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






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






3. 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






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






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

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






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






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






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






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






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






12. How to avoid something undesirable






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






14. Learning curve






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






16. 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






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






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






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






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






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






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






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






26. 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)






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






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






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






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






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






32. 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?






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






34. Evoking responses of autonomic nervous system through training






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






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






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






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






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






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






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






42. 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)






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






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






45. Previous learning helps learning of another task later






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






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






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






49. Students working on a project in small groups






50. UCS and CS presented at the same time