TERMS TO KNOW from BOOK and LECTURE:

Chapter  5: Sensation and perception 


light				monochromatic light		dichromatic light		white light
cornea				aqueous humor		iris and pupil		lens	
retina				vitreous humor		rods and cones		fovea	
optic disk				blind spot			nearsightedness		color vision 
farsightedness			astigmatism		cortical blindness		trichromatic theory 
afterimage problem			opponent process theory	colorblindness 		Gestalt rules of organiz		
figure vs ground			proximity			similarity			good continuation									good figure
common fate			perceptual constancies	perceived movement		dynamic qualities
depth perception			monocular cues		binocular cues		pictorial cues	
size				interposition		light/shadowing		perspective
kinetic motion cues			motion parralax		kinetic depth effect		perceptual set	
perceptual illusions			convergence		binocular disparity		contrast (edges)
closure				pinna			middle ear			malleus, incus and stapes
tympanic membrane			oval window		cochlea			vestibular membrane
semicircular canals			auditory nerve		place theory		frequency theory
volley principle			cochlear implants		hearing loss

Chapter 7: Learning from Experience

Be able to label the 2 x 2 contingency table for reinforcement and punishment

shaping				continuous reinforcement	observational learning/modeling	Pavlov	
Unconditioned stimulus		conditioned stimulus		unconditioned. response	conditioned response 
Ext in CC  			extinction in OC		acquisition			Reinforcement. schedules 
Continuous Reinforcement		Fixed interval schedule	variable interval schedule	fixed ratio schedule	
variable ratio schedule 		SSDR's			Bright noisy water study	Instinctive drift	
learning				classical conditioning		law of effect		Thorndike	
Skinner				asymptote	 		operant conditioning		acquisition	
generalization			discrimination		adaptation as learning		contingency	
response deprivation			response satiation		spontaneous recovery		delayed conditioning  
simultaneous conditioning	 	trace conditioning		backward  conditioning	Reinforcement
punishment			positive punishment		pos. reinforcement		negative reinf.	 
negative punishment 	response cost	overcorrection		escape conditioning		modeling				
attentional processes			retentional processes		motoric processing		vicarious reinforcement		
4 processes in modeling

Sample Essay Questions:
1. Describe the process that a visual image must undergo to be seen as a visual image by the eye.  That is, describe to me how this "electromagnetic radiation" can turn into an action potential in the brain!

2. How do we see color? Be sure to include processing both at the retinal level and the cortical level.

3. Describe the Gestalt laws of proximity, similarity, good continuation, and closure?  Why are these important when explaining how we see visual illusions?

5. How can habituation, classical conditioning and operant conditioning be thought of as "adaptive" for an organism? Give an example for each type of conditioning.

6.  What is the equipotentiality principle?  Is it correct?  Show why or why not using evidence from research discussed in class or in your book.

7. You are a member of an program committee, and it is your job to write and review guidelines for the use of reinforcement and punishment programs.  Based upon your reading and class lecture, discuss the difference between a) positive reinforcement; b) negative reinforcement; c) positive punishment and d) negative punishment. 

8. What is the most important characteristic of the CS if classical conditioning is to be successful (HINT: Think about meteorology and whether you carry your umbrella!)?

9. Compare and contrast continuous reinforcement with partial reinforcement schedules.  Describe the four basic Partial reinforcement schedules.  Which type of schedule produces and supports the most amount of responding (ie the fastest response rate)?

10. Define extinction and describe the two phenomena that usually occur with extinction in operant conditioning.  How is this different from classical conditioning? 

11. What are SSDR's and how might these be important for humans?