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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. How to avoid something undesirable






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






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






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






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






6. 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?






7. 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






8. later proved experimentally - Classical conditioning






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






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






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






12. 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






13. The failure to generalize a stimulus






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






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






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






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






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






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






20. 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






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






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






23. 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






24. School of behaviourism






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






26. 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)






27. 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






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






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






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






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






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






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






34. Previous learning makes learning a new task more difficult






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






36. Learning curve






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






38. 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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39. People learn through their culture. They learn acceptable and unacceptable behaviours through culture






40. Students working on a project in small groups






41. Operant conditioning






42. 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)






43. 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)






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

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45. Theory of association






46. 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






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






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






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






50. 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)