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ISU PSY 110 - Study Guide for Exam 2

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Study Guide for Exam 2 This study guide will assist you in using the book material to prepare for the second exam. It does not include information from class that will be covered on the exam (although much of this material from the book overlaps with material from class). The class material will be very important to study as well, as anything we have covered during class could be on the exam. I recommend that you use this guide to help prioritize your studying, but do not do so to the exclusion of reading the chapters in their entirety. If you focus only on individual terms and pieces of information, you will miss the larger picture that comes with seeing how these terms are related to one another. You will probably need to read the text chapters very carefully a couple of times in order to absorb the information accurately. I encourage you to do this and to ask me questions about parts you find confusing. Important Terms and Concepts It would be good to be able to define these terms and understand how they are related to the topics we have been discussing in class. Do not just memorize the definitions word-for-word. If you do this, you will run into trouble when you need to apply these terms to new scenarios on the exam. Instead, you will learn best if you learn the meaning of these definitions--try to define them in your own words and then check the book's definition to see if you were accurate. Learning Classical Conditioning Unconditioned Stimulus Unconditioned Response Conditioned Stimulus Conditioned Response Acquisition Extinction (CC and OC) Spontaneous Recovery (CC and OC) Stimulus Generalization (CC and OC) Stimulus Discrimination (CC and OC) Food/Taste Aversion Operant Conditioning Law of Effect Reinforcement Reinforcer Positive Reinforcement Negative Reinforcement Positive Punishment Negative Punishment Primary Reinforcers Secondary Reinforcers Shaping Continuous Reinforcement Partial Reinforcement Fixed Interval Schedule Variable Interval Schedules Fixed Ratio Schedule Variable Ratio Schedules Observational Learning Encoding Storage Retrieval Sensory Memory Short-term Memory Rehearsal Chunk Working Memory Long-term Memory Primacy Effect Recency Effect Depth of Processing Breadth of Processing Elaborative Encoding Flashbulb Memory Semantic Memories Episodic Memories Explicit/Declarative Memory Implicit/Nondeclarative Memory Recall Recognition State-dependent Retrieval False Memories Encoding Failure Decay Interference Retroactive Interference Proactive Interference Amnesia Retrograde Amnesia Anterograde Amnesia Repressed Memories Mnemonic Devices Chapter 4 It is important for you to be able to make distinctions among classical conditioning, operant conditioning, and observational learning. Table 1 (p. 145) will help you distinguish between classical and operant conditioning. Be sure you understand how classical conditioning occurs. Understand Figure 2 and be sure you could identify the unconditioned and conditioned stimuli and responses in situations that I might describe. For example, I might give you a situation like this: Several years in a row, Anthony received very nice birthday presents that were wrapped in green paper. Now, whenever Anthony sees green paper,he feels a little twinge of excitement. In this situation, be sure you could identify the neutral stimulus, unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response. How can classical conditioning explain fears and phobias? Why is Little Albert important? What did he illustrate? What other human responses can be explained by classical conditioning? Make sure you understand how this occurs. For this exam I will NOT ask you about biological preparedness and contrapreparedness. Be sure to understand extinction, spontaneous recovery, stimulus generalization, and stimulus discrimination in classical conditioning. Be able to give an example of each of these. Figure 4 will be helpful as a way to understand how they occur. Once extinction occurs, is re-learning the same response easier or harder? Be sure you understand how operant conditioning works. How are Skinner Boxes used to understand operant conditioning? Be certain you understand what extinction, generalization, and discrimination look like with operant conditioning. Know the differences between positive and negative reinforcement and punishment. If given scenarios like these, be sure you can identify the type of reinforcement or punishment being used: Romio’s mother gives him a cookie when he earns good grades in school. Frank’s mother says he doesn’t have to do chores if he earns a good grade on his math test. Jenny scolds herself for procrastinating on a paper that is due. What are some problems with punishment? What is the difference between primary and secondary reinforcers? Which is typically used in behavior modification programs? Be able to give examples of how this is done. How do schedules of reinforcement affect learning that occurs through operant conditioning? What kind of schedule makes a conditioned response harder to extinguish (i.e., most resistant to extinction)? Why? Be sure you could identify the type of schedule of reinforcement being used in various scenarios. For example, I might give you situations like these: Helga’s mother gives her a cookie every 5th time she makes her bed in the morning. Tom’s mother gives him a cookie every time he makes his bed in the morning. Arlene’s father gives her a big hug occasionally when she earns good grades in school (sometimes hugging her after she has earned two good grades, other times hugging her only after 6 good grades are earned). You should read the sections of the text on Cognitive Learning and Insight Learning because they are interesting, but for this exam I will NOT ask you questions about these types of learning. Be sure to understand how observational learning works. What did Albert Bandura’s study on observational learning illustrate? What are some advantages of observational learning? Disadvantages? How might observational and operant learning work together? What kinds of models are most effective for producing observational learning? Why? All the questions at the end of Chapter 4 EXCEPT 7, 10, 13, 14, and 15 are good examples of what you might find on the exam. Chapter 5 Be sure you know the differences between encoding, storage, and retrieval. Understand the


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ISU PSY 110 - Study Guide for Exam 2

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