Download UNIT #4 – “Learning and Development”

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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and
Teacher Commentary for Psychology.
Georgia Performance Standards Framework for Psychology – 9th–12th
UNIT #4 – “Learning and Development”
Elaborated Unit Focus
In this unit, students will explore and demonstrate their understanding of the major
theories of human development and learning/conditioning. Using the theme, Beliefs and
Ideals, students will develop their knowledge of human development through the study
of the theories of Piaget, Chomsky, Skinner, Whorf, Lenneberg, Erikson, and Kohlberg.
These models include cognitive, language, psychosocial, and moral development. Using
the theme, Human Environmental Interaction, students will build their knowledge of
the conditioning theories of Thorndike, Skinner, Watson, Pavlov, and Bandura. These
conditioning theories include operant conditioning, classical conditioning, and
observational learning.
Standards/Elements
*SSPBC1: The student will identify the characteristics of and major approaches to
learning.
a. Identify learning as a relatively permanent change in behavior based on experience.
b. Explain the behavioral approach to learning.
c. Compare and contrast the paradigms of classical and operant conditioning.
d. Describe changes in behavior using the social learning theory.
*SSPBC3: Describe behavioral, social, and cognitive changes from the prenatal period
throughout the life span.
a. Chart physical changes of a human being from conception through late adulthood.
b. Explain the developmental models of Freud, Piaget, Kholberg, and Erikson.
c. Compare and contrast the theories of language and language acquisition; include
Chomsky, Skinner, and Whorf.
d. Describe the role of critical periods in development.
Enduring Understandings/Essential Questions
HUMAN ENVIROMENTAL INTERACTION: The student will understand that
humans, their society, and the environment affect each other.
How do we know if learning has happened?
How is learning a product of environmental interaction?
What are the basic tenets of the perspective of behaviorism?
How did psychologists from the perspective of behaviorism define the role of the
environment in the development of a human being?
Which types of behaviors develop due to associations learned through classical
conditioning?
Which types of behaviors develop due to associations learned through operant
conditioning?
Which types of behaviors develop due to associations learned through
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observational conditioning?
Are observable behaviors the only evidence that learning has occurred?
How do humans psychologically or physiologically change from conception to
adulthood?
Which changes or milestones in psychological and physiological development are
attributed to genetics and/or the environment?
Which human abilities are thought to go through a critical period and how are
these periods influenced by genetics and/or the environment?
BELIEFS AND IDEALS: The student will understand that the beliefs and ideals of a
society influence the social, political, and economic decisions of that society.
How did the stages and milestones in Jean Piaget‟s theories of cognitive
development affect the field of education?
What were Jean Piaget‟s basic beliefs concerning how a child thinks differently
than an adult about the world around them?
Which theories of cognitive development developed that contradicted Piaget?
What are the dominant theories concerning psychosocial development?
How are the milestones of all age groups showcased in these stage theories?
How does morality change and develop as a human ages?
How do the major theories concerning language development/acquisition differ?
Are the major theories of language development/acquisition complimentary or in
contention with each other?
Balanced Assessment Plan
Note: The Balanced Assessment Plan included in this unit is presented as a series of suggested activities.
It is not that the expected that teacher would completes all of these activities for a successful unit. These
activities provide for a formative assessment of student understanding for specific standards/elements. In
line with the idea of Understanding by Design, the Balanced Assessment Plan represents what students
are to be able to do. The instruction to prepare students for the task is to be determined by the teacher.
Description of Assessment
The Heinz Dilemma: Have students, either individually or in
groups, analyze the Heinz Dilemma and the Brother‟s
Dilemma. They should make a moral decision about both of
the two scenarios while still remaining cognizant of which
perspective they are taking, e.g. Heinz and Alex (the younger
brother). Afterwards, stop and discuss the students‟ responses
to each of the dilemmas. Then explain or have students
research the three levels and six stages of Kohlberg‟s moral
ladder. Information about Kohlberg‟s levels and stages can be
found in almost an introductory psychology textbook and on
the internet. Afterwards, have students, either individually or
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Standard/
Element
PBC3b
Type of
Assessment
Informal
Observation
Dialogue
and
Discussion
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collaboratively create their own moral dilemma with
appropriate moral decisions that match the six stages of
Kohlberg‟s moral ladder. [For example, students could pose
this dilemma: The key (answers) to really hard test has been
found by another student. You are tempted to cheat because
the test is worth a large portion of your grade and if you fail it,
you will more than likely fail the class. Should you ask the
other student for a copy of the key and cheat on the test?]
