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






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






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






4. UCS and CS presented at the same time






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






6. Applied expectancy-value theory to individual behaviour in large organizations (e.g. those lowest on totem pole have least motivation since little incentives)






7. Previous learning makes learning a new task more difficult






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






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






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






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






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






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






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






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






17. 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






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






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






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






21. Previous learning helps learning of another task later






22. 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






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






24. School of behaviourism






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






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






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. Associative or dissociative attitudes on 7pt scale toward objects

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






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






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






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






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






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






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






36. How to avoid something undesirable






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






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






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






40. 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?






41. 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






42. 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






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






44. 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)






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






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






47. Learned reinforce - often through society; money - prestige - rewards






48. 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)






49. 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






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