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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. 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






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






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






4. 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)






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






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






8. The failure to generalize a stimulus






9. Previous learning makes learning a new task more difficult






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






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






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






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






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






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






16. 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






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






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






19. Decreasing responsiveness to a stimulus due to increasing familiarity






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






21. 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






22. Theory of association






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






24. Performance = Expectation x Value; expectancy-value theory; goals they expect they can meet and how important goal is






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






26. School of behaviourism






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

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28. Learning curve






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






30. 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






31. Set of characteristics indicative of one'S ability to learn






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






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

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






35. 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)






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






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






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






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






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






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






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






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






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






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






46. Previous learning helps learning of another task later






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






48. Students working on a project in small groups






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






50. later proved experimentally - Classical conditioning







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