PSY I—Developmental Psychology
p. 71-84
Define the following:
1. schemas 2. assimilation 3. accommodation
4. object permanence
5. representational thought 6. conservation 7. egocentric 8. imprinting
9. critical period 10. attachment 11. authoritarian families
12. authoritative families
13. permissive families
14. Explain Harlow’s research with Rhesus monkeys on the issue of attachment.
15. Draw and explain Erikson’s stage of Psychosocial Development.
Inside Out ---Experts Video on Developmental Psychology---Conception to Childhood.
Tuesday, October 29, 2013
Thursday, October 24, 2013
10/24 Review
Review Memory Retrieval and Retrieval Problems--Forgetting.
Unit III Notes should have the following:
Ch. 9 S1--Lecture Notes on Classical Conditioning.10/7
Classical Conditioning Skits---Notes on this.10/7-8
Ch. 9 S2--Operant Conditioning Lecture Notes10/9
Schedules of Reinforcement Wkst. 10/9
Silent Partner Experiment--Page taped or glued into notes 10/10
Aversive Control--Punishment/Neg. Reinforcement/Pos. Reinforcement Wkst and Lecture Notes 10/15
Group Operant Conditioning Skits 10/16-18
Social Learning--Mental Maps/ Modeling---Map and Lecture Notes 10/18
Memory Storage Lecture Notes/Video Notes 10/21-22
Memory Retrieval--Ch. 10 S2 10/23-24
Schedule of Reinforcement Wkst. 10/24
Unit III Notes should have the following:
Ch. 9 S1--Lecture Notes on Classical Conditioning.10/7
Classical Conditioning Skits---Notes on this.10/7-8
Ch. 9 S2--Operant Conditioning Lecture Notes10/9
Schedules of Reinforcement Wkst. 10/9
Silent Partner Experiment--Page taped or glued into notes 10/10
Aversive Control--Punishment/Neg. Reinforcement/Pos. Reinforcement Wkst and Lecture Notes 10/15
Group Operant Conditioning Skits 10/16-18
Social Learning--Mental Maps/ Modeling---Map and Lecture Notes 10/18
Memory Storage Lecture Notes/Video Notes 10/21-22
Memory Retrieval--Ch. 10 S2 10/23-24
Schedule of Reinforcement Wkst. 10/24
10/23 Retrieval Processes
Ch. 10 S2 --Cornell Notes on Retrieval Processes
Ch. 10 S2 –Retrieval
Define the following:
1. Recognition?2. Recall?3. reconstructive processes?
4. confabulation?5. schemas
6. eidetic memory?7. Relearning?
8. Forgetting 9. Decay?10. Interference
Sentence Answers
11.?What about state-dependent learning would make studying with headphones not worth your time?
12.?Why is distributed practice better than cramming?
13.?What are forms of elaborate rehearsal that you use to help you study?
14.?Why are mnemonic devices useful?
15.?Using p. 279, what are the four types of Long-Term memory? Describe each one.
Ch. 10 S2 –Retrieval
Define the following:
1. Recognition?2. Recall?3. reconstructive processes?
4. confabulation?5. schemas
6. eidetic memory?7. Relearning?
8. Forgetting 9. Decay?10. Interference
Sentence Answers
11.?What about state-dependent learning would make studying with headphones not worth your time?
12.?Why is distributed practice better than cramming?
13.?What are forms of elaborate rehearsal that you use to help you study?
14.?Why are mnemonic devices useful?
15.?Using p. 279, what are the four types of Long-Term memory? Describe each one.
Thursday, October 17, 2013
10/15 Aversive Control
Aversive Control Explanation---Into Notes
Wkst. on Aversive Control or Positive Reinforcement---Into Notes and done in Class
Organize for the Group Skit---Operant Conditioning used to learn a new skill
Wkst. on Aversive Control or Positive Reinforcement---Into Notes and done in Class
Organize for the Group Skit---Operant Conditioning used to learn a new skill
Tuesday, October 8, 2013
10/8 Operant Conditioning Introduction
Classical Conditioning Skits
Intro to Operant Conditioning---Intermittent Reinforcement is best.
Ch. 9 S2 P. 250-256
*operant conditioning
** Compare and Contrast operant conditioning and classical conditioning
* Reinforcement---What’s the difference between a positive and a negative reinforcer?
* Describe and Diagram the 4 different schedules of reinforcement
* Shaping
* Response Chains
Intro to Operant Conditioning---Intermittent Reinforcement is best.
Ch. 9 S2 P. 250-256
*operant conditioning
** Compare and Contrast operant conditioning and classical conditioning
* Reinforcement---What’s the difference between a positive and a negative reinforcer?
* Describe and Diagram the 4 different schedules of reinforcement
* Shaping
* Response Chains
10/7 Classical Conditioning Skits
The Differences Between Classical and Operant Conditioning
One of the simplest ways to remember the differences between classical and operant conditioning is to focus on whether the behavior is involuntary or voluntary. Classical conditioning involves making an association between an involuntary response and a stimulus, while operant conditioning is about making an association between a voluntary behavior and a consequence.
