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






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






3. Previous learning helps learning of another task later






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






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






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






8. 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)






9. 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)






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






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






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






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






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






15. Law of effect






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






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






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






19. 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






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






21. Operant conditioning






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

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23. Accidental learning - unrelated items grouped together; opposite of intentional learning (e.g. dog associates car with vet)






24. 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)






25. Rewards delivered after differing time periods; second most effective strategy in maintaining behaviour






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






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






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






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

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30. Medium amount of arousal best for performance






31. 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






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






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






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






35. 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






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






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






38. 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?






39. 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






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






41. later proved experimentally - Classical conditioning






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






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






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






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






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






47. Students working on a project in small groups






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






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






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