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






2. The failure to generalize a stimulus






3. 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)






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






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






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






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






8. 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






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






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






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






13. 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






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

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






16. Learning by watching






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






18. Operant conditioning






19. 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






20. School of behaviourism






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






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






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






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






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






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






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






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






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






30. 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)






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






32. How to avoid something undesirable






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






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






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






36. 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






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






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






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






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






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






42. 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






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






44. UCS and CS presented at the same time






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






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






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






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






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






50. 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