1. What was important about the study of classical conditioning according to Pavlov?

2. Understand Pavlov's analysis of the course of the conditioning process and the 3 conclusions that followed from this analysis.

3. Understand Rescorla's experiments and be able to differentiate between contiguity and contingency descriptions of a situation, using both event diagrams and verbal descriptions.  Be able to compare Pavlov vs Rescorla's analysis of what makes a stimulus a good CS.

4. Understand Kamin's blocking experiment, and how this effect was interpreted to produce a new description of the nature of the conditioning process. 

5.  Be able to compare Pavlov vs. Kamin's analysis of what make a stimulus a good UCS. Could laughing at a joke produce conditioning according to Pavlov and Kamin?  Why?  Would crying at sad news produce conditioning according to Pavlov and Kamin?  Why?

6. Be able to define the terms in the Rescorla-Wagner model, and the relation of those terms to traditional conditioning terminology.

7. Be able to compute the results for a short series of trials according to the Rescorla-Wagner model. Does every conditioning trial produce the same amount of conditioning?

8. Review the Rescorla-Wagner simulations we did in class, and be able to connect simulation results with general interpretations of conditioning effects.

9. Understand Solomon's "opponent process" model. What is "affective contrast" and "affective dynamics"? What controls the "a-process" and the "b-process" and why do they change differently over time?

10.  How is Solomon's "opponent process" model related to the concept of homeostasis?

11. Understand Siegel's analysis of the classical conditioning effects in short and long-term heroin use. Why is heroin such a good UCS?  How does he explain tolerance, craving, and withdrawal effects?

12. Be able to apply Pavlov's, Siegel's, Kamin's, and Rescorla's analysis of classical conditioning to concrete situations in terms of prediction of strength of conditioning effects.