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

1. Understand how the technique of "shaping by successive approximations" works.

2. Be able to define 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.

4. 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.

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

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

7. 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 between an instrumental and contingent activity.)

8. Understand Timberlake and Allison's analysis of behavior in the baseline and be able to apply Timberlake and Allison's "Response Deprivation" principle.

9. Be able to calculate whether a schedule produces contingent response deprivation and the expected size of the reinforcement effect. (Yes, you can use a calculator during the test.)

10. It is all about the baseline. Construct a hypothetical baseline of 4 activities for a boy. What does the baseline tell us from the Probability Differential approach? the Response Deprivation approach?

11. It is all about the Law of Effect. Know the general approach of Hull, Skinner, Meehl, Premack, and Timberlake and Allison 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.