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

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






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






4. Previous learning makes learning a new task more difficult






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






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






7. Students working on a project in small groups






8. 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






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






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






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






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






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






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






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






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






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






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






21. 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)






22. 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






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






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






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






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






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






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






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






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






31. later proved experimentally - Classical conditioning






32. 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)






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






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






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






36. 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)






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






38. 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






39. The failure to generalize a stimulus






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






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






42. 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)






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






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






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






46. How to avoid something undesirable






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






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






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






50. 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