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






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






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

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






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






6. Reappearance of an extinguished response - even without further conditioning - after the child'S tantrum behaviour has been extinguished - the child may suddenly throw a tantrum again






7. Students working on a project in small groups






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






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






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






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

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






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






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






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






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






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






18. 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?






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






20. Operant conditioning






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






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






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






24. 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






25. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






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






29. Learning by watching






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






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






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






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






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






35. Previous learning makes learning a new task more difficult






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






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






38. Learning curve






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






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






41. 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)






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






43. 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






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. 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)






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






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






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






49. 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






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