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






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






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






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






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






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






7. School of behaviourism






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






9. 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






10. Learning curve






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






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






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






14. Operant conditioning






15. UCS and CS presented at the same time






16. 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)






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






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






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






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






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






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






24. 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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25. 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?






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






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






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

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






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






31. How people learn in educational settings such as student and teacher attributes






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






33. 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






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






35. Evoking responses of autonomic nervous system through training






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






37. 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






38. Previous learning makes learning a new task more difficult






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






40. The failure to generalize a stimulus






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






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






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






44. 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)






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






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






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






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






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






50. Students working on a project in small groups