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. 

• 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.

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

Phase II Part 5

Cognition: The mental activities associated with thinking, knowing, remembering, and communicating. An example of cognitive behavior would be a behavior that is done to complete a task. If someone were to ask me a question, I would think about it and retrieve the knowledge in my brain and then communicate the answer to whoever asked the question.

Concept: A mental grouping of similar objects, events, ideas, or people. An example of a concept would be thinking of something with no cognitive effort. A concept would be how one would picture something like a door. Although there are many different types of doors, everyone has the same concept on what a door looks like and how it functions.

Prototype: A mental image or best example of a category. Matching new items to the prototype provides a quick and easy method for including items in a category. An example of a prototype would be when one would think about a house. A simple four-sided house would probably pop up in one’s mind even though there are many different types and characteristics of a house.

Algorithm: A methodical, logical rule or procedure that guarantees solving a particular problem. An example of an algorithm is any food recipe. The end result is the food and there are instructions on how to complete the dish. If the directions are followed correctly, then the end product will come about.

Heuristic: A simple thinking strategy that often allows us to make judgments and solve problems efficiently. An example of such is if I am trying to solve a math problem, but I am struggling, I can draw a picture to go along with it to help solve the problem faster.

Insight: A sudden and often read novel realization of the solution to the problem. An example of this is when I am working on a math test and cannot remember how to do a certain problem. I then suddenly may remember or become aware of the steps to get to the solution.

Confirmation bias: A tendency to search for information that confirms one’s perceptions. An example of this is when I am trying to solve a problem. I will only do research to try and confirm my way of solving the problem, and not the way of others.

Phase II Part 4

Memory: It is the persistence of learning over time through the storage and retrieval of information. For different people it takes them different amounts of time to memorize something. Some people have photographic memory where they can simply look at something for a short moment and have in embedded in their memory in which they can look back upon like a picture.

Memory Loss: This may also me known as amnesia. It can be the total or partial loss of memory from the cause of various different reasons. Alzheimer’s is very common in people when they become older. One of their symptoms may be memory loss. My grandmother is showing symptoms of Alzheimer’s and often forgets visits my dad have made earlier in the week.

Memory Feats: This may be a particular or significant moment in one’s lifetime. For example, I do not remember much of my childhood, but I do remember certain things in particular. I remember when I was about eight years old in my old house I was playing in the front yard. I was walking and all of the sudden tripped over a stake in the ground. I had deep splinters and had to get stitches. I may have remembered this because in my age, that was a tragic and painful moment at the time.

Memory like a computer?: People my refer to memory like a computer. This is because we may have memories that are in our subconscious that we are not aware of until something reminds us of this particular memory. A computer is similar in the way you can store information on it and it may be forgotten about, but it is still there. One can go back to the information later on to refresh to the information that was stored previously. I often “remember” information when something reminds me of such.

How neuroscience fits into memory: Neuroscience fits into memory because they both have to do with the brain. Neuroscience can help further explain what processes go on throughout the body that may trigger certain memories.

Sensory memory (also 354) Please include all types: It is the immediate and initial recording of sensory information in the memory system. The types of sensory memory are ionic memory and echoic memory. Ionic memory is a momentary sensory memory of visual stimuli, or a photographic memory lasting no more than a few tenths of a second. An example of this is when I quickly look at a few extra vocabulary words for the quiz. I only remember these words for a short moment for the quiz. Echoic memory is a momentary sensory memory of auditory stimuli or the ability to recall sounds or words within a few seconds. An example of this is if my mom tells me to remember a name for her quickly and I do. However, a few seconds later I forget what the name is.

Long-term memory (also on 355) Please include storage: Storage is the retention of encoded information over time. It can be defined as the relatively permanent and limitless storehouse of the memory system. An example of long-term memory is memories I have such as memories from my childhood. Although they happened a long time ago, I still remember them and probably always will.

Short-term memory (also on355): Short-term memory is the activated memory that holds a few items briefly before the information is stored or forgotten. An example of this is when I am studying vocab. Although I am trying to learn it, the best way is to memorize them. After I take the vocabulary quiz, I usually forget the words and then a have to relearn them if I am going to be testing on them again.

