1. Pay attention to the elements of the definition of learning, since they address basic issues related to learning. Don't memorize; instead understand the definition.
   
   
2. Classical conditioning - also called Respondent or Pavlovian conditioning. Know the following terms. Make sure you understand them; don't just memorize. Focus on the process involved.
   
   1. Unconditioned stimulus(UCS)
   2. Unconditioned response (UCR)
   3. Orienting reflex
   4. Habituation
   5. Conditioned stimulus (CS)
   6. Conditioned response (CR)
      
      
3. Make sure you understand what the following phenomena are. For now, apply these to classical conditioning, but they will also apply to operant conditioning.
   
   1. Acquisition
   2. Extinction (Note: a response is extinguished, not extinct.)
   3. Spontaneous recovery
   4. Generalization & discrimination
      
      
4. Applying classical conditioning to people

   a. Its role in the development of emotional responses.

   b. The case of Little Albert. Make sure you understand how this fits the model, and what the UCS, UCR, CS, and CR are.

   c. How classical conditioning is used to treat phobias (phobic disorders): systematic desensitization; counterconditioning.

   d. Read the section on classical conditioning applied to drug addiction, but there won't be any test questions on it.

5. Have a general understanding of what types of stimuli are best used as a CS (usually, those that reliably predict the UCS), and the findings re: the time interval between the CS and the UCS.

Chapter 5 (Cont.)

1. Operant conditioning - also called Instrumental conditioning. Know the following terms. Make sure you understand the concepts or processes involved, not just a memorized definition.
   
   1. Law of Effect (Thorndike)
   2. Operant chamber or "Skinner Box"
   3. What actually happens in operant conditioning (change in rate of response, not nature of response)
   4. Shaping (reinforcing successive approximations of desired behavior)
      
      
2. Know how these phenomena (already studied in relation to classical conditioning) relate to operant conditioning:
   
   1. Acquisition
   2. Extinction
   3. Spontaneous recovery
   4. Generalization & discrimination
      
      
3. Reinforcement. This is a key concept in operant conditioning. Make sure you understand what it means and what it does. Also - your text makes a distinction between reinforcer and reinforcement. If you understand this, fine, but if it confuses you, don't be concerned with it. Many people use the two terms interchangeably.
   
   1. Primary and secondary reinforcers - this distinction is important
   2. Positive and negative reinforcers - also an important distinction
   3. Escape and avoidance conditioning
   4. Learned helplessness
   5. Schedules of reinforcement - you should know what these are, and also their effect on behavior.
      
      1. Continuous reinforcement (CRF)
      2. Intermittent reinforcement schedules (FR, VR, FI, VI)
      3. Effects of intermittent reinforcement (partial reinforcement effect) - increased resistance to extinction
      5. Have a general idea of the limits of operant conditioning, such as instinctive drift.
         
4. Punishment. You know what this is. Don't over-complicate it. Note the points regarding the effectiveness of the use of punishment. Also, make sure you understand:
   
   1. The difference between punishment and negative reinforcement
   2. How the same stimulus can serve as a punisher and a negative reinforcer (depends on when administered and what effect it has on behavior)
   3. Don't be concerned with the difference between positive and negative punishment (i.e. no test questions on this.)
      
      
5. Cognitive approaches - know what is meant by cognition/cognitive.
   
   1. Latent learning and cognitive maps - what are they?
   2. Social learning theory (Bandura)
      
      1. The "Bobo" doll studies
      2. Vicarious reinforcement & punishment

1. Memory as information proceessing: encoding, storage, and retrieval
   
2. Multistore or Modal memory model
   
3. Stages of memory
   1. Sensory memory
      
      1. What it is
      2. Capacity and duration
      3. Iconic & echoic
         
   2. Short-Term memory (STM)
      
      1. What it is: working memory
      2. Duration & what affects it, e.g. maintenance rehearsal
      3. Capacity: definition of a chunk of information
         
   3. Long-Term memory (LTM)
      
      1. What it is
      2. How long memories last (duration) & capacity
      3. How information gets into LTM; elaborative rehearsal
      4. Declarative (semantic & episodic) vs. nondeclarative (procedural) memory
         
4. Accuracy of long-term memories
   
   1. The constructive nature of memory; reconstructive memory
   2. Repressed memories - know the general idea of this controversial topic
   3. Eyewitness testimony - know in general what the research tells us
      
      
5. Where and how memories are stored
   
   1. Have a general idea about where memories are stored; role of the hippocampus in memory formation
   2. Types of memory loss: retrograde amnesia; anterograde amnesia
   3. Also, have a general idea of how memories are formed, e.g. repeated use of certain synaptic pathways.
      
      

1. Know the difference between retention and retrieval
   
   1. Direct (explicit) measures of memory: recall & recognition
   2. Indirect (implicit) measures of memory: relearning
      
      
2. How we encode information
   
   1. Know generally how context affects encoding, & also these specific concepts
      
      1. Encoding specificity principle
      2. State-dependent memory
   2. Know how meaningfulness affects encoding.
   3. Know what is meant by mnemonic devices, and their value; also mental imagery.
   4. Also know the effect of schemas.
      
      
3. Scheduling of practice - overlearning; massed vs. distributed practice.
   
4. Types of interference and how to overcome it: retroactive & proactive