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






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

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






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






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






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






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






8. 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






9. 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






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






12. Law of effect






13. 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






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






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






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






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






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






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






20. Higher arousal for simple tasks (motivation) - lower arousal for complex tasks (concentration); optimal arousal is an inverted U on a graph - Y-axis: performance - X-axis: arousal - Difficult task --> upside-down U shape - Simple task --> reaches pea






21. Animals strongly and automatically connect nausea and food - especially strong in children; preparedness






22. Theory of association






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

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24. Students working on a project in small groups






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






26. Previous learning helps learning of another task later






27. Operant conditioning






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






29. Medium amount of arousal best for performance






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






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






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






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






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






35. 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






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






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






38. 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






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






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






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






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






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






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






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






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






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






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






49. 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)






50. 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)