The role of emotion in memory: Emotion my help us remember a certain event over less significant events. This can be referred to as a flashbulb memory, or a clear memory of an emotionally significant moment or event. Although I had my dog Chance for over ten years, the event that stands out most is when he died. I was very emotionally when we had to put him to sleep and since I was emotional I am more likely to remember that moment over any other with him.

1. Consider everything you know about the way memory works in the human brain. How can you tap into that in order to construct your learning strategy? Provide at least 5 different ways to use memory to create an effective learning strategy.
One would want a learning strategy that does not just store for a short period of time, but rather have a permanent storage of the information. Instead of using strategies for short-term memory, strategies that trigger long-term memory should be used. By using the idea of memory feats, a teacher can match up a significant event that matches up to knowledge so that one can learn the information more efficiently. Since our memories are stored like information in a computer, we can use strategies that help trigger information that is stored in our subconscious mind. Methods that continually add sensory memories would be sufficient because eventually the immediate information will be stored in the mind. Also one can use emotional stimuli to help one remember and learn this better.

Phase 2, Part 4, Definitions/Key Concepts # 30-39, Culminating Activity/ Build up to the Lesson Strategy #5

30) Priming: This is how someone pulls something from their memory; they have to start by figuring out something about that memory that will trigger it to reemerge from their mind. It can range from a smell, a color, or a simple word. For example, when someone brings up Robert Pattinson it triggers the memory of me and my boyfriends first date because he took me to see the movie Remember Me, which Pattinson stared in. So by simply saying the actors name it triggered the memory of an entire night to me, while to someone else it would just be an actor.
31) Mere-exposure (not in 9): This is the idea that the more someone is exposed to something, the more they like it; this can be for people, places, words, and shapes. An example for this phenomenon is, when I first got my car I thought it was an ugly car my grandparent should be driving, but the more I drove it and looked at it the more I loved it.
32) Déjà vu: This is a feeling that all people get at least once in their lives when it feels like they have been in a situation or seen a stranger before. There is psychological reasoning behind it though, you may have been a similar situation that makes you think that it’s the same or a person may remind you of a friend. A good example for me is when I was at work a new client came in and I instantly thought I had met him before; once I saw his name I realized that his father comes to us to get his hair cut, so from knowing his father it felt like I had met this person before, even though I had not.
33) Mood congruent memory: This is the tendency for a person to remember certain things depending on their mood. If someone is in a good mood they will usually think of happy memories, but is someone is in a bad mood they will think of sad or depressing memories. These usually will contribute to the mood that person is in. For example, if I wake up feeling happy and accomplished, I will think of memories with these feelings, like getting good grades and my parents rewarding me. These memories will keep me in that good mood all day.
34) Proactive vs. retroactive interference: They are both an interference of recalling certain information, but they differ slightly. Proactive interference is when a person cannot remember new information because of stuff they learned in the past; while retroactive interference is when a person cannot remember old information because of things they just learned. For example, I took algebra a few years ago and am in calculus now; if I cannot remember my algebra because the calculus is in my mind that would be retroactive (I cannot remember the old), but if I remember my algebra but keep forgetting the calculus then that would be proactive (I cannot remember the new).
35) Repression: This usually occurs when a person does not want to remember an event that was embarrassing or upsetting to them. It is a defense mechanism that can sometimes unconsciously put away or alter a memory so that it does not hurt a person’s self-confidence. An example of repression could be when someone brings up me slipping down the steps, I may remember their being water there that I slipped on or someone pushed me, when the truth is I really just fell but would not want to admit that was what happened.
36) Misinformation effect: This is when people are told slightly wrong information about an event that happened in the past. By being misled the person’s idea of the even usually becomes over exaggerated or skewed to what they were told. An example is, when I got into a car accident last year my friends would tell the story to others and by the time people would come to me directly they always thought it was much worse than it actually was, because over time of people retelling it, it got more exaggerated because a person would change it a tiny bit.
37) Source amnesia: This is when a person remembers a certain event but does not remember the source it came from. This can lead to many false memories because it may be made up or altered from the person retelling it. A perfect example that happens a lot in my life is when I tell a friend a story I will later overhear her repeating it to others, a bit more exaggerated though, telling them as if she was the one that was there when it really was not.
38) Binocular cues (not in 9): For these it is necessary to use both eyes because it is used to judge depth. This is taken into effect for 3-D movies which manipulate your eyes to see a flat screen in three dimensions. For example, try walking around a room with lots of objects in it with only one eye open; it will be much harder than if both eyes are open because with one eye it is much harder to judge depth.
39) Monocular cues (not in 9): Only one eyes need to be open for these because they deal with distances. These are necessary to judge size, height, motion, texture, position, perspective, and lights and shadows. For example, when trying to make a left turn a person must judge how far away the car is and how fast it is going to know if they can make the turn safely of not.



