Sunday, January 9, 2011
Thursday, December 16, 2010
Phase III - Learning Technique - Debate Topics (Briana Lackman)
Debate Topics
1.
D Do neurons and brain areas have specific functions or is it fairly undifferentiated, working more as a cumulative field?
D Do neurons and brain areas have specific functions or is it fairly undifferentiated, working more as a cumulative field?
2. Is the mind completely "created" by the brain?
3. Is there a soul that exists outside of the neurons?
4. Can consciousness be reduced to neurons?
5. Base on the previous questions, are mind (cognition or behavior) and brain separate or unified things? (im just putting this here until i print it out tomorrow)
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Phase IV - Outline
Our learning strategies consisted of four techniques that are a memerable video, a diagram of a brain on a cake, case study scenarios, and debateable discussion questions. We chose our learning strategy because it was predicted to be the most effective based on the type of learners we surveyed. Our learning strategy proved to be effective because it reached out to all the different types of learners and it consisted of recalling information and then applying it to real life situations.
Phase 3 - Learning Technique - Case Study (Sarah)
After students have learned a base knowledge, they are to apply what they know to these situations. They will evaluate the situations and answer accordingly.
Johnny got into a car accident and badly injured his head. It has not been declared which part of the brain he has damaged yet. You are curious to know what kind of damage he may face. Determine what injuries he may suffer from based on the part of the brain he may have injured:
1. Amygdala
2. Hippocampus
3. Corpus callosum
4. Thalamus
5. Hypothalamus
6. Pituitary
7. Reticular formation
8. Medulla
9. Spinal Chord
10.Cerebellum
11. Cerebral cortex
Tracy is about to go into surgery on her brain. You are unaware of her symptoms, but are curious to know what part of the brain the doctor will be cutting into. What part of the brain will the surgeon have to focus on if she was experiencing:
1. Calmness rather than hostility in a person
2. Inability for adaption
3. Movements become jerky
4. An increase in the desire of sexual behavior
5. A disconnect in actions and purpose
6. Loss of taste
Wednesday, December 15, 2010
PHASE III
Phase III Briana Lackman, Kelly Deane, Sarah Cosgrove, Danielle Roth
Our group created a survey for students to take in order for us in get insight on the way they learn best. The survey allowed people to choose from three different types of learning as well as other relevant aspects of learning. They could choose visual, auditory, kinesthetic or any combination of them as the way they learn best. In the survey we made sure to briefly explain what each of these types of learners consisted of more specifically so the students knew what they were going to pick. We put the survey on a half sheet of paper and handed it out to each of our Psychology classes, as well as a variety of other students to get a more representative set of data. By handing out the survey on a piece of paper we eliminated a form of bias; since we did not ask the survey questions directly to the participants, we were not able to subconsciously influence their response.
Once we collected our data, we counted the samples and separated the results by male, female, and then did an overall total. We transferred our data into a couple different types of graphs to make it easier to understand for the visual learners. Our data showed us that the most popular form of learning, among the people we surveyed, was kinesthetic, with 39 percent. By knowing this, we can ensure we include a teaching technique that is favorable for the hands-on learners. We will include a model that the student can get up close to and examine it. This was closely followed by visual learning, which was chosen by 33 percent of our peers. Since this type of learning is also largely popular, we will make sure our teaching strategy reaches out to the visual learners too. We will be using a funny and memorable video that most learners will benefit from. Two percent of the people we surveyed chose both kinesthetic and visual as the way they learn best. With this, we know that people may be more than just one type of learner. Auditory was only chosen by 13 percent of the people we surveyed, but visual and auditory was chosen by seven percent. So again the video will work well for these students. They will get to not only hear the information but also watch it be explained through demonstrations. Six percent of the people we surveyed said that they learn the best when all three types of learning (kinesthetic, visual, and auditory) are used. Again we can conclude that people may utilize more than one learning strategy. We know we should create a teaching strategy that accounts for all types of learners.
From our data, we learned that everyone learns in a different way. In order to sufficiently teach a class as a whole, the best solution would be to come up with a teaching strategy that meets the needs of all of the students. Since kinesthetic and visual learners made up the majority, we will try to incorporate both ways of learning in our teaching strategy the most. There were a small amount of auditory learners among our peers, so we will include some visual aspects too. To make our strategy the most efficient our techniques will intertwine together and help all learners understand neuroscience. After evaluating this data, it was clear that the majority of learners would benefit greatly if we provided a hands-on learning strategy. Therefore, we concluded that having a model of the brain and additional scenario questions would be an accommodating learning technique for the majority of our learners. Due to visual learning being closely followed by kinesthetic learning, showing a memorable video based on the information would be helpful for our peers who learn more effectively visually. Visual learners can also match up words of the parts of the brain to a diagram. A video would also help the auditory learners that learn best by hearing the information.
