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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. 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)






2. How to avoid something undesirable






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






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






5. 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?






6. 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)






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






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






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






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






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






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






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






14. Operant conditioning






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






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






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






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






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






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






21. 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.






22. School of behaviourism






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






24. Pavlovian conditioning; teaching a response (relationship) to neutral stimulus by pairing with not-so-neutral stimulus






25. Learning curve






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






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






28. 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






29. later proved experimentally - Classical conditioning






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






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






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






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






34. Not all correct responses met with reinforcement; slower but more resistant; fixed ratio - variable ratio - fixed interval - variable interval; variable is best because it is unexpected - ratio gives better response since based on # of correct behavi






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






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






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






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






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






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






41. UCS and CS presented at the same time






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






43. 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






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






45. Medium amount of arousal best for performance






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






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






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






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

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