5. Research Bloom’s Taxonomy of Educational Objectives and Gardner’s Theory of Multiple Intelligences. How do they tie into what you learned about human memory and also, how can they help you create an affective learning strategy? Provide 3 pieces of factual support for your reasoning.
These tie into what we’ve learned because they both deal with the way people learn. We can use Gardner’s theory to figure out how a person learns the best. We used the survey to find out how the people in our classes learn the best. We can take this information and apply it to our strategy to help make people learn the information the best. We can use Bloom’s taxonomy to figure out how to teach people the most effective way. We will stay away from the bottom of the pyramid with knowledge and comprehension because that will not help the students remember all the information in the long run. Instead we will focus on the top of the pyramid (evolution, synthesis, analysis and application) because by doing this the students will be able to remember and understand the information.

Phase 2, Part 5, Definitions/Key Concepts # 22-29

22) Grammar: This is the third thing needed to form a new language. It is the rules that must be followed so that all the people using that language can communicate easily; it is made up of both semantics and syntax rules. A good example is if you try to have a conversation with a person who does not use grammar correctly it can be very hard to understand them.
23) Semantics: This part of grammar focuses on the rules that deal with the meaning of words and sentences. For example, if I say, “Yes, I looked at that book.” you would know that this is something that I did in the past.
24) Syntax: This part of grammar focuses on the formation of sentances and the order that the words should go in. For example, if I said, “A shoe pretty pink is that.” you would probably look at me like I am crazy, but if I follow the syntax rules for the English language I would say, “That is a pretty pink shoe.” which makes much more sense.
25) Babbling Stage: This is entered when a child is about 4 months old; it involves the child making sounds that are easy to form with their mouth. The language spoke in the home that the baby lives in cannot be determined in the babbling stage until about 10 months old, then it slowly changes so that it can be determined the language spoken in the house. An example is when in the back room of church all the babies start at the ceiling and make little sounds.
26) One-word Stage: This begins around one year old, but is not the same for each child; this stage is when a child starts to speak real word, though only one word at a time (hence the name one-word stage). One word though, usually represents a whole sentence to the child though, not just one word. Once they reach about 18 months they start to learn new words more quickly than before. For example, a child may say juice, their parent knows from that one word that the child is thirsty and wants a drink.
27) Two-word Stage: This stage starts before the child reaches two years old; and the child starts to form short sentences that consist of two words. They do follow the syntax rules of their language though the sentences are short and simple. A few examples of sentences in this stage may be “Go bye-bye.” “Bad dog.” or “My blankie.”
28) Telegraphic Speech: This form of speech is part of the two-word stage and it is a way to describe the way the child speaks. They form sentences that sound like something that would be sent in a telegraph. For example, “MESSAGE RECEIVED.” would be something sent in a telegram and it has the same choppiness that a two year old would have when saying “No bath!”
29) Linguistic Determinism: This was the hypothesis of Benjamin Lee Whorf that the language that a person speaks determines the way they think. Even people who are bilingual may have different mind sets depending on what language they are using at the moment. An example of this is because I speak English I think differently then someone who speaks Italian, they may be more family and food oriented while I am more self-centered and selfish.

Phase II Part 2

1. Explain Classical Conditioning using a scenario that YOU have created. DO NOT use one the book lists. Try to explain this type of conditioning using something that is relevant to you life: school, home, or work could all be areas you can pull from.

