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Final Review

Final Review. Info for the final. 35 MC = 1 mark each 35 marks total = 40% of exam mark 15 FB = 2 marks each 30 marks total = 33% of exam mark 8 SA = 3 marks each 24 marks total = 27% of exam mark. Final info. 10 MC, 3-4 FB, 3 SA on first half of course

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Final Review

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  1. Final Review

  2. Info for the final • 35 MC = 1 mark each • 35 marks total • = 40% of exam mark • 15 FB = 2 marks each • 30 marks total • = 33% of exam mark • 8 SA = 3 marks each • 24 marks total • = 27% of exam mark

  3. Final info • 10 MC, 3-4 FB, 3 SA on first half of course • 25 MC, 11-12 FB, 5 SA on second half • You get 2 hours (plus maybe ½ hour) to complete exam • You can bring a calculator, but all equations are quite simple so you won’t need it

  4. In comparison to midterm • I think the MC are a bit easier • SA are probably a bit more difficult • More “why” questions…

  5. Chapters 1 & 2 • More focus on ‘big topics’ like classical and operant conditioning, so you don’t need to focus on these chapters too much • You should know the basics… • Simple learning: habituation and sensitization • Innate behaviours: reflexes, FAPs, GBTs • How to evaluate research

  6. Chapter 3 & 4 • Chapter 3 = Classical conditioning • Chapter 4 = applications of CC • Focus more on Chapter 3 – if you know that stuff, you should be able to figure out applications… • What is learned during classical conditioning? • Types of conditioning • Factors: contiguity, contingency, stimulus factors, prior experience • Theories: Stimulus Substitution, Preparatory Response

  7. Chapters 5 & 6 • Operant Reinforcement & Punishment • How does learning occur? (contingencies, shaping, chaining) • Factors: Contingency, Contiguity, reinforcer/punisher characteristics • Introductory levels of reinforcer/punisher? • Theories: Hull’s Drive Reduction, Relative Value (Premack), Response Deprivation, • Learned Helplessness (how it fits in with escape & avoidance)

  8. Chapter 7 • Applications of operant learning • Techniques for self-control • Insight • Superstition • Verbal behaviour • Know how operant learning can create these behaviours

  9. Chapter 8 • Vicarious learning • What isn’t vicarious learning? How to tell these apart from actual vicarious learning? • Theories: Bandura’s theory, Millard-Dollard theory • Applications: • Aggression • Therapy & Modelling

  10. Chapter 9 • Generalization & Discrimination • How to read gradients? • Types of discrimination training • Opponent Process Theory & Peak Shift • Lashley-Wade theory & experience • Absolute vs Relative concepts

  11. Chapter 10 • Schedules • FR, VR – based on number of responses

  12. Chapter 10 • Schedules • FI, VI – based on amount of time, but STILL CONTINGENT ON BEHAVIOUR

  13. Chapter 10 • Schedules • FT, VT – reinforcer delivered after time period, NOT CONTINGENT ON BEHAVIOUR!

  14. Chapter 10 • Schedules • FD, VD – behaviour performed for whole amount of time • More appropriate for continuous behaviours, like wheel running, practicing piano • Know how major schedules (FR, VR, FI, VI) compare • Response rates & extinction

  15. Chapter 10 • Continuous Reinforcement vs Intermittent schedules • Partial Reinforcement Effect • Hypotheses: discrimination, frustration, sequential, response unit

  16. Matching Law • B = behaviour this is what is measured • R = response rate • A = amount • Q = quality

  17. Examples of matching law questions: • An experimenter sets up a choice experiment with VI5 and VI10 minute schedules. What is the reinforcement rate per hour on each key? • VI5  60/5 = 12 reinf/hour • VI10  60/10 = 6 reinf/hour • The pigeon pecks at key1 (VI5) 450 times in 1 hour. If the matching law is in effect, how many times will the pigeon peck at key2? • 12/(12+6) = 450/(450 + x)  solve for x • x = 225

  18. Chapter 11 • Forgetting • Ways to test • Effect of context, cue-dependent forgetting • Proactive & retroactive interference • State-dependent learning

  19. Chapter 12 • Continuum of preparedness • Autoshaping, biological preparedness, instinctual drift • Critical periods

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