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

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2. The failure to generalize a stimulus






3. How to avoid something undesirable






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






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






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






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






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






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






10. Previous learning helps learning of another task later






11. 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






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






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






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






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






16. 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






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






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






19. UCS and CS presented at the same time






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






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






22. Learning curve






23. 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)






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






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






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






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






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






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






30. 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?






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






32. Operant conditioning






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






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






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






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






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






38. 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






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






40. 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






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






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






43. Evoking responses of autonomic nervous system through training






44. 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






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






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






48. 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






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






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







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