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






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






3. 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?






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






5. 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






6. Previous learning makes learning a new task more difficult






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






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






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






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






11. Medium amount of arousal best for performance






12. 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)






13. School of behaviourism






14. Naturally occurring response (e.g. salivation to food)






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






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






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






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






19. Links together chains of stimuli and responses - learns what to do in response to particular triggers (leaving a building in response to fire alarm)






20. 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






21. 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






22. 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






23. People learn through their culture. They learn acceptable and unacceptable behaviours through culture






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






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

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26. How to avoid something undesirable






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






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






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






30. 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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31. later proved experimentally - Classical conditioning






32. Decreasing responsiveness to a stimulus due to increasing familiarity






33. Operant conditioning






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






35. Evoking responses of autonomic nervous system through training






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






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






39. Students working on a project in small groups






40. 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)






41. 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






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

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43. Previous learning helps learning of another task later






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






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






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






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






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






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






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