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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. 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)






2. 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






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






4. Evoking responses of autonomic nervous system through training






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






6. Medium amount of arousal best for performance






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






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






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






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






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






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






13. Learning by watching






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






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






16. 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






17. Removal of a negative event that increases likelihood of a particular response; while punishment introduces a negative event to decrease likelihood of a response






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






19. Law of effect






20. Previous learning helps learning of another task later






21. 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)






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






23. 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






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






25. School of behaviourism






26. 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.






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

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






30. 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)






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






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






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






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






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






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






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






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






40. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






43. UCS and CS presented at the same time






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






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

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46. 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






47. later proved experimentally - Classical conditioning






48. Theory of association






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






50. 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