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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. Theory of association






2. 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)






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






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






5. 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






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






7. 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)






8. How to avoid something undesirable






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






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

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11. later proved experimentally - Classical conditioning






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






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






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






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






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






17. Operant conditioning






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






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






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






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






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






23. UCS and CS presented at the same time






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






25. Evoking responses of autonomic nervous system through training






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






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






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






29. 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






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






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






32. Students working on a project in small groups






33. Need for achievement (nAch); need to pursue success or to avoid failure - goal is to feel successful






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






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






36. 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






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






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






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






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






41. 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






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






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






44. Decreasing responsiveness to a stimulus due to increasing familiarity






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






46. Medium amount of arousal best for performance






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






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






49. 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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50. Associative or dissociative attitudes on 7pt scale toward objects

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