. 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






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






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






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






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






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






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






18. 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)






19. later proved experimentally - Classical conditioning






20. 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






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






22. Learning by watching






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






24. UCS and CS presented at the same time






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






26. 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)






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






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. School of behaviourism






30. Attitude change - based on balance of 'Sentiment' or liking relationships - if the net affect valence multiplies out to a positive result


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






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






33. Students working on a project in small groups






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






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






36. 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






37. Evoking responses of autonomic nervous system through training






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






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






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






41. 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






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






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






44. 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






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






46. 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)






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






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


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






50. 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