We decided that the four techniques that would go together the best to make a useful learning strategy would be to have a movie, then examine a diagram of a brain, followed by a case study, and finally would be wrapped up with group discussion and debate. We feel that this combination will prove to be very effective and reach out to all types of learners.
We decided that the four techniques that would go together the best to make a useful learning strategy would be to have a movie, then examine a diagram of a brain, followed by a case study, and finally would be wrapped up with group discussion and debate. We feel that this combination will prove to be very effective and reach out to all types of learners.
Our first learning technique for our strategy is a memorable video. For this we chose clips from an episode of Bill Nye the Science Guy that was focused on the brain. We knew we wanted in include a video in our strategy because it would be beneficial to visual and auditory learners. Videos have been used in classrooms for many years. They have many uses; they can be introductions to a new topic, a nice alternative to having a teacher just start a new lesson, help to expand the students knowledge (which can be useful when a teacher is absent from school), or demonstrate something that cannot be shown or done in a classroom. Choosing a Bill Nye video is a bonus because it is focused on teaching students and keeping it interesting so the people do not lose interest. Throughout the video there are many short clips that make us laugh while we watch it. They are not just added for fun though; they are full of information, but presented in a way that people want to watch. Due to this we think that the video will make for a very effective technique for teaching people neuroscience. (Danielle)
An important part of our learning strategy is a hand on model that the students could use. We will provide our learners with a model of the brain on a cake. This is a fun and enjoyable way to learn neuroscience. Each part of the brain will be labeled with the correct term. The learners will use this model to answer written scenario questions based on the brain. Once our learners have grasped each sections of the brain, we will allow them to eat a part of it as a reward. As we learned from our data, there are many kinesthetic learners that utilize hands on techniques to learn the most efficiently so it will be very effective. This is one of the best ways to learn neuroscience because many students learn by doing tasks hands on and through lab work. By putting a picture of the brain on a cake, it allows the students to learn in a new way that will be memorable and all of the information will be remembered without rote memorization. (Kelly)
Our third learning strategy is the case study and scenario questions and applications. Case studies are observational learning techniques in which a person or situation is studied in depth in hopes to reveal larger understandings of the material. For this learning strategy, students will be given scenarios and follow up questions that help apply base knowledge to real life situations. The scenario will be based off the information and topic of interest. By applying knowledge, one can grasp a better understanding for a given topic. Students will be able to explore functions of the brain and how this information can be applied to everyday life. This learning strategy is effective because it has the student involved in a possible real world situation. The student must think critically about concepts rather than regurgitate back information. This will allow students to think further into depth about the material. In addition, if the students can answer these questions on their own without any notes, then they can be more confident about having a grasp on the material. (Sarah)
Finally, our fourth learning technique is small group discussions and debatable topics. The process included the students splitting up into small groups of three to five people. They will discuss conceptual questions that they were struggling to understand. As a group, they could help everyone understand the material and explain the information to each other. The students were also provided with debatable topics to converse about. We found this technique to be pretty effective because when a student explains a concept to another student, they tend to remember and understand the concept better which will help them with the neuroscience unit. Also, a student may explain the concept in a different way than somebody else, which will also help the concept understandable for the other student. (Briana)
Our learners that have experienced our test run on the above learning strategies included a 15 year old female, a 13 year old male, and an 18 year old male; along with the four of our group members. We felt that these ages were appropriate for the topic that was being learned and that they would be representative of a different people.
The following three links are to the video clip that we chose to use for our first technique; it is one continuous video just broken into three different parts; http://www.youtube.com/watch?v=Nx4HdbTiksY&feature=related http://www.youtube.com/watch?v=gcwvOxmzRlE&NR=1 http://www.youtube.com/watch?v=iwszNJHzFac&NR=1 . Our learning methods were a great way to introduce people to the brain and its functions. The video, cake, case studies, and discussion questions made the topic very approachable and easy to grasp the main ideas. The funny and silly parts of the video portion of our method helped the people who watched the video remember the information better because their mind associated that topic to the clip then remembered all the information that went along with it. The video was not just people talking and listing information and facts; there were diagrams, models, and real brains for the people to see, which helped to give them a better insight on the brain and in turn neuroscience as a whole. Also, there were real life examples throughout our learning method, this allowed our students to relate to it and make connections to their own life. This makes it easier for the people to understand the concepts more in depth and not just memorize the definitions. After running through the only ineffective thing with the video was that it only provided a vague description of the brain and its functions. While it was a great way to explain the general idea of the information, to efficiently cover neuroscience it needs something additional to fully explain the concepts. After the movie it would be beneficial for the teacher to go over some of the information. For example, in the video Bill Nye talked about messages running through the brain, so if the teacher would talk more about neural impulses after the video the students would have a much easier time understanding it because they already have a base understanding from the video.