In operant conditioning, the learner is also rewarded with incentives, while classical conditioning involves no such enticements. Also remember that classical conditioning is passive on the part of the learner, while operant conditioning requires the learner to actively participate and perform some type of action in order to be rewarded or punished.
Today, both classical and operant conditioning are utilized for a variety of purposes by teachers, parents, psychologists, animal trainers and many others. In animal training, a trainer might utilize classical conditioning by repeatedly pairing the sound of a clicker with the taste of food. Eventually, the sound of the clicker alone will begin to produce the same response that the taste of food would.
In a classroom setting, a teacher might utilize operant conditioning by offering tokens as rewards for good behavior. Students can then turn in these tokens to receive some type of reward such as treat or extra play time.
One of the simplest ways to remember the differences between classical and operant conditioning is to focus on whether the behavior is involuntary or voluntary. Classical conditioning involves making an association between an involuntary response and a stimulus, while operant conditioning is about making an association between a voluntary behavior and a consequence.
In operant conditioning, the learner is also rewarded with incentives, while classical conditioning involves no such enticements. Also remember that classical conditioning is passive on the part of the learner, while operant conditioning requires the learner to actively participate and perform some type of action in order to be rewarded or punished.
Today, both classical and operant conditioning are utilized for a variety of purposes by teachers, parents, psychologists, animal trainers and many others. In animal training, a trainer might utilize classical conditioning by repeatedly pairing the sound of a clicker with the taste of food. Eventually, the sound of the clicker alone will begin to produce the same response that the taste of food would.
In a classroom setting, a teacher might utilize operant conditioning by offering tokens as rewards for good behavior. Students can then turn in these tokens to receive some type of reward such as treat or extra play time.
10/3-4 Learning Introduction--Classical Conditioning
Experts on Learning---Inside out: The Learning Machine
Ch. 9 S1 Notes--Cornell Style
Classical Conditiong p. 240-249 Ch. 9 S1
define the Following in your Cornell Notes
*classical conditioning * learning * acquisition * generalization * discrimination
*extinction * behaviorism * behaviorists
**Study the Figure 9.1 on pg. 243. Briefly explain what Pavlov did and the importance of his discovery?
** Read the case study on pg. 249. How was this study using “Baby Albert” unethical by today’s standards?
Ch. 9 S1 Notes--Cornell Style
Classical Conditiong p. 240-249 Ch. 9 S1
define the Following in your Cornell Notes
*classical conditioning * learning * acquisition * generalization * discrimination
*extinction * behaviorism * behaviorists
**Study the Figure 9.1 on pg. 243. Briefly explain what Pavlov did and the importance of his discovery?
** Read the case study on pg. 249. How was this study using “Baby Albert” unethical by today’s standards?
Tuesday, October 1, 2013
10/2 Unit II Exam--Intro to Learning
Unit II Exam.
Written Portion Due on 10/3--Write on One of the following:
Answer on a separate sheet of paper.
I. You are asked to design a simple experiment to find out if caffeine effects memory. (A) Devise a hypothesis. Be sure to clearly define all your terms: How much caffeine? What type of memory? (B) Indentify the independent and dependent variables. (C) Briefly describe the procedure you will follow. (D) Identify the experimental and control groups. (E) Finally, what would be the last steps you would follow using the scientific method.
II. You are a psychologist who reads about the benefits of a stimulating environment on the development of children. You have the following methods of research at your disposal: survey, naturalistic observation, case study, longitudinal study, cross-sectional method. Select one method you would definitely use to study this issue. Then (a) briefly describe the method; (b) discuss the general advantages and disadvantages of using that method; and (c) discuss why you selected the method in this case and how you would conduct your research. Be as specific as possible.
Notebooks turned in:
Unit 2 Notes--
Ch. 2 S1--Types of Research
Ch. 2 S2-- (Milgram)--Blinds--Self-Fulfilling Prophecy
Ch. 2 S3--Statistics
Davidson Clinic
Intro to Unit III--Learning and Memory
Written Portion Due on 10/3--Write on One of the following:
Answer on a separate sheet of paper.
I. You are asked to design a simple experiment to find out if caffeine effects memory. (A) Devise a hypothesis. Be sure to clearly define all your terms: How much caffeine? What type of memory? (B) Indentify the independent and dependent variables. (C) Briefly describe the procedure you will follow. (D) Identify the experimental and control groups. (E) Finally, what would be the last steps you would follow using the scientific method.
II. You are a psychologist who reads about the benefits of a stimulating environment on the development of children. You have the following methods of research at your disposal: survey, naturalistic observation, case study, longitudinal study, cross-sectional method. Select one method you would definitely use to study this issue. Then (a) briefly describe the method; (b) discuss the general advantages and disadvantages of using that method; and (c) discuss why you selected the method in this case and how you would conduct your research. Be as specific as possible.
