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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. UCS and CS presented at the same time






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






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






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






6. The failure to generalize a stimulus






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






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






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






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






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


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






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






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






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






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






17. 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






18. Applied expectancy-value theory to individual behaviour in large organizations (e.g. those lowest on totem pole have least motivation since little incentives)






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






20. 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)






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






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






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






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






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






26. Learning by watching






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






28. 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?






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






30. Attitude change - based on balance of 'Sentiment' or liking relationships - if the net affect valence multiplies out to a positive result


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






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






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






34. 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






35. 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.






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






37. Previous learning helps learning of another task later






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






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






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






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






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






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






44. 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)






45. Students working on a project in small groups






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






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






48. 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






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






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