PSYS 2100 Learning, Cognition, & Behavior Fall 2024 Final Exam Study Guide PDF

**PSYS 2100 Learning, Cognition, & Behavior** **Study Guide for the Cumulative, In-Person, Cumulative Final Exam** **Fall 2024** FROM THE FINAL 2 LECTURES (Making Judgments; Decision-Making): Be able to define and explain the availability heuristic and the representativeness heuristic. Know the...

**PSYS 2100 Learning, Cognition, & Behavior** **Study Guide for the Cumulative, In-Person, Cumulative Final Exam** **Fall 2024** FROM THE FINAL 2 LECTURES (Making Judgments; Decision-Making): Be able to define and explain the availability heuristic and the representativeness heuristic. Know the ways we discussed (failures to account for base rate and conjunction rule) that the representative heuristic can lead us to the wrong judgment. Understand how Expected Utility Theory vs. Prospect Theory explain decision-making. Know the principles that Prospect Theory proposes as involved in our decision-making. Know what the "framing effect" is in decision making FROM THE REST OF THE SEMESTER, the emphasis is on knowing and understanding the most important concepts we discussed in lectures. Details of experiments will not be emphasized, although there may be a few questions that outline a basic experiment or result and then ask about it. The questions are not designed to be deliberately tricky but instead to gauge your understanding, rather than just what you can memorize. Here are things to focus on in your studying (and retrieval practice!): Distinguish operant (instrumental) conditioning from Pavlovian (classical) conditioning and know the relationship with the operant-respondent distinction. Be able to define and identify examples of positive reinforcement, negative reinforcement, positive punishment, and negative punishment (omission). Define and identify the basic terms and concepts of Pavlovian conditioning: conditioned stimulus (CS), unconditioned stimulus (US), conditioned response (CR), unconditioned response (UR). Define and identify the basic terms and concepts of operant conditioning: reinforcer, operant response, discriminative stimulus, stimulus control. Identify and explain the concept of the conditioned compensatory response and its relation with drug tolerance. Understand prediction error and US surprisingness and how they play a role in classical conditioning, as illustrated by blocking and unblocking. Explain why spontaneous recovery and renewal indicate that extinction is not erasure. Be able to describe the Partial Reinforcement Extinction Effect (PREE) and its implications for making behavior more persistent. Understand the relationship between extinction and Exposure Therapy Know what "preparedness" is Know the 4 schedules of (intermittent) reinforcement we discussed Understand the Matching Law and the Quantitative Law of Effect. Explain and be able to use the Premack Principle to identify what would be reinforcing for an individual. Understand what "delay discounting" is, including "self-control" and "impulsive choices" Know the difference between "habits" and goal-directed "actions" and how reinforcer devaluation can be used to distinguish between them. Know the factors that cause habits to develop, and to be lost. Explain "incentive learning" and the evidence supporting its role in instrumental behavior. Know what "cue-potentiated feeding" is. Describe and explain S-O, R-O, and S-R associations and their relationship to Pavlovian (classical) conditioning, instrumental (operant) conditioning, actions, and habits. Know the two versions of Pavlovian-instrumental transfer (PIT): General Pavlovian-instrumental transfer and Outcome-specific Pavlovian-instrumental transfer. Explain the argument made in lecture about why behavior change is difficult to sustain Understand "contingency management" treatment for drug addiction Define and identify the similarities and differences in episodic memory and semantic memory. Be able to explain the paired associate test and free association test, and their relationship to episodic vs. semantic memory. Know the definitions of the following and how they relate to each other: encoding, consolidation, retrieval Understand the factors that we discussed which affect encoding. Know what "fixation consolidation" and "reconsolidation" are and the difference between them. Understand the major mechanisms of forgetting: interference, retrieval failure. Know the Encoding Specificity Principle and the importance of context on memory. Understand how memory is considered reconstructive. Know about "flashbulb memories" and the "misinformation effect" Explain the importance of retrieval practice on memory and know the possible explanations of why it works. Know the involvement of the hippocampus in episodic and semantic memory **Understand what a hippocampal "place cell" is, especially under what conditions it is active, and what "hippocampal remapping" is** Know the definition of "systems consolidation", how it differs from "fixation consolidation", and what the "Ribot gradient" (temporally-graded retrograde amnesia) is Know what implicit memory is, how it is measured with priming, and what the Implicit Association Test is. Know the difference between allocentric and egocentric spatial knowledge and understand research distinguishing between the two types of spatial knowledge. Understand research examining Pavlovian conditioning and mental representation of the US. Be able to define "metacognition" and know how it has been studied in monkeys with the delayed matching-to-sample task. Understand the difference between short-term memory vs. working memory, and how the Brown-Peterson task can show the role of interference. Be able to name and define the 3 executive functions we discussed and tasks used to measure these functions Know the 3 types of attention, and tasks used to measure each Understand visual search tasks and Feature Integration Theory Be able to explain space-based visual attention vs. object-based visual attention. Know what "bottleneck theory" is. Be able to define sustained attention and understand sustained attention tasks in humans and rodents