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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. 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?






2. Reward or positive event that increases likelihood of a particular response






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






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






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






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






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






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






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






10. Previous learning makes learning a new task more difficult






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






12. Students working on a project in small groups






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






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






15. 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






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






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






18. 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)






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






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






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






23. Neutral stimulus once paired with UCS; no naturally occurring response - only with UCS pairing (e.g. light (CS) eventually produces salivation)






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






25. 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






26. How to avoid something undesirable






27. 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






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






29. Medium amount of arousal best for performance






30. Operant conditioning






31. Learning curve






32. later proved experimentally - Classical conditioning






33. Decreasing responsiveness to a stimulus due to increasing familiarity






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






35. 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






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






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






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






39. 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






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






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






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






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






44. 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






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






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






47. 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






48. Previous learning helps learning of another task later






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






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