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






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






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






4. Operant conditioning






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






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






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






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






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






10. 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?






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






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






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






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






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






16. How to avoid something undesirable






17. Decreasing responsiveness to a stimulus due to increasing familiarity






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






19. 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






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






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






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






23. Previous learning helps learning of another task later






24. 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)






25. School of behaviourism






26. Theory of association






27. 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






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






29. Previous learning makes learning a new task more difficult






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






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






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






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






34. 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)






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






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






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






38. Learning curve






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

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






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






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






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






44. Medium amount of arousal best for performance






45. Students working on a project in small groups






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






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

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48. 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)






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