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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. Learning curve






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






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






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






5. How to avoid something undesirable






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






7. 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






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






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






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






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






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






13. The failure to generalize a stimulus






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






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






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






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






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






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






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






21. Previous learning makes learning a new task more difficult






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






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






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






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






26. 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)






27. 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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28. Evoking responses of autonomic nervous system through training






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






30. Decreasing responsiveness to a stimulus due to increasing familiarity






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

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






33. 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






34. 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?






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






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






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






38. 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






39. 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)






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






41. Operant conditioning






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






43. Previous learning helps learning of another task later






44. later proved experimentally - Classical conditioning






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






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






47. 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.






48. 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






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






50. 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