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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. Associative or dissociative attitudes on 7pt scale toward objects

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2. 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






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






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






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






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






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






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






9. 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)






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






11. How to avoid something undesirable






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






13. 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)






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






15. 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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16. Previous learning helps learning of another task later






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






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






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






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






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






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






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






24. Learning curve






25. Rewards delivered after differing time periods; second most effective strategy in maintaining behaviour






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






27. School of behaviourism






28. 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)






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






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






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






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






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






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






35. Evoking responses of autonomic nervous system through training






36. Students working on a project in small groups






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. 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)






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






40. UCS and CS presented at the same time






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






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






43. Reward or positive event that increases likelihood of a particular response






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






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






46. later proved experimentally - Classical conditioning






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






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






49. 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






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