When finished, have students volunteer to share their moral
dilemmas with the class. The student can then share a few of
their moral decisions and the class can identify which of the
six stages of Kohlberg‟s moral ladder they fall under. (See
Heinz and Brother‟s Dilemmas Handouts)
Piaget’s Schema, Assimilation, and Accommodation Musk PBC3b
Lifesaver Activity: This activity takes some forethought and
a minimal amount of funds on the part of the teacher. The
teacher must order enough musk lifesavers for the class (one
per student); this type of candy is common in the United
Kingdom, Australia, and New Zealand and is virtually
unknown in the United States. A good site to order these
Lifesavers from is www.aussieproducts.com. The teacher
should start this activity by asking the students to list all of the
candy flavors they can think of and the teacher should write
them on the board. Next, the teacher should ask the students to
create a hierarchy of candy flavors by deciding on
subcategories under which the more specific candy flavors will
fall. The most common subcategories include: fruit flavors,
mints, chocolate, and soda flavors. Next, without revealing its
flavor, teachers should let the students try a musk lifesaver.
After the students have tried the lifesaver, ask them if the
flavor fits any of the examples they chose to put on the board.
The answer to this question is always no. The teacher should
then ask if the new flavor of the lifesaver can at least fit into
one of the subcategories they have written on the board. The
answer will most likely be no again. Next ask the students to
come up with a new subcategory and a name for the flavor of
this new candy. Students often will come up with some very
comical ideas. For example, one student of mine came up with
the subcategory of “perfume” and the specific flavor of
“grandma.” Another student came up with the category of
“cleaning products” and the flavor “laundry detergent.”
Before revealing the flavor of the lifesaver, take this moment
to explain the concept of schema, which is a mental group.
Everything that is written on the board transitioning from one
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Informal
Observation
Dialogue
and
Discussion
No
Assessment
Required
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Georgia Performance Standards Framework for Psychology – 9th–12th
content requirement to the next) would be the class‟s schema
of candy flavors. Then explain that the students‟ attempt to fit
the foreign flavor into their preexisting schema of candy
flavors is a cognitive process that Piaget called assimilation.
The students‟ addition of new subcategories and flavors is a
cognitive process that Piaget called accommodation. Finally,
reveal the real candy flavor, musk.
Recommendations: 1) Order the lifesavers at least two weeks
prior to the desired date of the lesson. 2) Have a student
volunteer help write the candy flavors on the board; the class
will yell flavors out left and right and it can be difficult to keep
up with only one person.
Objective: Students will learn Piaget‟s concepts of
assimilation, accommodation, and schema while tasting a
foreign candy flavor which never fails to elicit a strong and
often comical response in the students.
Language Acquisition Parent Advice: Have the students
PBC3c
research the differing language acquisition theories of Noam
Chomsky and B.F. Skinner. Once students have a grasp of
these differing language models, have them come up with a list
of advice for parents who may want to improve and accelerate
the language skills of their children. (See Language
Acquisition Parent Advice Handout.)
Critical Period Hypothesis of Language Development, Case PBC3d
Study of Feral Children: An excellent website is available
for the study of feral children and Lenneberg‟s critical period
hypothesis of language acquisition. The website
www.feralchildren.com provides case studies, including the
tragic case of Genie, and a list of the psychological and
physiological outcomes of children being subjected to these
depraved and abusive circumstances. There is a handout
available at the end of the unit which covers the content
available on this website. One of the more important questions
on the handout concerns whether feral children provide more
evidence for the nature or the nurture perspectives in the
development of language. Often times, students initially state
that feral children provide more evidence for nurture, since
they were obviously deprived of environmental exposure, but
most students quickly change their minds when they consider
that a critical period is genetically programmed window of
opportunity. Teachers can do one of the following: 1) review
the answers to the handout with the entire class, 2) circulate
from small group to group, or 3) collect and grade individual
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Informal
Observation
Dialogue
and
Discussion
If Desired,
Graded for
Content
Informal
Observation
Dialogue
and
Discussion
If Desired,
Graded for
Content
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Georgia Performance Standards Framework for Psychology – 9th–12th
student work. I prefer to let the students work in small groups
and circulate to each group to check on comprehension. (See
Feral Children Handout.)