For the cake portion of the learning strategy, making the picture more in depth could modify it. There could be more sections within the four lobes of the brain, which would create more questions. Having more scenarios for the students to analyze could modify the case study. Also, the scenarios could be more detailed and go even further into detail. A way to modify the discussion question portion of our learning strategy would be to provide the learners with a chart on positive self talk so that the students can both effectively and respectfully debate the topics. By doing so, our learners will find it easier to learn the information in a more respectful environment.
We used learning, thinking, memory, and language effectively in our strategy. Learning was used because we had case studies to test what the students learned by letting them apply their knowledge to real life situations. Language was used effectively because for our discussion of our debatable topics different students can explain information differently than others so it may give other students a better understanding of it. The cake helped visually where each lobe was in the brain and what they each did to make it more memorable rather than just memorizing it. The students had to think critically about the debatable topics and deeply ponder about the discussion questions so they could create a well developed argument.
The concepts of learning, thinking, memory, and language are crucial to our understanding of neuroscience because it helps us understand how the brain works in order to teach our students. By us knowing how the brain works and processes information it can show us how students learn and the best way for us to learn and teach neuroscience. Doing the survey and all this information on learning helped us realize what kind of learners we are. In other classes we can utilize the methods that we learned with the best one for us so that we can learn the most effectively. For other aspects in psychology we can look at videos that help to further explain the information, come up with models, create real life scenarios, and respectfully debate with others.
The concepts of learning, thinking, memory, and language are crucial to our understanding of neuroscience because it helps us understand how the brain works in order to teach our students. By us knowing how the brain works and processes information it can show us how students learn and the best way for us to learn and teach neuroscience. Doing the survey and all this information on learning helped us realize what kind of learners we are. In other classes we can utilize the methods that we learned with the best one for us so that we can learn the most effectively. For other aspects in psychology we can look at videos that help to further explain the information, come up with models, create real life scenarios, and respectfully debate with others.
Our learning strategy is a great way for all types of individuals to learn. We made sure that, once put together, our techniques would be able to reach out to all people. The video was a good way to begin because it allowed us to introduce the topic in a fun and memorable way. The students could listen to the information, while watching the video; which included many demonstrations. This really allowed almost all types of learners to grasp the main ideas of the brain. Once this was done we went into the cake diagram, which the students could get up close to and study to get a better idea of the parts of the brain and what they do. This was very helpful for visual and kinesthetic learners. Following this up with the worksheet was very effective because it helped to summarize major points and allowed the students to answer questions to use and reinforce their knowledge. The case studies were a great way to reinforce the concepts that the students were being taught. It forced them to critically think about neuroscience and be able to apply their knowledge. No matter how the student learns recalling and applying the information throughout this technique helps to reinforce the ideas and concepts in their mind. Finally, by ending our strategy with the group discussion and debate, we are forcing the student to again recall and think about the information. It is also a good way to wrap up all the information that has been taught and work to clarify any topics that anyone is still confused on. Overall we have created a very strong learning strategy that will be able to be utilized by all types of learners.
