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






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






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






4. 'learning' that a specific action causes an event - when in reality the two are unrelated






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






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






7. Decreasing responsiveness to a stimulus due to increasing familiarity






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






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






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






11. 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)






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






14. 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?






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






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






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






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






19. The failure to generalize a stimulus






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






21. 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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22. Simultaneous - higher-order/second-order - delayed forward - trace forward - backward






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






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






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






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






27. 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






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






29. Operant conditioning






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






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






32. School of behaviourism






33. UCS and CS presented at the same time






34. 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)






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






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






37. 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






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






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






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






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






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






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






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






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






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






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






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






49. 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






50. Experiment shows that there is electrical stimulation of pleasure centers in the brain used as positive reinforcement - this is evidence against drive-reduction theory







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