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






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






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






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






5. 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.






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






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






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






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






10. Students working on a project in small groups






11. Learning by watching






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






14. 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)






15. 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






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






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






18. Operant conditioning






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






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






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






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






23. UCS and CS presented at the same time






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






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






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






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






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






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






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






31. 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?






32. 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






33. Previous learning makes learning a new task more difficult






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






35. Part of motivation. One must be adequately aroused to learn or perform






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






37. Law of effect






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






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






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






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






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






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






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






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






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






47. Evoking responses of autonomic nervous system through training






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






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






50. Those who set realistic goals with intermediate risk feel pride with accomplishment - and want to succeed more than they fear failure - however less likely to set unrealistic or risky goals or to persist when success is unlikely