Lee, Learning, Midterm 2, Page 1 of 3
PSYC 333 -- MIDTERM 2
STUDY GUIDE
MIDTERM 2 WILL COVER EVERYTHING PRESENTED IN LECTURE AND CHAPTERS 4, and 5
IN YOUR TEXTBOOK. PLEASE BRING A MINI ESSAY BOOK Scantron Form 886-E-LOVAS TO
CLASS ON THE DAY OF THE TEST.
1. What is the equation used by
Rescorla & Wagner to predict learning? What does each symbol
represent? Explain the Rescorla-Wagner Model to me in 2 sentences (hint: what is the main concept
borrowed from Kamin?). What do the numbers in this model represent; are they real numbers with real
units? What can be predicted using this type of numerical manipulation?
2. Repeatedly pair a TONE (CS) with FOOD (US). How would the
Rescorla-Wagner Model predict
what will happen after 4 pairings? Assume Vmax = 1.0 and c = 0.50. Also assume that associative
strength at the beginning of trial 1 equals zero since pairing hasn't even begun yet. That is, V n= V1 =
0.00. Plug in your values using the Rescorla-Wagner equation then add the change in value using the
equation V n+1 = Vn + ∆Vn+1 and fill out the following table. Draw a graph using your values for Vn
and BE PRECISE! According to the Rescorla-Wagner Model then, what should the animal do after 4
pairings of TONE + FOOD?
Trial
1
2
3
4
5
Vn
0.00
(Equation = answer to question 1 above)
3. Does classical conditioning involve the learning of S-S or S-R associations? Describe basic S-S and
S-R theories (use a diagram). Who were the major protagonists of each side? Name the researchers and
describe the study that attempted to determine which theory was correct.
Lee, Learning, Midterm 2, Page 2 of 3
4. What is the difference between expectation and substitution accounts of conditioning (REMEMBER - THIS IS NOT THE SAME THING AS S-S AND S-R THEORIES!)? What evidence supports each
interpretation? Be able to describe and discuss the studies by Jenkins & Moore (1973), Hearst & Jenkins
(1974), and Capaldi, Holvancik & Friedman (1976). How did the study by Timberlake, Wahl, & King
(1982) lead to the acceptance of both models?
5. Describe Timberlake's behavior system approach to conditioning. Include a discussion of how this
system would predict the response a hungry rat would make to 1) a small rolling ball; and 2) another rat.
6. Fill in the blanks.
7. Describe Thorndike's puzzle box experiment and results. What aspect of his results led him to
conclude that his animals learned through "trial and error"? Why did Kohler think that "Thorndike's box
was stupid?" Describe the experiments by Kohler that challenged Thorndike's results. How did Kohler
interpret these results?
8. Describe 4 types of mazes used in research on learning. Be able to draw them, discuss what the
animal does in each, and talk a bit about the data that each would produce.
9. Give the definition of 6 basic schedules of reinforcement. Draw a cumulative graph that illustrates the
characteristic pattern of responding for each of the 4 partial schedules. Label your graphs carefully! State
which schedule leads to "superstitious behavior" and explain why.
10. What is the difference between a FIXED INTERVAL and a FIXED TIME schedule of
reinforcement? Describe each in EXCRUTIATING DETAIL!!!!!!! What type(s) of behaviors result
from each?
Lee, Learning, Midterm 2, Page 3 of 3
11. What is the partial reinforcement extinction effect (PRE)? Describe the study by Lewis & Duncan
(1956) that illustrates the effect of the PRE on the human propensity to gamble.
12. By keeping a careful record of your own behavior for 2 weeks, you find out that you spend the
following amounts of time doing the following behaviors:
BEHAVIOR
WATCHING T.V.
STUDYING
VISITING FRIENDS
CHORES
HOURS / DAY
2.5
1.0
3.0
0.5
Explain how you could use this information and the Premack Principle to increase the amount of time you
spend studying. Under what set of circumstances is the Premack Principle wrong? Describe Timberlake
& Allison's idea of a "bliss point".
13. What are contrast effects? Describe in detail the study by Crespi (1942) that led to the "Crespi
Effect". Be sure to graph the results and label your graphs carefully! Does the reinforcer affect learning
or motivation? How can you tell?
14. You conducted an experiment to investigate the effect of time-of-day on performance by training 4
groups of rats on a Morris Water Maze Task. First, describe the apparatus and the task. Second, your
results are as follows:
What is your independent
variable? What is your dependent
Time-of-Day
Latency (sec)
variable? Do you have a control
group? If so, which group is it?
8am
100
Graph and INTERPRET your
12noon
70
results. That is, do not tell me
4pm
30
what the graph looks like, tell me
8pm
10
specifically what effect Time-ofDay has on performance in rats.
15. Be able to define and give, where appropriate, an example of each of the following terms.
independent variable
dependent variable
subject expectations
placebo effects
experimenter expectations
Rescorla-Wagner Model
latent inhibition
S-S Theory
S-R Theory
stimulus devaluation
stimulus substitution
expectation
Two-Level Hypothesis
behavior system approach
releasing stimuli
puzzle box
Law of Effect
reinforcer
reinforcement
insight learning
latency
shaping
continuous reinforcement (CRF)
partial reinforcement
fixed interval schedule (FI)
variable interval schedule (VI)
fixed ratio schedule (FR)
variable ratio schedule (VR)
fixed interval scallop
fixed time schedule
superstitious behavior
partial reinforcement effect (PRE)
primary reinforcer
secondary reinforcer
social reinforcer
Premack Principle
bliss point
Response Deprivation Hypothesis
free-operant
magazine training
drive
incentive
positive contrast
negative contrast
Yerkes-Dodson Law
stimulus control
generalization
discrimination
shaping
learning
performance