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






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






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






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






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






6. 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






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






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






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






10. 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






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






12. 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






13. 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






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






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






16. Previous learning helps learning of another task later






17. Learning curve






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






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. 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.






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






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






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






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

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25. Theory of association






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






27. 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






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






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






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






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






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






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






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






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






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






37. 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?






38. 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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39. Evoking responses of autonomic nervous system through training






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






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






42. 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






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






44. 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






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






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






47. Law of effect






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






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






50. Medium amount of arousal best for performance