Know the difference between a contingency (cognitive, informational) approach and a contiguity (associational, behavioral, S-R) approach, and the history (Wundt; Watson; Thorndike) & philosophy (Rationalism; Empiricism) underlying these approaches. Know why the learning/performance distinction is important.
For Classical Conditioning: Know the major theories (Pavlov; Hull; Recorla-Wagner; Wagner; Miller’s Comparator Approach), and at least three or four of the findings they predict (and the related experiments; the ways in which they differ; and at least three or four of the problems they have (and the related experiments), where possible.
Know too the basic findings in Classical Conditioning (generalization; discrimination; contrasts; inhibition; long-delay learning; pre-exposure effects; belongingness; signal value; blocking; higher-order conditioning; sensory preconditioning; etc.)
There definitely will be a Rescorla-Wagner problem (a simple one worth 10 points, probably) on the test, so be absolutely certain you can do the RW tables in your sleep!
For Instrumental/Operant Conditioning: Know the major theories of what a reinforcer is or does, and whether it is necessary for learning (Skinner; Tolman; Hull; Sheffield; Premack; Guthrie; Bandura; Timberlake & Allison; Optimal Stimulation). As in Classical Conditioning, know several findings (and the experiments on these) for and against each, where appropriate. (For example, we concentrated a lot on Hull, so you should know a number of relevant experiments/findings here.)
Know the major findings in Operant Conditioning (generalization; discrimination; inhibition; vicious circle behavior; chaining; superstitious behavior; autoshaping; long-delay learning -- and the marker theory; secondary reinforcement; approach-avoidance; intensity effects; contrasts; compounds; learned helplessness; etc.)
Know about the studies here contrasting contingency and contiguity. Know what an expectancy is , and studies related to expectancy theory. Know about the different types of training possible, and specifically, the debate over what avoidance learning involves (Mowrer; Bolles; Seligman & Johnston).
For Partial Reinforcement & Extinction: Know the basic findings and the major theories (Hull; Mowrer & Jones; Hulse; Amsel; Capaldi; Guthrie); and whether each can handle both continuously-reinforced and partially-reinforced extinction. Again, know several experiments relevant to each (particularly where we concentrated on a theorist).
Know too how to use Herrnstein’s matching law.