The following are the worksheets and questions that went along with the learning strategies. For the brain diagram on the cake there were labeled flags to identify the parts. Along with this was a list of the functions of the brain and what they do, which included; frontal lobe: personality, ability to judge, plan, speaking, muscle movements, reasoning, emotions, problem solving*Damage to this area will cause someone to not be able to concentrate, they will have lack of inhibition, and behavior disorders are possible, Temporal Lobe: auditory areas, memory, expressed behavior*Damage to this area will cause hearing deficits and childish behavior, Parietal Lobe: processes body sensations, body orientation*Damage to this area will cause the inability to write and recognize self
Occipital Lobe: visual areas*Damage to this area will cause loss of vision in the opposite field. Along with this were a few scenarios: If someone loss their hearing what lobe would be damaged? Someone was in a car crash and now they are having behavioral disorders. What part of the brain was damaged? What part of the brain would be damaged if someone was blind? Someone got hit in the head when playing baseball and now they are having difficulty writing in school. What part of the brain was damaged? What part of the brain would be damaged if someone was not able to recognize their self? For the case studies the worksheet included the following: After students have learned a base knowledge, they are to apply what they know to these situations. They will evaluate the situations and answer accordingly. The first is: Johnny got into a car accident and badly injured his head. It has not been declared which part of the brain he has damaged yet. You are curious to know what kind of damage he may face. Determine what injuries he may suffer from based on the part of the brain he may have injured: 1.Amygdala 2.Hippocampus 3.Corpus callosum 4.Thalamus 5.Hypothalamus 6.Pituitary 7.Reticular formation 8.Medulla 9.Spinal Chord 10.Cerebellum 11.Cerebral cortex. The second is: Tracy is about to go into surgery on her brain. You are unaware of her symptoms, but are curious to know what part of the brain the doctor will be cutting into. What part of the brain will the surgeon have to focus on if she was experiencing: 1.Calmness rather than hostility in a person 2.Inability for adaption 3.Movements become jerky 4.An increase in the desire of sexual behavior 5.A disconnect in actions and purpose 6.Loss of taste. For the group discussion and debate, once the students talked about the topics they were confused on they will have a list of five questions to debate. The topics are: 1.Do neurons and brain areas have specific functions or is it fairly undifferentiated, working more as a cumulative field? 2. Is the mind completely "created" by the brain? 3. Is there a soul that exists outside of the neurons? 4. Can consciousness be reduced to neurons? 5. Base on the previous questions, are mind (cognition or behavior) and brain separate or unified things?
Occipital Lobe: visual areas*Damage to this area will cause loss of vision in the opposite field. Along with this were a few scenarios: If someone loss their hearing what lobe would be damaged? Someone was in a car crash and now they are having behavioral disorders. What part of the brain was damaged? What part of the brain would be damaged if someone was blind? Someone got hit in the head when playing baseball and now they are having difficulty writing in school. What part of the brain was damaged? What part of the brain would be damaged if someone was not able to recognize their self? For the case studies the worksheet included the following: After students have learned a base knowledge, they are to apply what they know to these situations. They will evaluate the situations and answer accordingly. The first is: Johnny got into a car accident and badly injured his head. It has not been declared which part of the brain he has damaged yet. You are curious to know what kind of damage he may face. Determine what injuries he may suffer from based on the part of the brain he may have injured: 1.Amygdala 2.Hippocampus 3.Corpus callosum 4.Thalamus 5.Hypothalamus 6.Pituitary 7.Reticular formation 8.Medulla 9.Spinal Chord 10.Cerebellum 11.Cerebral cortex. The second is: Tracy is about to go into surgery on her brain. You are unaware of her symptoms, but are curious to know what part of the brain the doctor will be cutting into. What part of the brain will the surgeon have to focus on if she was experiencing: 1.Calmness rather than hostility in a person 2.Inability for adaption 3.Movements become jerky 4.An increase in the desire of sexual behavior 5.A disconnect in actions and purpose 6.Loss of taste. For the group discussion and debate, once the students talked about the topics they were confused on they will have a list of five questions to debate. The topics are: 1.Do neurons and brain areas have specific functions or is it fairly undifferentiated, working more as a cumulative field? 2. Is the mind completely "created" by the brain? 3. Is there a soul that exists outside of the neurons? 4. Can consciousness be reduced to neurons? 5. Base on the previous questions, are mind (cognition or behavior) and brain separate or unified things?
Phase 3 "Cake Model Learning Strategy" (Kelly)
This is a worksheet to go along with the cake of the brain. Also, little flags were made so that it would be easy to label each lobe of the brain on the cake.
Functions of the Brain
Frontal Lobe: personality, ability to judge, plan, speaking, muscle movements, reasoning, emotions, problem solving
*Damage to this area will cause someone to not be able to concentrate, they will have lack of inhibition, and behavior disorders are possible
Temporal Lobe: auditory areas, memory, expressed behavior
*Damage to this area will cause hearing deficits and childish behavior
Parietal Lobe: processes body sensations, body orientation
*Damage to this area will cause the inability to write and recognize self
Occipital Lobe: visual areas
*Damage to this area will cause loss of vision in the opposite field
Scenarios:
· If someone loss their hearing what lobe would be damaged?
· Someone was in a car crash and now they are having behavioral disorders. What part of the brain was damaged?
· What part of the brain would be damaged if someone was blind?
· Someone got hit in the head when playing baseball and now they are having difficulty writing in school. What part of the brain was damaged?
· What part of the brain would be damaged if someone was not able to recognize their self?
Here is a picture of the brain cake that would be used.