Internet Activity: Paired Associates Learning, the Shortfalls
of Behaviorism, and the Rise of Cognitivism: This activity
encourages students to develop definitions of the concepts of
behaviorism, cognitivism, and learning. Students can either
complete this five-step activity online at
http://www.sciencecases.org/behaviorism/behaviorism.asp or
teachers can access the PDF version instead.
PBC1a &
b
Informal
Observation
Dialogue
and
Discussion
If Desired,
Graded for
Content
Conditioning Business Proposal: This review activity should
be assigned at the end of the learning section of this unit. This
activity can either be completed individually or in small
groups. The Business Proposal activity evaluates the basic
concepts of operant conditioning, classical conditioning, and
observational learning by applying these concepts to the field
of marketing and industrial/organizational psychology. The
students will apply the concepts of classical conditioning to
create a marketing campaign with the desired result
(conditioned response-CS) of consumers buying their product.
The students will then apply the concepts of operant
conditioning to increase worker productivity. And finally, the
students will apply the theories of observational learning to
either of the aforementioned areas. (See Business Proposal
Handout.)
Recommendations: 1) Allow the students freedom and
creativity in selecting their products and name of their
company. The more the laugh, the more they retain. 2)
Consider allowing a peer evaluation and/or review of the other
groups‟ proposals. Have each group check the other groups‟
proposals for correctness. 3) This assignment could easily
lend to a larger project. The students could create a
commercial or a poster with an advertisement which could
then be hung around the classroom.
PBC1c
and d
Informal
Observation
Dialogue
and
Discussion
If Desired,
Graded for
Content
Token Economy: To review the concept of a token economy
and hopefully increase student motivation in the process,
teachers can create a token economy in their classroom. This
activity could be finished within one period or spread
throughout an entire unit. Teachers should provide a small
“token” for good behavior. An effective and inexpensive
token can be raffle tickets which can be purchased at any
office supply store. Good behavior can include, but is not
PBC1b
Informal
Observation
Dialogue
and
Discussion
Points
Earned
Equal a
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limited to: completing homework assignments, answer a
question correctly in class, asking an insightful question in
class, working well in small groups, staying on task, being
prepared for class, being respectful to a peer, etc. At the end
of the day or unit, tickets should be submitted for a larger,
more tangible reinforcer. If the token economy is only
implemented for a day, a good reinforcer could be candy. For
a unit-long token economy, an appropriate and effective
exchange can be extra credit points or points added to an
assessment. At the end of the token economy, the teacher
should lead a class discussion on the positives and negatives of
the concept of the token economy. The teacher could ask the
following questions:
“Did you enjoy the token economy? Why or why not?”
“Did you feel more motivated in class? Why or why not?”
“Do you think a token economy was an effective method for
controlling and/or changing behavior?”
“Which type(s) of conditioning (classical, operant, or
observation) does a token economy fall under? Explain how it
resembles this specific type of conditioning.”
Recommendations: 1) Give an envelop or plastic Ziploc bag to
students to keep tickets in. 2) Establish the exchange rates at
the beginning of the token economy, for example ten tickets =
one point added to a test. 3) Have students write their names
on the tickets when they earn them. This will return lost
tickets to their rightful owner. 4) You may want to make a
connection at the end of the token economy between this
behavioral technique and the term overjustifcation effect.
Some students may have suffered from this phenomenon
during the token economy.
Larger,
Tangible
Reward
Sample Culminating Performance Task
Enduring Understandings:
HUMAN ENVIROMENTAL INTERACTION: The student will understand that humans, their
society, and the environment affect each other.
BELIEFS AND IDEALS: The student will understand that the beliefs and ideals of a society
influence the social, political, and economic decisions of that society.
Standards:
*SSPBC1: The student will identify the characteristics of and major approaches to learning.
a. Identify learning as a relatively permanent change in behavior based on experience.
b. Explain the behavioral approach to learning.
c. Compare and contrast the paradigms of classical and operant conditioning.
