Psy 342 Learning & Memory
 Summer Study Guide for Exam 2
Terry Chapters 4 - 7

Chapter 4

• Describe Thorndike's "puzzle box" experiments. What was the measure of conditioning? What were the general results? How did Thorndike interpret the results?

• How was Skinner's method of studying conditioning different from Thorndike's method?

• Distinguish among the following terms: reinforcement, punishment, reinforcer, and punisher.

• Define "shaping" and explain its usefulness.

• Be able to define and identify the four types of operant/instrumental contingencies.

• Describe how the following characteristics of the reinforcer influence learning in positive reinforcement situations: amount, quality, delay.

• What are contrast effects? How was this phenomenon demonstrated by Crespi (1942)? Describe the general pattern of results for each group of rats.

• Describe the four common schedules of reinforcement. What typical pattern of responding is produced by each? Be able to label these schedules of reinforcement when presented with scenarios.

• In 1949, Hull explained that instrumental/operant responding was accounted for by a combination of variables related to conditioning strength and motivation (e.g., drives and incentive). Explain. What combination of factors should lead to optimal responding?

• Define "self-control" in the context of multiple reinforcement contingencies operating at the same time.

• Distinguish between primary and secondary reinforcers. Be able to label primary and secondary reinforcers when presented with scenarios.

• How might the Premack Principle be implemented in "real-life" situations?

• According to the experience of the Brelands, are there biological constraints (limits) on conditioning? How did these biological constraints interact with classical and operant conditioning when the Brelands were conditioning animals to perform circus tricks?

Chapter 5

• Describe the variables that affect escape and avoidance learning.

• Understand and be able to answer the punishment questions from assignment 2.

• How does Watson-Mowrer's Two-Process theory account for avoidance behavior?

• Describe the avoidance paradigm developed by Solomon & Wynne (1953). How does two-factor theory account for the animals' performance in this paradigm?

•  Describe Kamin's (1957) study in which he manipulated the termination of the warning signal in relation to the avoidance response. How do these results support two-factor theory?

• What is the general design of a learned helplessness experiment? Describe the general pattern of results. Understand and be able to answer the learned helplessness questions from assignment 2.

Chapter 6

• Describe the contributions of Hermann Ebbinghaus to the study of learning--serial learning procedure, forgetting curve, savings.

• Describe the general procedure of serial learning tasks. Describe serial position effects in detail, including primacy effects and recency effects. What are some possible explanations as to why serial position effects occur?

• Describe the general procedure for paired associate learning tasks. Be familiar with some factors that can make paired associate learning (a) easier or (b) more difficult.

• Describe free recall tasks, in general, and some factors that enhance (or mediate) recall.

• Be familiar with the mnemonic devices described in your text.

Chapter 7

• Describe, in general, how dual-store or modal models of memory (e.g., Atkinson & Shiffrin) partition short-term memory and long-term memory. Also describe the general flow of information in these types of models. Be familiar with a few of the dissociations that provided support for the notion of two separate stores.

• Define and differentiate among episodic memory, semantic memory and procedure memory. Be able to identify examples of these types of memories.

• Define the basic stages of memory--encoding, storage, and retrieval.

• Describe, in general, the approach taken by Connectionist models of learning and memory.