Wednesday, November 24, 2010
Phase II Part 4: Memory definitions, concepts, question
Iconic memory- a momentary sensory memory of visual stimuli; a photographic or picture-image memory lasting no more than a few tenths of a second
Echoic memory- a momentary sensory memory of auditory stimuli if attention is elsewhere, sounds and words can still be recalled within 3 or 4 seconds
Long-term potentiation(LTP)- an increase in the synapse's firing potential after brief rapid stimulation. believed to be a neural basis for learning and memory.
Amnesia- the loss of memory
Implicit memory vs. explicit memory- Explicit memory is any continued effect of experience which can be attested to, and is usually assessed through procedures recall or recognition. Implicit memory, however, is frequently tested through priming procedures such as sentence completion, and measures of reaction time.
Hippocampus- a neural center located in the limbic system that helps process explicit memories for storage
Recall- a measure of memory in which the person must
information learned earlier, as on a fill-in-the-blank test
Serial positioning effect- our tendency to recall best the last and first items in a list
Recognition- measure of memory in which the person need only identify items previously learned as on a multiple choice test
Relearning- a memory measure that assesses the amount of time saved when learning material
6. Summarize how you will used thinking and language in your learning strategy, below. Make sure to include at least 6 different ways you are going to utilize this knowledge.
Echoic memory- a momentary sensory memory of auditory stimuli if attention is elsewhere, sounds and words can still be recalled within 3 or 4 seconds
Long-term potentiation(LTP)- an increase in the synapse's firing potential after brief rapid stimulation. believed to be a neural basis for learning and memory.
Amnesia- the loss of memory
Implicit memory vs. explicit memory- Explicit memory is any continued effect of experience which can be attested to, and is usually assessed through procedures recall or recognition. Implicit memory, however, is frequently tested through priming procedures such as sentence completion, and measures of reaction time.
Hippocampus- a neural center located in the limbic system that helps process explicit memories for storage
Recall- a measure of memory in which the person must
information learned earlier, as on a fill-in-the-blank test
Serial positioning effect- our tendency to recall best the last and first items in a list
Recognition- measure of memory in which the person need only identify items previously learned as on a multiple choice test
Relearning- a memory measure that assesses the amount of time saved when learning material
6. Summarize how you will used thinking and language in your learning strategy, below. Make sure to include at least 6 different ways you are going to utilize this knowledge.
- we will make sure that the student know what neuroscience is and how it is defined
- we will use repetition while teach in order for information be picked up on
- we will have the students use observation (fore example: a memorable video) because observing can be a very effective way of learning
- we will give the students the option of taking notes because some learn best that way but others do not
- we will provide the students with essential questions to think about during the video
- we will point out important information or topics during the video
Phase II Part 1
1. Learning: The act of gaining knowledge through some sort of study that becomes a somewhat permanent alteration in an organisms’ behavior.
2. Associative learning: Learning that certain events occur together. The events may be two stimuli (as in classical conditioning) or a response and its consequences (as in operant conditioning). This learning principle is based off the idea that experiences or ideas can be used to reinforce one another and enhance what is being learned.
3. Conditioning (classical): The process of learning associations. It is a type of learning in which an organism comes to associate stimuli. A naturally occurring stimulus is associated with a response. Then, a neutral stimulus is paired with the naturally occurring stimulus. Eventually, the neutral stimulus will set off the response without the naturally occurring stimulus. It is also called Pavlovian conditioning.
4. Operant conditioning: In operant conditioning, we learn to associate a response and its consequence and thus to repeat acts followed by rewards and avoid acts followed by punishment.
5. Behaviorism: The view that psychology should be an objective science that studies behavior without reference to mental processes. Most research psychologists agree with the first part of the statement, but not the second.
6. Observational learning: Learning in which organisms learn new behaviors by watching the behaviors of others.
(the following refer to classical conditioning)
7. Ivan Pavlov’s experiment (outline, goals): Ivan Pavlov originally was doing experiments on the digestive system in dogs. However, his experiment was interrupted by an annoyance of the dog salivating before the food even came out. He then changed his experiment to look further more into his new findings. He isolated the dogs in a small room, where a harness secured them and their saliva was being measured when they salivated. In the next room, Pavlov presented food first by sliding it, then later by blowing meat powder into the dog’s mouths. A neutral stimuli, a certain sound, was presented at the time the food came out. Since the neutral stimulus signaled the arrival of the food, what originally caused the salivation, the dog may now associate the two stimuli and begin to salivate to the neutral stimuli in expectation of food.
8. Finding of Pavlov’s experiment (i.e. responses and stimulus): The classical conditioning in this experiment conditioned the dogs to salivate by a certain tone. This is because this certain tone was sounded at the time when the food was presented, which originally made the dogs salivate. Pavlov found in his experiment the unconditioned response was the response that was unlearned, or the salvation in response to food in the mouth in the experiment. The automatic, unlearned stimulus that triggers the response is an unconditioned stimulus, or the dog food in Pavlov’s experiment. The response that was learned is called the conditioned response, or the salivation in return of the tone sounded. The conditioned stimulus is what triggers the conditioned response, the tone that sounded when food was presented in the experiment.
