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






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






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

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






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






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. 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?






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






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






10. Takes place without reinforcement - knowledge not immediately expressed - e.g. learning while watching chess






11. Learning curve






12. Law of effect






13. 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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14. Operant conditioning






15. 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






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






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






18. 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






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






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






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






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






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






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






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






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






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






28. 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






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






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






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






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






33. 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






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






35. 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)






36. Does not produce a specific response on its own (e.g. light or bell)






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






38. Medium amount of arousal best for performance






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






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






41. 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






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






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






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






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






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






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






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

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49. The failure to generalize a stimulus






50. School of behaviourism