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






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






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






4. Preparedness - that certain associations are learned more easily than others; animals programmed to make certain connections; Garcia effect - nausea associated with food






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






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






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






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






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






10. Theory of association






11. 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)






12. 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)






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






14. 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






15. 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?






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






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






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






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






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

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21. later proved experimentally - Classical conditioning






22. 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






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






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






25. 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)






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






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






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






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






30. 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






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






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






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






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






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






36. Evoking responses of autonomic nervous system through training






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






38. The failure to generalize a stimulus






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






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






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






42. 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






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






44. Law of effect






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

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






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






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






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






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