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






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






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






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






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






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






7. School of behaviourism






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






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






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






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






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






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






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






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






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






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






18. 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)






19. The failure to generalize a stimulus






20. 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






21. Ebbinghaus - when learning something new - rate of learning usually changes over time; can be positively or negatively accelerated






22. UCS and CS presented at the same time






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






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






25. Previous learning makes learning a new task more difficult






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






27. 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)






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






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






30. later proved experimentally - Classical conditioning






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






32. 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






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






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






35. Primary/instinctual (hunger or thirst) - secondary/ acquired (money or other learned reinforcers) - exploratory (seek novelty or explore) - We are primarily motivated to maintain physiological or psychological homeostasis.






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






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






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

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






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






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






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






43. People learn through their culture. They learn acceptable and unacceptable behaviours through culture






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






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






46. Learning curve






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






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






49. How to avoid something undesirable






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