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d. Describe changes in behavior using the social learning theory.
*SSPBC3: Describe behavioral, social, and cognitive changes from the prenatal period throughout
the life span.
a. Chart physical changes of a human being from conception through late adulthood.
b. Explain the developmental models of Freud, Piaget, Kholberg, and Erikson.
c. Compare and contrast the theories of language and language acquisition; include Chomsky, Skinner,
and Whorf.
d. Describe the role of critical periods in development.
Students will compose a creative short story from the perspective of a developmental psychologist
conducting a case study of a fictional child. Though out the story, the student will display
understanding of the various learning and developmental models covered in this unit. This story can
pull from either autobiographical or creative sources (or a combination of the two). The case study
fictional child, the main character of the story, will pass through selective stages of cognitive,
psychosocial, moral, and language development. In addition, the character will be conditioned through
association and observation. The students will be required to mention the following elements in their
story which will occur in the development of the focus of his or her case study: 1) at least two of
Piaget‟s stages of cognitive development and two milestones (i.e. object permanence), 2) at least three
stages of Erikson‟s psychosocial development, 3) at least two stages of Kohlberg‟s moral development,
4) one theory of language development (either Skinner, Chomsky, or Whorf), 5) one critical period, 6)
at least one instance of classical conditioning, 7) at least on instance of operant conditioning, and 8) at
least one instance of observational learning. The number of items for these eight requirements is
arbitrary and of course amendable. For instance, the teacher could require four stages of Erikson‟s
psychosocial development instead of three. The story should be typed, double-spaced, with one inch
margins, and twelve-point font. The students should provide a title for their stories and should edit
their work before submitting it for review.
Recommendations: 1) The student should not be required to mention the stage or theory by name (this
might sap the creativity and natural flow of the story). It should be clear through context if they are
addressing one of the required elements by providing a distinctive and descriptive situation during
which the main character goes through a developmental stage or is conditioned. 2) Other options than
writing a short story can be provided for those students who may be identified as ESOL or having
special needs. The teacher may want to consider a photo album with captions or teachers can alter the
number of content requirements as well. For the artistically talented students, teachers may want to
provide the options of creating a graphic novel, video diary, composing and performing a song, or
writing a play.
Objective: Students will apply their grasp of the various developmental and conditioning models by
extracting information from their own lives during which development and learning occurred or
creating fictional situations that show students can apply this knowledge.
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Learning and Development Culminating Performance Task
Student Handout
Directions: You will be writing a creative short story using the elements and theories you have learned in
this unit. You will be taking the perspective of a developmental psychologist who is conducting a case
study of a maturing human being. The fictional character that you create will need to experience the
following developmental stages/milestones and learning paradigms during the duration of your story:
A Minimum of 2 of Piaget‟s Stages of Cognitive Development and 2 Milestones (i.e. Object
Permanence, Conservation, Theory of Mind, etc.)
A Minimum of 3 of Erikson‟s Stages of Psychosocial Development
A Minimum of 2 of Kohlberg‟s Stages of Moral Development
A Minimum of 1 Theory of Language Development (either Skinner, Chomsky, or Whorf)
A Minimum of 1 Critical Period
A Minimum of 1 Instance of Classical Conditioning
A Minimum of 1 Instance of Operant Conditioning
A Minimum of 1 Instance of Observational Learning
Your paper should be typed, double-spaced, and well edited. There is no length requirement for this
paper; your grade is instead based on the required content. That being said, your paper should smoothly
transition from one content requirement to the next. Your story should follow the character
chronologically and the developmental stages and milestones should match the age at which they typically
occur. Instances of conditioning can fall at any point in the story since these types of learning are not age
specific. Remember, you are taking the perspective of a developmental psychologist and should maintain
a professional and articulate voice throughout the paper. As a professional, you should integrate
psychological jargon whenever appropriate. Remember as a developmental psychologist, you are the
evaluator of the theories associated with your discipline. You can be critical of the theories you are
addressing if it is appropriate in the context of your story. Your paper should be written primarily in third
person (he, she, it, they, Joe, etc.) since you are showcasing the development of another character.
Be creative and have fun with your story. You are welcome to incorporate pictures if you believe they
add depth and meaning to your character and your story.