9. Acquisition: It is the final stage in classical conditioning. It is the phase that is associating a neutral stimulus with an unconditioned stimulus so that the neutral stimulus comes to bring forth a conditioned response. In operant conditioning the acquisition is the strengthening of a reinforced response.
10. Provide an example of classical conditioning NOT found in your book: Children are playing in the back yard and they hear a bell. The children run inside excited because they have learned that after hearing the bell, dinner will be ready inside to eat.
11. Extinction: It is described as the diminishing of a conditioned response. In classical conditioning, it occurs when an unconditioned stimulus does not follow a conditioned stimulus. In operant conditioning, it occurs when a response is no longer enforced.
12. Spontaneous recovery: It is when a previously extinguished response reappears after a period of time.
13. Generalization (in context of learning): It is the tendency to respond to stimuli. A real world example would be if a child was bitten by one dog, that child may fear all dogs.14. Discrimination: It is the learned ability to distinguish between a conditioned stimulus and other irrelevant stimuli.
15. Importance of Cognitive Processes in Classical Conditioning: People learn the predictability of the second event when two events happen close together. Conditioning occurs best when the CS and UCS have that relationship where the CS causes the UCS. This explains why classical conditioning treatments need the cognitive processes because humans learn the expectancy of another event.
16. Importance of Biology in Classical Conditioning: Early behaviorists realized an animal’s capacity for conditioning is constrained by its biology. The biological predispositions of each species dispose it to teach the particular associations that enhance its survival and they realized not just environment plays a role.
17. Taste Aversion: Garcia conducted an experiment and noticed that rats began to avoid drinking the water from the plastic bottles in radiation chambers. They realized that the rats linked the plastic tasting water (a CS) to sickness (UCR) triggered by the internal state (UCS).
18. Example of taste aversion: If one rides a roller coaster and becomes nauseous afterwards, one might never go on a roller coaster again because they do not want to get sick again.
19. Watson, Rayner and research after Pavlov: Researched how specific fears might be conditioned. They used an eleven month old infant named “Little Albert” who feared loud noises, but not white rats. They put a white rat in front of him and when he went to touch it, they struck a hammer on a steel bar to make a loud noise and repeated this several times. He then started to cry at the sight of the rat and was afraid of rats and always cried when he saw a white rat.
20. Respondent Behavior: It is a behavior that occurs as an automatic response to some stimulus. It is also Skinner’s term for behavior learned through classical conditioning.
21. Operant Behavior: It is the behavior that operates on the environment which produces consequences.
22. Law of effect: This is Thorndike’s principle that behaviors followed by favorable consequences become more likely and that behaviors followed by unfavorable consequences become less likely.
23. Skinner Box (operant chamber): This is a chamber containing a bar or key that an animal can manipulate to obtain a food or water reinforcer, with attached devices to record the animal’s rate of bar pressing or key pecking.
24. Shaping: This is an operant conditioning procedure in which reinforcers guide behavior closer and closer to approximations of a desired goal.
25. Successive approximations- A method for estimating the value of an unknown quantity by repeated comparison to a sequence of known quantities.26. Discriminative stimulus- stimulus that provides information about what to do
27. Reinforcement- any event that increases the frequency of a preceding response
28. Positive Reinforcement- strengthens a response by presenting a typically pleasurable stimulus after a response
Real world example- receiving a scholarship for hard work good grade in high school
29. Negative Reinforcement- strengthens a response by reducing or removing an aversive stimulus
Real world example- turning off a bright light when trying to sleep
30. Primary reinforcement- an innately reinforcing stimulus, such as one that satisfies a biological need
31. Conditioned reinforcer- a stimulus that gains its reinforcing power through its association with a primary reinforcer; also known as a secondary reinforcer
32. Immediate reinforcer- Immediate reinforcement that occurs immediately after desired or undesired behavior occurs. This type of reinforcement has the strongest and quickest effect in controlling behavior.
33. Delayed reinforcer- reinforcement that is delay; the longer the delay, the less likely the learning
34. Reinforcement schedules:
Fixed-ration schedules- reinforce behavior after a set number of responses (piecework pay)
Variable-ration schedules- provide reinforcer after an unpredictable number of responses (gamblers and fishers
Fixed-interval schedules- reinforce the first response after a fixed time period (checking food in the oven)
Variable-interval schedules- reinforce the first response after varying time intervals ("you've got mail")
35. Punishment- an event that decreases the behavior that follows it
36. Cognitive Map- a mental representation of the layout of one's environment. After explorin the rats and as if that have learned a cognitive map of it.
