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GRE Psychology: Learning

Subjects : gre, psychology
Instructions:
  • Answer 50 questions in 15 minutes.
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  • 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. 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?






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






3. 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






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






5. School of behaviourism






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






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






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






9. 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)






10. 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






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






12. 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






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






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






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






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






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






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






19. Theory of association






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

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






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






23. Medium amount of arousal best for performance






24. UCS and CS presented at the same time






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






26. How to avoid something undesirable






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






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






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






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






32. Evoking responses of autonomic nervous system through training






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






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






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






36. 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






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






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






39. Decreasing responsiveness to a stimulus due to increasing familiarity






40. 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)






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






42. Students working on a project in small groups






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






44. later proved experimentally - Classical conditioning






45. Naturally occurring response (e.g. salivation to food)






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






47. 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






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






49. Law of effect






50. By having an apparatus (e.g. lever) - an animal controls its reinforcements (e.g. food) through behaviours (e.g. pressing) - shaping its own behaviour