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






2. 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






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






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






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






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






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






8. Medium amount of arousal best for performance






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






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






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






12. 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






13. 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)






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






15. Decreasing responsiveness to a stimulus due to increasing familiarity






16. 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






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






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






20. 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?






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






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






23. Previous learning makes learning a new task more difficult






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






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






26. Learning curve






27. 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






28. Learning by watching






29. Previous learning helps learning of another task later






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






31. Students working on a project in small groups






32. 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)






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






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






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






36. 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






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






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






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






40. 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)






41. 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)






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






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






44. Law of effect






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






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

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






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






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






50. 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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