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






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






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






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






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






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






7. 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






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






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






10. Law of effect






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






12. 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






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. 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






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






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






17. Evoking responses of autonomic nervous system through training






18. 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






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






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






22. 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.






23. later proved experimentally - Classical conditioning






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






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






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






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






28. UCS and CS presented at the same time






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






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






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






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






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






34. 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?






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






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






37. Theory of association






38. Previous learning makes learning a new task more difficult






39. 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)






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






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






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






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






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

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45. 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






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






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






49. Shaping; 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)






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







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