Date Assigned: _______________________________________
Date Due: ___________________________________________
Grade Assigned to the Project: ___________________________
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Content Rubric for the Culminating Performance Task
Scale Criteria
1 (Below Standard)
3 (Meets Standard)
4 (Exceeds Standard)
Incorrectly integrates
two of Piaget‟s
stages of cognitive
development. Age
and/or milestone are
incorrectly matched
with the cognitive
stage.
2 (Needs
Improvement)
Correctly integrates
one of Piaget‟s
stages of cognitive
development. But,
age and/or milestone
are incorrectly
matched with the
cognitive stage.
Integrates at least
two stages and two
milestones from
Piaget’s theories of
cognitive
development.
Correctly integrates
two of Piaget‟s
stages of cognitive
development. Age
and/or milestone are
correctly matched
with the cognitive
stage.
In addition to
everything in 3
(meets standard):
Infers that Piaget‟s
stages of cognitive
development are
based on maturation.
Integrates at least
three stages from
Erikson’s theories of
psychosocial
development.
Incorrectly integrates
three of Erikson‟s
stages of
psychosocial
development. Age
and/or social crisis
are incorrectly
matched with the
psychosocial stage.
Correctly integrates
one to two of
Erikson‟s stages of
psychosocial
development. Age
and/or social crisis
are correctly
matched with the
psychosocial stage.
Correctly integrates
three of Erikson‟s
stages of
psychosocial
development. Age
and/or social crisis
are correctly
matched with the
psychosocial stage.
Integrates at least
two stages from
Kohlberg’s theories
of moral
development.
Incorrectly integrates
two of Kohlberg‟s
stages of moral
development.
Correctly integrates
one of Kohlberg‟s
stages of moral
development.
Correctly integrates
two of Kohlberg‟s
stages of moral
development.
In addition to
everything in 3
(meets standard):
Infers that Erikson‟s
stages of
psychosocial
development
originate from
physiological
development.
In addition to
everything in 3
(meets standard):
Infers that
development beyond
the preconventional
level of morality
requires abstract
thinking and
empathy.
Integrates the three
learning models:
classical
conditioning,
operant
conditioning, and
observational
learning.
Incorrectly integrates
the three learning
models: classical
conditioning, operant
conditioning, and
observational
learning.
Correctly integrates
one to two of the
three learning
models: classical
conditioning, operant
conditioning, and
observational
learning.
Correctly integrates
the three learning
models: classical
conditioning, operant
conditioning, and
observational
learning.
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In addition to
everything in 3
(meets standard):
Infers that learning is
the product of
associations.
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Georgia Performance Standards Framework for Psychology – 9th–12th
Product Rubric for the Culminating Performance Task
Scale Criteria
1 (Below
Expectations)
2 (Needs
Improvement)
3 (Meets
Expectations)
4 (Exceeds
Expectations)
Organization,
Grammar, and
Spelling
The short story does
not have a title and
does not follow the
format required
(typed,12-point font,
double-spaced).
The short story
contains numerous
grammar and
spelling errors.
The short story lacks
creativity. Student
provides
disconnected
situations to
integrate content.
The short story lacks
flow and continuity.
The short story does
have an appropriate
title and does follow
the format required
(typed,12-point font,
double-spaced).
The short story
contains sporadic
grammatical and
spelling errors.
The short story
shows a minimal
amount of creativity
through original
thought and
interesting
storytelling
methods. Student
attempts to connect
situations that
integrate content.
The short story
contains some flow
and continuity.
The student takes
the perspective of a
developmental
psychologist and the
case study character
maintains
continuity, but the
story does not
maintain and 3rd
person perspective.
The short story does
have an appropriate
title and does follow
the format required
(typed,12-point font,
double-spaced).
The short story
contains rare
grammatical and
spelling errors.
The short story
shows creativity
through original
thought and
interesting
storytelling
methods. Student
connects situations
that integrate
content. The short
story contains flow
and continuity.
In addition to
everything in 3
(meets standard):
The paper is clean
of any grammar and
spelling errors.
The student takes
the perspective of a
developmental
psychologist and the
case study character
maintains continuity
and a 3rd person
perspective.
In addition to
everything in 3
(meets standard):
The developmental
psychologist and the
case study character
are believable and
authentic within the
context of the story.
