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






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






3. Learning by watching






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






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






6. Previous learning helps learning of another task later






7. Evoking responses of autonomic nervous system through training






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






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






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






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






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






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






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






16. 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






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






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






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






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






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






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






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






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






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






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






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






30. Continuous motions easier to learn - once started continues naturally - bike; discrete divided into parts and do not facilitate recall of each other - setting up chessboard






31. 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






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






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






34. School of behaviourism






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






36. 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






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

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






39. 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






40. Students working on a project in small groups






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






42. Previous learning makes learning a new task more difficult






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






44. Medium amount of arousal best for performance






45. Learning curve






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






47. 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)






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






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






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