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






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






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






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






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






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






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






8. School of behaviourism






9. Previous learning helps learning of another task later






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






11. Operant conditioning






12. Learning curve






13. 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)






14. 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.






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






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






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






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

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






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






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






22. Evoking responses of autonomic nervous system through training






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






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






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






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






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






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






29. Students working on a project in small groups






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. 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






32. 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)






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






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






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






36. 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?






37. 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






38. 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)






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






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

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






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






43. 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)






44. The failure to generalize a stimulus






45. later proved experimentally - Classical conditioning






46. 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






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






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






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






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