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






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






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






5. 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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6. Students working on a project in small groups






7. 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)






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






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






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






11. Operant conditioning






12. later proved experimentally - Classical conditioning






13. 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)






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






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






16. 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






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

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






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






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






21. Learning by watching






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






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






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






25. 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






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






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






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






29. 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)






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






31. Law of effect






32. 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






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






34. 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






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






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






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






38. 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.






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






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






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






42. Theory of association






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






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






45. How to avoid something undesirable






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






47. Previous learning helps learning of another task later






48. 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






49. The failure to generalize a stimulus






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