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. Understand positive behavioral contrast and the matching effect. What do these effects tell us about the magnitude of a reinforcer?

5. Be able to use the matching law to predict the number of responses allocated or reinforcers obtained from components in a concurrent schedule.

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

7. Understand and be able to apply Premack's reinforcement principle and his punishment principle.

8. Understand and be able to apply Timberlake and Allison's "Response Deprvation" 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? The Optimality/Blisspoint 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 an event/activity will function as a reinforcer.