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






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






3. 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






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






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






6. 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






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






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






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






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






11. 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.






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






13. How to avoid something undesirable






14. Learning by watching






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






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






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






18. 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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19. Credited with writing first educational textbook in 1903 to assess students and teaching






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






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






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






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






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






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






26. 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






27. Medium amount of arousal best for performance






28. Students working on a project in small groups






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






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






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






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






33. UCS and CS presented at the same time






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






35. Not-so-neutral stimulus - elicits response without conditioning (e.g. salivation)






36. 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






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

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






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






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






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

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42. later proved experimentally - Classical conditioning






43. Learning curve






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






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






46. 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?






47. 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






48. 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)






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






50. Law of effect