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






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






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






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






5. How to avoid something undesirable






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






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






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






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






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






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






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






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






14. 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?






15. Previous learning helps learning of another task later






16. 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






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






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






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






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






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






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






24. Evoking responses of autonomic nervous system through training






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






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






27. Law of effect






28. 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






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






30. The failure to generalize a stimulus






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






32. later proved experimentally - Classical conditioning






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






34. Theory of association






35. Every correct response is met with reinforcement; quickest but most fragile learning - as soon as rewards stop coming - the animal stops performing






36. 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






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






38. Students working on a project in small groups






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






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






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






42. School of behaviourism






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






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






45. 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)






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






47. Operant conditioning






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






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






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