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.

The unconditioned stimulus was when the sun went down and it began to get dark, the children had the unconditioned response to run inside for dinner. The mother started to ring a bell when dinner was ready rather than wait until it was dark out. The children had the conditioned stimulus of the bell ringing to set off the conditioned response of the children to run inside for dinner to be ready. Instead of responding the time of day, the children now respond to the sound of the bell.

2. Explain Operant Conditioning using a scenario that YOU have created. DO NOT use one the book lists. Try to explain this type of conditioning using something that is relevant to your life: school, home, or work could all be areas you can pull from.

At home, every time I do the dishes without being asked I get rewarded and praised by my parents. On the other hand, every time I just walk away after dinner my parents yell at me.

Operant conditioning is the likelihood that one is to repeat acts that are rewarded and stop acts that have been followed by punishment. I am more likely to do the dishes because I know my parents will praise me, which I like. I am hesitant to just walk away after dinner and not help because I know my parents will yell at me, which I do not like.

3. Compare Classical and Operant Conditioning. How are they the same? How are they different?
Classical and operant conditioning are similar because they are both a type of conditioning in which they help shape one’s behavior. They are also similar in the way they are both sufficient ways to change one’s behavior. They are different classical conditioning is the idea that pairs two stimuli. The natural stimuli draws out a response and the other stimuli is paired with the natural stimuli to bring forth the same response. Operant conditioning is based on the idea that one can reinforce behaviors to have them favored over others.

4.  Do you think either plays a role in how you respond to teachers and your academic role here at Wilson? Explain. 

Yes, I believe that both Classical Conditioning and Operant Conditioning play a role in how I respond to teachers and my academic role here at Wilson.  When a teacher stands in the front of the class, the teacher expects the class to be quiet.  When school started we did not know this, but through classical conditioning we learned to get quiet and not to speak when the teacher is speaking.  Operant conditioning is a type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher.  At Wilson, if one figures out how to do a difficult problem the correct way, the teacher will reinforce that and that will show us how do other problems just like that one.  If we make a mistake or do it incorrectly, a teacher will show us that is not how it is done and tell us we’re wrong so we do not do the problem that same way again. 
5.  How can understanding classical and operant conditioning help us to understand the way we learn? 
Many teachers require students to solve problems or write essays in the format that the teacher wants.  If one does not write the essay in the correct format that the teacher requires, that “behavior will be diminished by the punisher” by one getting points deducted from their essay.  Also, if one turns a project in late, they will get points deducted which will show students that that behavior is unacceptable.  We are conditioned to do our projects fully and on time through classical conditioning by being punished if it was not handed in on time.
6. In your normal day here at school, explain a time where you have seen the use of positive reinforcement and on of negative reinforcement. For each one, analyze he impact that it has on you or the class you were in.
positive reinforcement- An example of positive reinforcement that i have seen throughout my school day would be a teacher giving out extra credit to student who went above and beyond the requirements of a project. The whole class was impacted because the student who did not receive extra credit wanted to strive to receive it on the next project.
negative reinforcement- An example of negative reinforcement that i have seen in school would be a teacher telling his student that if they all behaved and worked quietly in class, he would take away the homework for that night. The class was greatly impacted because every person work diligently and quietly in order to not have homework.
7. How do punishments impact your learning here in school? Consider what you know about punishment systems from the learning chapter to help guide your response. 
Here at school, punishment play a big role in my behaviors and actions. Knowing that punishments can be easily giving out for rude or inappropriate behavior, students must think twice before doing certain things. Although punishments can teach lessons, they are looked down upon in society. Therefore if a student were to receive a punishment, they too would be looked down upon and viewed differently.
8. We talked about the impact of grades during Unit 2. Do you think they fall into this unit at all? Why or why not?
The impact of grades definitely falls into this unit; grades are a big reinforcer for students. It is a form of positive reinforcement because the teacher is giving the student a grade to help back up the student’s progress in that class. Also, a child may work really hard on their psychology project because they know if they do they will be rewarded with an A; this is a form of extrinsic motivation. Also, if a student is only doing mediocre in a class, and they see that a classmate is getting good grades and very happy, they might want to model that person and try harder so they too can feel happy and accomplished.
9. Your textbook has a very positive bias when explaining the implications of Skinner’s research on operant conditioning. Do you agree or disagree with this bias? Explain by providing at least two examples that illustrate your point.
I agree with this bias, Skinner was a very controversial researcher, but he did not let critics get in his way of becoming one of the most influential people in modern behaviorism. Through his experiments with animals, like pigeons and rats, he showed the good and bad effects of using punishment as a way to learning, and also the effects biology can have on behavior. His ideas about using textbook and technology to help better teach people is being used today all around the world. Teachers, parents, and business owners use positive reinforcement and individualize things all the time to help betting teach people. If it were not for Skinner we might only be finding out today all of these ideas of ways to help better teach people.
10. Let’s not forget learning by observation: Think of something that you do that might be influenced by what you have observed and explain it and how it applies to both the psychological aspect of our study and also the biological.
I am a perfectionist and a little bit obsessive compulsive; I obsess over little things and like everything to always be in order. This is a trait that my mother has too; since I too display this trait it can be related to both psychology and biology. I have grown up watching my mom and the things she does, and over time began to model many of her traits. If she were a slob and had little attention to detail chances are that I would not be so obsessive. This can also be biological because this is a trait that runs in my family. My aunts also pay attention to detail, one cuts hair and is always precise, another one of my aunts always makes an itinerary when we all go to Disney World so we know what rides we will go to each day and at what time. This shows that even if my parent did not display the trait I would still have it in my genes, and though it might not have been as prominent, I still would be a perfectionist.

