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






2. Operant conditioning






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






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






5. 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)






6. UCS and CS presented at the same time






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






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






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






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






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






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

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






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






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






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






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






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






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






20. 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






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






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






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






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






25. Medium amount of arousal best for performance






26. 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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27. Learned reinforce - often through society; money - prestige - rewards






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






29. The failure to generalize a stimulus






30. 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






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






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






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






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






35. 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)






36. Reward or positive event that increases likelihood of a particular response






37. Theory of association






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






39. 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?






40. 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)






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






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






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






44. Previous learning makes learning a new task more difficult






45. Learning by watching






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






47. How to avoid something undesirable






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






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






50. 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)