37. Intrinsic motivation vs. extrinsic motivation: Intrinsic motivation is when a person wants to do something because they enjoy doing it. Extrinsic motivation, on the other hand, is when a person does something for either a reward or out of fear of getting in trouble. For example, a person who plays piano in their free time because it makes them happy and feel good about them self would display intrinsic motivation; but if a person practices piano in their free time because they get money for practicing or are scared they will get grounded if they do not, would display extrinsic motivation.
38. How does Cognition impact Operant conditioning? Cognition is, in simple terms, deal with thinking, knowing, remember and communication; this plays a big role in operant conditioning. It is through cognition that a person will remember the reinforcement and/or punishments that they receive and think about it when they go to repeat that action again. Over time the person’s behaviors will be formed.
39. How does biology play a role in operant conditioning? While humans and animals can be taught to do new things, something their natural habits cannot be conditioned to change. While it may work of a short amount of time, if it seems unnatural for them they will most likely go back to their original way. For example, if a person is conditioned to clean up clothes with their feet, after learning this they will slowly start going back to using their hands, because that is what their instincts say to do.
40. Research after Skinner: Skinner opened the doors to operant conditioning for all different settings; like in teaching, work, and at home. In the 1980’s Thomas Simek and Richard O’Brien wanted to test Skinner reinforcement principal and to do this they both applied it to sports instruction. They started the children off with small easy things, like a short putt and hitting a big ball at a slow speed. They encouraged the kids and would gradually make the task a little harder, and eventually the children mastered their skills for that sport. Thomas Watson tested, in the workplace, if reinforcement would improve productivity. He would write checks to employees that he saw make and achievement, which in turn made more people want to do well to receive that reward.
41. Modeling: Is when someone learns something by seeing someone else do something, and then learn from that. If in school a child sees someone getting in trouble for copying homework that child has learned to not copy homework. If a child sees their parent reading the paper every day, that child will model their parent and want to read daily.
42. Mirror neurons: These neurons are located in the Frontal lobe, and fire when a person does a certain task and also when a person sees someone else doing something. It can help a person to “mirror” something that they see someone else do. for example if a baby watches a parent or older sibling clap and smile often, that baby will eventually be able to copy their movements and clap and smile on its own.
43. Albert Bandura: He was one of the first researchers in observational learning. He did many experiments, but one of his most famous was the Bobo doll experiment; which showed that children learn and imitate things that they see others do, whether it is in person or on TV. This also leads into the negative effects that television is having on the youth of today.
44. Prosocial models: These are positive models, who display helpful, outgoing behavior. They can have a big impact on children and will rub off on the child giving them more positive behaviors. These models must be consistent in their own behaviors or else the child will not learn. For example, if the parent tells their child that smoking is bad, but then the child sees that parent smoking, it is displaying that it is ok to say one thing and do another. A model should follow what they teach; if they say smoking is bad, that means that they should not smoke.
45. The impact of television: Children learn by observing others, so when watching television daily children absorb a lot of behaviors. Most shows and movies that children watch are not realistic; they are exaggerated and overdramatic so that people are more entertained. This is not always giving children a good idea of how they should behave; television depicts violence as something that is not that big of a deal, so children will grow up with a skewed view on how that can and should act.
46. The good news about TV (from chapter 1): Chapter 1 talked about correlations between two things and that there may be a correlation between two things, but that does not always mean there is causation; there may be lurking variables that come into play. To put this information to TV; just because a person who watches a lot of violent shows and movies may display more violent tendencies this does not necessarily mean that TV causes violence. It may be that it is in a child’s genes to have violent tendencies and because of those tendencies the child may watch more violent shows; this means that TV is not the main cause for violence in children.
47. Desensitizing of youth: Since violence is so prominent in television shows and movies youth are becoming more tolerant of it. To them it does not seem like a big deal to see someone get shot or look at a dead body on TV because it happens all the time. It is making children less sensitive in real and more likely to look at crimes as no big deal.
48. Provide one example of Observational Learning from your lifetime (one from each member): Danielle: By observing my mom getting dressed and watching her dress me over time I learned how to put my clothes on by myself.
Sarah: After watching my coach execute a certain move at our soccer practices, I learned how to do that move too.
Kelly: I learned how to use manners and act appropriately by watching my parents.
Briana: From observing how my brother acted at the dinner table every day I learned what to do and what not to do during meals.
