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






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

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3. Decreasing responsiveness to a stimulus due to increasing familiarity






4. 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)






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






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






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






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






9. The failure to generalize a stimulus






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






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






12. 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






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






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. 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






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






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






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






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






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






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






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






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






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






25. 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






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






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






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






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






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






32. 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)






33. 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.






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






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

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






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






38. 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






39. Evoking responses of autonomic nervous system through training






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






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






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






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






44. Operant conditioning






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






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






47. 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?






48. Teacher encourages independent learning - only provides assistance when needed






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






50. 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