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






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






4. Evoking responses of autonomic nervous system through training






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






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






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






8. Previous learning helps learning of another task later






9. School of behaviourism






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






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






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






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






14. Need for achievement (nAch); need to pursue success or to avoid failure - goal is to feel successful






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






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






17. Previous learning makes learning a new task more difficult






18. 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)






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






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






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






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






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






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






25. 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?






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 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)






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






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

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30. How to avoid something undesirable






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






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






33. 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






34. 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)






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






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






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

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






39. 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.






40. 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






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






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






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






44. Operant conditioning






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






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






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






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






49. Students working on a project in small groups






50. 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