**1-12 Sarah
**13-24 Kelly
**25-36 Briana
**37-48 Dani
Phase II Part 3 & Part 5 Questions (all group members contributed)
SURVEY RESULTS
| FEMALES | MALES | |||
| Kind of learner | # of Students | Kind of learner | # of Students | |
| Visual | 17 | Visual | 5 | |
| Auditory | 5 | Auditory | 4 | |
| Kinesthetic | 18 | Kinesthetic | 8 | |
| Visual/Auditory | 3 | Visual/Auditory | 2 | |
| Auditory/Kinesthetic | 0 | Auditory/Kinesthetic | 0 | |
| Visual/Kinesthetic | 0 | Visual/Kinesthetic | 1 | |
| All 3 | 0 | All 3 | 4 | |
| Hours Spent Studying | Hours Spent Studying | |||
| 0 | 2 | 0 | 7 | |
| 1 | 11 | 1 | 8 | |
| 2 | 20 | 2 | 5 | |
| 3 | 9 | 3 | 3 | |
| 4 | 1 | 4 | 1 | |
| Average GPA | Average GPA | |||
| A | 30 | A | 17 | |
| B | 13 | B | 7 | |
| C | 0 | C | 0 | |
| D | 0 | D | 0 | |
| TOTALS | |
| Kind of learner | # of Students |
| Visual | 22 |
| Auditory | 9 |
| Kinesthetic | 26 |
| Visual/Auditory | 5 |
| Auditory/Kinesthetic | 0 |
| Visual/Kinesthetic | 1 |
| All 3 | 4 |
| Hours Spent Studying | |
| 0 | 9 |
| 1 | 19 |
| 2 | 25 |
| 3 | 12 |
| 4 | 2 |
| Average GPA | |
| A | 47 |
| B | 20 |
| C | 0 |
| D | 0 |
PHASE 2, PART 3
Reflect on your data collection.
This helped us learned what type of learners there are amongst our peers. I think this survey was a very useful and accurate way to collect our data because we handed the survey to them in person. Where if it was online the survey could have easily been blown off due to laziness. The next time around, we could add more in depth questions to supplement our data.
Real World Application.
Our data is applicable to the real world because we can tell teachers and professors to help them come up with better teaching strategies based on the types of learners. We are going to share this data through a presentation and make it available to teachers to help them implicate this into their class.
PHASE 2, PART 5
1. 1. Cognitive psychology deals with the internal mental processes. Chapter ten deals with thinking and language, chapter nine deals with memory and chapter nine deals with memory which all have to do with the brain.
2. 2. The topic of interest is neuroscience and behavior. The four categories that go into neuroscience would be neural communication, the nervous system, the brain, and the endocrine system. The subcategories for neural communication are neurons, how neurons communicate and how neurotransmitters influence us. The subcategories of the nervous system are the peripheral nervous system and the central nervous system. The subcategories for the brain are the tools of discovery, lower-level brain structures, the cerebral cortex, and our divided brains. If we were to go into detail about a subcategory one of the prototypes may be the parts of the neuron and how it works.
3. 3. Functional fixedness can affect problem solving in a negative way because it corrupts our problem solving process since we see objects as fixed and unchanging. An example of this would be how the locks on doors have one key, but in reality we can use others things than just the lock to unlock the door, like a paperclip.
6. Summarize how you will used thinking and language in your learning strategy, below. Make sure to include at least 6 different ways you are going to utilize this knowledge.
4) How can you use what you know about thinking and language to improve your learning strategy? Provide two examples.
We should need to make sure that the students can grasp the main concept of neuroscience before we start to teach more in-depth information. This will make it easier to understand the more difficult aspects of the information. We should also use repetition when giving the information. This will let the ideas and concepts really sink into the students minds and really allow them to understand it.
5) How can you use your knowledge of language acquisition and the way that we read, speak and think to help create your learning strategy?
We learn a lot of our language as a child by observing and hearing what other people say and watching TV or listening to music. So if we create a video for the students to watch instead of just lecturing to them, it may be very beneficial. They will get to watch something while listening to the information; which should hold their attention better and have them more focused. Also students can take notes during the video, if they learn best that way.
6. Summarize how you will used thinking and language in your learning strategy, below. Make sure to include at least 6 different ways you are going to utilize this knowledge.
- we will make sure that the student know what neuroscience is and how it is defined
- we will use repetition while teach in order for information be picked up on
- we will have the students use observation (fore example: a memorable video) because observing can be a very effective way of learning
- we will give the students the option of taking notes because some learn best that way but others do not
- we will provide the students with essential questions to think about during the video
- we will point out important information or topics during the video
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