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






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






3. Operant conditioning






4. 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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5. 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






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






7. Previous learning makes learning a new task more difficult






8. The failure to generalize a stimulus






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






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






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






12. 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






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






14. How to avoid something undesirable






15. 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






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






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






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






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






20. Evoking responses of autonomic nervous system through training






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






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






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






24. Learning curve






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






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






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






28. Law of effect






29. 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?






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






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






32. Theory of association






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






34. 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






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

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






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






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






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






40. Neutral stimulus once paired with UCS; no naturally occurring response - only with UCS pairing (e.g. light (CS) eventually produces salivation)






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






42. 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)






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






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






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






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






47. 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)






48. 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






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






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