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






2. 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)






3. 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






4. Previous learning makes learning a new task more difficult






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






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






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






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






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






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






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

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






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






15. School of behaviourism






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






17. How to avoid something undesirable






18. UCS and CS presented at the same time






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






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






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






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






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






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






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






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






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






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






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






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






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






33. 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






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






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






36. 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






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






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






39. 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)






40. Learning by watching






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






42. 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






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






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






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






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






47. Students working on a project in small groups






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






49. later proved experimentally - Classical conditioning






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