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






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






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






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






7. Previous learning helps learning of another task later






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






9. 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






10. 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






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






12. 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






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






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






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






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






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






18. Previous learning makes learning a new task more difficult






19. 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






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






21. School of behaviourism






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






23. Credited with writing first educational textbook in 1903 to assess students and teaching






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






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






26. 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?






27. 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)






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






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






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






31. 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






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






33. UCS and CS presented at the same time






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

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35. 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)






36. 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






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






38. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






41. Learning by watching






42. Drive to reduce cognitive dissonance - holding conflicting ideas simultaneously whether beliefs - attitudes - or actions

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






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






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






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






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






49. Medium amount of arousal best for performance






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