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






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






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






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






5. 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






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






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






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






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






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






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






13. Previous learning helps learning of another task later






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






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






16. The failure to generalize a stimulus






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

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18. 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






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






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






21. Previous learning makes learning a new task more difficult






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






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






25. Operant conditioning






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






27. 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.






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






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






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






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






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






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






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






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






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






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






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






39. Evoking responses of autonomic nervous system through training






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






41. Medium amount of arousal best for performance






42. UCS and CS presented at the same time






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






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






45. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






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






49. Law of effect






50. 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)