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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. Evoking responses of autonomic nervous system through training






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






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






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






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






6. 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






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






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






9. 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.






10. 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?






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






12. later proved experimentally - Classical conditioning






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






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






15. Law of effect






16. 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






17. School of behaviourism






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






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






20. The failure to generalize a stimulus






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






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






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






24. Learning curve






25. 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






26. 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)






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






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






30. 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






31. Decreasing responsiveness to a stimulus due to increasing familiarity






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






33. Empty box (with a rat and a lever) - later proved the influence of reinforcement






34. Previous learning makes learning a new task more difficult






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






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






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






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






39. Learning by watching






40. Previous learning helps learning of another task later






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






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






43. 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)






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






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






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






47. 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






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






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






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