Notebooks turned in:
Unit 2 Notes--
Ch. 2 S1--Types of Research
Ch. 2 S2-- (Milgram)--Blinds--Self-Fulfilling Prophecy
Ch. 2 S3--Statistics
Davidson Clinic
Intro to Unit III--Learning and Memory
10/1 Project Presentations--Davidson Clinic
Projects Presented.
Davidson Clinic---Walk through an actual experiment
The Davidson Clinic Experiment
You are the personnel director of the Davidson Pediatric Clinic, a rather large facility which employs over 50 persons, including pediatricians, nurses, secretaries, receptionists, and housekeeping and maintenance personnel.
At the center of the clinic is a large waiting room where the parents and babies wait to see the doctors. The babies in that waiting room cry so much that many employees are unable to concentrate on their work. As a result, morale among the employees is very low, and several persons have reported headaches and other-related symptoms. The executive director of the clinic has come to you with this problem and has asked you to do something about it.
You have observed the interactions among all persons in the waiting room and have determined that the crying almost always begins when the babies see a nurse. The nurses in the clinics always wear white caps, white uniforms, white hose, and white shoes. You wonder if the sight of a nurse dressed this way is frightening to the babies. Perhaps the babies would cry less at the sight of a woman wearing more colorful clothes. You decide to do an experiment to determine if that is indeed the case.
1. Identify the problem
2. Review the literature. (What past research would you want to review?)
3. Formulate the hypothesis.
3a. Identify the variables in your hypothesis.
Independent Variable______________________________________________________
Dependent Variable ______________________________________________________
4. Chose the research design. (In this case, the experimental method.)
4a. Which group of babies will be in the control group?
4b. Which group of babies will be in the experimental group?
5. Collect the data. (Actually conduct the experiment.)
6. Analyze the data.
7. Draw conclusions and report findings.
Review for Exam
Davidson Clinic---Walk through an actual experiment
The Davidson Clinic Experiment
You are the personnel director of the Davidson Pediatric Clinic, a rather large facility which employs over 50 persons, including pediatricians, nurses, secretaries, receptionists, and housekeeping and maintenance personnel.
At the center of the clinic is a large waiting room where the parents and babies wait to see the doctors. The babies in that waiting room cry so much that many employees are unable to concentrate on their work. As a result, morale among the employees is very low, and several persons have reported headaches and other-related symptoms. The executive director of the clinic has come to you with this problem and has asked you to do something about it.
You have observed the interactions among all persons in the waiting room and have determined that the crying almost always begins when the babies see a nurse. The nurses in the clinics always wear white caps, white uniforms, white hose, and white shoes. You wonder if the sight of a nurse dressed this way is frightening to the babies. Perhaps the babies would cry less at the sight of a woman wearing more colorful clothes. You decide to do an experiment to determine if that is indeed the case.
1. Identify the problem
2. Review the literature. (What past research would you want to review?)
3. Formulate the hypothesis.
3a. Identify the variables in your hypothesis.
Independent Variable______________________________________________________
Dependent Variable ______________________________________________________
4. Chose the research design. (In this case, the experimental method.)
4a. Which group of babies will be in the control group?
4b. Which group of babies will be in the experimental group?
5. Collect the data. (Actually conduct the experiment.)
6. Analyze the data.
7. Draw conclusions and report findings.
Review for Exam
9/26-10/1 Research Project
Design an Experiment and Write it up in your groups.
Introduction and Method--presented to the class and turned in.
Ch. 2 S3 “Lies……& Statistics”
1.?What is a frequency distribution chart? How is it ?useful? How can percentage comparisons be useful?
2.?What is a frequency polygon or frequency curve?
3.?What is a normal or bell shaped curve?
4.?In looking at central tendency, what are the mode, ?median, and mean? Find the mode, median and mean for the ?data from the following data: 12, 23, 25, 18, 17, 16, 15, 20, 21, ?20, 13, 19, 22, 24, 11.
5.?What is the range? How do you figure out the range?
1.?What is the standard deviation? What does it ?mean if the number for the standard deviation is big or ?small?
2.?What is a correlation coefficient?
3.?What is positive and negative correlation?
4.?What is a scatterplot? What are inferential ?statistics?
5.?What makes something statistically significant?
10/1---Present your projects
Introduction and Method--presented to the class and turned in.
Ch. 2 S3 “Lies……& Statistics”
1.?What is a frequency distribution chart? How is it ?useful? How can percentage comparisons be useful?
2.?What is a frequency polygon or frequency curve?
3.?What is a normal or bell shaped curve?
4.?In looking at central tendency, what are the mode, ?median, and mean? Find the mode, median and mean for the ?data from the following data: 12, 23, 25, 18, 17, 16, 15, 20, 21, ?20, 13, 19, 22, 24, 11.
5.?What is the range? How do you figure out the range?
1.?What is the standard deviation? What does it ?mean if the number for the standard deviation is big or ?small?
2.?What is a correlation coefficient?
3.?What is positive and negative correlation?
4.?What is a scatterplot? What are inferential ?statistics?
5.?What makes something statistically significant?
10/1---Present your projects
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