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






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






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






5. later proved experimentally - Classical conditioning






6. 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?






7. Evoking responses of autonomic nervous system through training






8. 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






9. Previous learning makes learning a new task more difficult






10. How to avoid something undesirable






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






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






13. Learning curve






14. Skinner - instrumental conditioning; behaviour primarily influenced by reinforcement strategies - do what rewards - not what doesn'T






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






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






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






19. 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)






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






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






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






23. 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)






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






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






26. 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






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






28. 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






29. UCS and CS presented at the same time






30. School of behaviourism






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






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






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






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






35. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






38. Theory of association






39. Medium amount of arousal best for performance






40. 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)






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






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






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






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






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






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






47. Operant conditioning






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






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






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