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






2. 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






3. Learn 3-20 - constant 20-50 - drops 50+






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






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






6. Operant conditioning






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






8. 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






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






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






11. Previous learning makes learning a new task more difficult






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






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






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






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






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






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. Evoking responses of autonomic nervous system through training






19. Medium amount of arousal best for performance






20. 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)






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






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






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






24. The failure to generalize a stimulus






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






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






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






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






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






30. Learning by watching






31. 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)






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






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






34. 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






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






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






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






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






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






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






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






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

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43. 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)






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






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






46. 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?






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






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






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






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