0. Make very sure that you understand the difference between an activity being reinforced and an activity being a reinforcer!

1. Be able to define FR, VR, FI, and VI schedules of reinforcement.

2. Be able to recognize and describe the patterns of responding that develop under FR, VR, FI, and VI schedules of reinforcement.

3. Be able to recognize and describe the patterns of responding that develop under FR, VR, FI, and VI schedules of reinforcement as they would appear on a cumulative record.

4. Be able to identify the schedule of reinforcement in operation in a concrete situation and make predictions about the expected patterns of behavior.

5. Understand positive and negative behavioral contrast in a multiple schedule. What do these effects tell us about predicting the effect of a reinforcer?

6. Be able to recognize multiple schedules in concrete situations and make predictions about behavior.

7. Be able to identify a concurrent schedule in a concrete situation. What is the matching law? Be able to use the matching law to predict the distribution of responses or reinforcers in a situation. (Yes, you can use a calculator during the exam.)

8. Understand Premack's analysis of behavior in the baseline and be able to apply Premack's reinforcement principle and his punishment principle. (Make sure that you can distinguish the instrumental and contingent activity.)

9. It is all about the baseline. Construct a hypothetical baseline of 4 activities for a boy. What does the baseline tell us from Premack's Probability Differential approach?

10. It is all about the Law of Effect. Know the general approach of Hull, Skinner, Meehl, and Premack to the issue of prediction of whether and why an event/activity will function as a reinforcer. And don't forget about Guthrie's alternative approach.