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






2. 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






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






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






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






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






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






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






9. 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)






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






11. 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






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






13. Learning curve






14. 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.






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






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






17. 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






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






19. Operant conditioning






20. Theory of association






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






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






23. 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






24. 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)






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






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






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






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






29. 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






30. Removal of a negative event that increases likelihood of a particular response; while punishment introduces a negative event to decrease likelihood of a response






31. Previous learning helps learning of another task later






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






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






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






35. 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






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






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






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

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39. 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?






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






41. 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






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






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






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






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






46. Law of effect






47. Students working on a project in small groups






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






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






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