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






3. 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






4. 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






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






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






7. 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)






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






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






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






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






12. 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






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






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






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






16. Learning by watching






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






18. Approach-avoidance conflict; state felt when a goal has both pros and cons - typically focus on pros when far from goal - cons when close to goal






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






20. 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






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






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






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






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

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25. 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






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






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






28. School of behaviourism






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






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






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

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






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






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






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






36. later proved experimentally - Classical conditioning






37. 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)






38. Operant conditioning






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






40. Medium amount of arousal best for performance






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






42. Theory of association






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






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






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






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






47. 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?






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






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






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