Things To Know For The Final (Fall, ‘11)

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.

For Generalization and Attention, know what types of things influence the shape of the generalization gradient, the positions on learned vs innate gradients, what makes a discrimination easier or harder, and the Hull-Spence Algebraic Summation Theory and what it has to say about peak shit and relational learning.

For the New Stuff (that will be tested at the usual level of detail!):

(See the review sheets for Unit 7 and Unit 8: This will inlcude Attentional Hypothesis Testing, H-Theory, mediational behaviorism, the evidence from reversal shift experiments, and the theories of human attention and learning includingLevels of Processing Theory, Distinctiveness Theory, Elaboration Theory, and the Principle of Encoding Specificity. Note that the last short unit involves materials from lecture and not the text, so you would be wise NOT to miss those lectures! Details of specific phenomena and experiments and names you should know are on the review sheets...)