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






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






3. 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?






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






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






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






8. 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






9. Evoking responses of autonomic nervous system through training






10. 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)






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






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






13. 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






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






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






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






17. 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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18. 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






19. 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






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






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






22. Previous learning helps learning of another task later






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






24. 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)






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






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






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






28. 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






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






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






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






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






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






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






35. UCS and CS presented at the same time






36. School of behaviourism






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






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






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






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






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






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






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






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






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






46. Theory of association






47. later proved experimentally - Classical conditioning






48. Learning curve






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






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