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






2. Students working on a project in small groups






3. 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






4. 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)






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






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






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






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






10. 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






11. later proved experimentally - Classical conditioning






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






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






14. Learning by watching






15. How to avoid something undesirable






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






17. 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)






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






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






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






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






23. UCS and CS presented at the same time






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






25. 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






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






27. Most time to learn but least likely to be extinguished; reinforcements are delivered after different numbers of correct responses - ratio cannot be predicted






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. School of behaviourism






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






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






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






33. 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






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






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






36. Law of effect






37. 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)






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






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






40. 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






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






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






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






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






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

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46. Learning curve






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






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






49. Medium amount of arousal best for performance






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