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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. The failure to generalize a stimulus






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






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






4. School of behaviourism






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






7. 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






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






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






10. 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?






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






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






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






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






15. 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






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






17. Theory of association






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






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






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






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






22. 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






23. 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






24. UCS and CS presented at the same time






25. Learning curve






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






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






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






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






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






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. 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)






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






34. Evoking responses of autonomic nervous system through training






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






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






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






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






39. Medium amount of arousal best for performance






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






41. 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






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






43. 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)






44. Operant conditioning






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






46. 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)






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






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






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






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