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






2. 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






3. 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






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






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






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






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






8. Theory of association






9. Law of effect






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






11. Preparedness - that certain associations are learned more easily than others; animals programmed to make certain connections; Garcia effect - nausea associated with food






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






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

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






15. The failure to generalize a stimulus






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






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






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






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






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






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






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






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






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






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






26. Decreasing responsiveness to a stimulus due to increasing familiarity






27. Learning curve






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






29. 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






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






31. UCS and CS presented at the same time






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






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

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






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






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






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






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






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






40. 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






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






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






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






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






45. Previous learning makes learning a new task more difficult






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






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






48. Previous learning helps learning of another task later






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






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