A. Consider the first two units that we discussed this year: the history of psychology and applying science to Psychology, how do they fit into our midterm project? Provide at least three examples to illustrate your point.
For phase one and two in our midterm project we are learning information about learning. Then, in phase three we are applying our knowledge that we learned previously. This is similar to the first two units we discussed this year because we are taking a base knowledge and applying it somehow. Our first two units also fit into our midterm project because neuroscience and the rest of the units in the midterm help add credibility to psychology as a science. Also, in our second unit we studied, we learned about the scientific method. This method is being used in our process to find the best teaching strategy in order to fit the different types of learners.

B. How can you see what you know about the history of psychology and the science behind psychology to create your learning strategy?

According to the way our brain encodes information our learning strategy should include visual encoding, acoustic encoding, and semantic encoding.  This can be done using pictures, sound, and looking at the meaning of words.  Also we need to incorporate repetition and rehearsal everyday because Ebbinghaus’ retention curve shows that the amount we remember is related to how much time is spent rehearsing. 
C. You know some of the ways we learn- but what types of learners are there in our classroom?  What ideas do you have for incorporating all those learners into your learning strategy?

There are three different types of learners; they are seeing learners, listening learners, and experience learners.  If presenting a certain topic we could have a lecture on it which would benefit listening learners, notes and a powerpoint would help seeing learners and by creating certain activities to go along with the topic would help experience learners.  In order to go over one top three separate days might have to go into teaching the topic because there are many different ways in which we can learn.  Also, by taking time on a topic and using all three learning strategies, even if one is not an experience learner, the activity would help them learn the topic. 
D. How can we utilize psychology to help create learning strategies for all our learners?
By discovering the many types of learners and how each person learns differently, we can clearly see that not everyone can understand something the same way. Considering that some students learn through speaking, some learn through observation or listening and some students learn through actually going about doing or performing something, teachers can and should provided different options of learning proving knowledge of certain material. 

E. How does biology play a role in how we develop learning strategies for learners?
Biology needs to be considered because is a person is being taught in a way that does not seem natural to them their mind may have trouble adjusting to the new way. When developing a strategy it needs to be considered how the people being taught learn the best. If they are visual learners then the strategy should involve more visual stuff to make sure that the students can take away as much information as possible.

** 1-3, A - Sarah

** 4-5, B-C - Kelly

** 6-7, D - Briana

** 8-10, E - Danielle