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






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






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






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






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






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






7. Medium amount of arousal best for performance






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






9. Previous learning helps learning of another task later






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






11. UCS and CS presented at the same time






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






14. 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






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






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






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






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






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






20. later proved experimentally - Classical conditioning






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






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






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






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

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






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






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






28. 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






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






30. 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






31. 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)






32. Evoking responses of autonomic nervous system through training






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






34. 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






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






36. 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)






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






38. 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)






39. Pavlovian conditioning; teaching a response (relationship) to neutral stimulus by pairing with not-so-neutral stimulus






40. Law of effect






41. School of behaviourism






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






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






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






45. Motivation to reduce internal tension - once satisfied - back to homeostasis/ relaxation; against M.E. Olds electrical stimulation of pleasure centres






46. How to avoid something undesirable






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






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






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