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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 after a certain period of time rather than number of behaviours; can be argued that it does little to motivate an animal'S behaviour






2. 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)






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






4. 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






5. 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?






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






7. UCS and CS presented at the same time






8. 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)






9. Operant conditioning






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






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






12. 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)






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






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






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






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






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






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






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






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






22. 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






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






24. later proved experimentally - Classical conditioning






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






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






27. 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






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






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






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






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






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






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






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






35. Learning curve






36. Law of effect






37. 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






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






39. 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






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






41. How people learn in educational settings such as student and teacher attributes






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






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






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

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






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






47. Previous learning helps learning of another task later






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






49. 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.






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

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