The standard disclaimer applies. Here is a list of potential topics on the exam. If something that was in the book and/or discussed in class isn't on this list, it may still show up on the exam. And, just because something is on this list, doesn't mean that it will be on the exam. This list is only meant to supplement your review of the textbook and of your lecture notes.

adaptionist approach adaptive value anterograde amnesia attention automatic processes behaviorism blocking coding (encoding) cognitive behaviorists configural learning controlled processes critical period cue overload declarative memories differential reproductive success dimensional model of attention disruption docility extradimensional shift fractional anticipatory goal response general process view imprinting intervening variables intradimensional shift latent inhibition long-term memory marking memory scanning hypothesis (Kamin) natural selection neobehaviorism niche peak shift proactive interference procedural memories rehearsal relational learning retrieval retroactive interference S-R theory sensitive period sensory store short-term memory spreading activation storage transposition variability within a species

Charles Darwin Clark Hull Edward Tolman John B. Watson Kenneth Spence Konrad Lorenz Have a basic understanding of how Darwin's theory of evolution works, especially with regards to learning. How does Spence's 1937 reanalysis explain transposition within S-R theory? How is taste-aversion evidence against the strong version of the general process view? Understand how the neobehaviorist reanalysis of latent extinction demonstrated that expectations weren't necessary. Understand the human information processing system and how information is transferred and stored within/between the different components. Understand why latent extinction is evidence against the strong version of S-R theory. What are the classical features of the critical period? Why is it typically referred to as the sensitive period now? What are the effects of rehearsal on memory? What are the effects of new and old information on memory? What evidence suggests that learning involves both associations and expectations?