Creativity,
Integration of
Content into the
Short Story, Flow
(transitioning from
one part of the story
the next)
Perspective and
Maintaining
Continuity of Case
Study Character
The student fails to
take the perspective
of a developmental
psychologist and the
case study character
lacks continuity and
roundness of
character.
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In addition to
everything in 3
(meets standard):
Story should be
considered for
publication.
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Georgia Performance Standards Framework for Psychology – 9th–12th
Resources for Unit
Musk Lifesaver Activity and Examples of Assimilation, Accommodation, and Schemas
www.ups.edu/facultypages/cjones/piaget-examples.doc
Paired Associates Learning, the Shortfalls of Behaviorism, and the Rise of Cognitivism
by Elizabeth J. Meinz Psychology Department Southern Illinois University Edwardsville
http://www.sciencecases.org/behaviorism/behaviorism.asp
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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for Psychology.
Georgia Performance Standards Framework for Psychology – 9th–12th
Student Name ________________________________________________
The Heinz and Brother’s Dilemma
Kohlberg interviewed children and young adults and presented them with a total of ten moral dilemmas. Kohlberg collected and compared the
children’s answers to develop the levels and stages of his moral ladder. Presented below are two of his most famous and cited moral dilemmas,
the Heinz Dilemma and the Brother’s Dilemma. Read each of the situations and answer the question posed at the end. Make sure to justify or
explain your decision.
Heinz Dilemma
“In Europe, a woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of
radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging 10 times what
the drug cost him to make. He paid $200 for the radium and charged $2000 for a small dose of the drug. The sick woman‟s husband, Heinz, went
to everyone he knew to borrow the money, but he could only get together about $1000, which is half of what it cost. He told the druggist that his
wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said, „No, I discovered the drug and I‟m going to make
money from it.‟ So Heinz got desperate and broke into the man‟s store to steal the drug for his wife. Should the husband have done this?” (pg. 17)
________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
The Brother’s Dilemma
“Joe‟s father promised he could go to camp if he earned the $50 for it, and then changed his mind and asked Joe to give him the money he had
earned. Joe lied and said he had only earned $10 and went to camp using the other $40 he had made. Before he went, he told his younger brother,
Alex, about the money and about lying to their father. Should Alex tell his father?” (pg. 17)
________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
Source
Kohlberg (1964). Development of moral character and moral ideology. In H. Hoffman & L. Hoffman (Eds.), Review of child development
research (Vol. 1). New York: Russell-Sage Foundation.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
PSYCHOLOGY  UNIT 4
July 21, 2009  Page 12 of 19
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One Stop Shop For Teachers
Georgia Performance Standards Framework for Psychology – 9th–12th
Stages of Moral Reasoning
Level One:
Pre-conventional Morality
Level Two:
Stage 1: Punishment-Obedience Orientation
Stage 2: Instrumental Relativist Orientation
Stage 3: Good Boy-Nice Girl Orientation
Conventional Morality
Stage 4: Law and Order Orientation
Level Three:
Stage 5: Social Contract Orientation
Post-Conventional Morality
Stage 6: Universal Ethical Principle Orientation
Movement through the Stages
Much like Jean Piaget‟s theories of cognitive development and Erik Erikson‟s theories of psychosocial development, Kohlberg‟s morality theories
are based on stages. Kohlberg believed that individuals develop morally in a sequential, set order, but unlike Piaget and Erikson, Kohlberg‟s
moral development is not based on age or maturation. Kohlberg believed that developing humans cannot skip stages and literally cannot
cognitively grasp more than one stage above the one they currently are in. For example, a child who bases moral decisions on Stage 1:
Punishment-Obedience Orientation, can understand, or at least try to understand Stage 2, but any stage above is beyond his or her reasoning
abilities. Parents and educators should take these limitations into consideration while aiding their children in students in moral decision making
and development. Development occurs when an individual reaches a point at which he or she begins to feel that their current methods for
managing moral dilemmas is insufficient and experiences cognitive dissonance; the dissonance in turn pushes the individual to move on to the next
stage.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
PSYCHOLOGY UNIT 4
July 21, 2009  Page 13 of 19
Copyright 2009 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Psychology – 9th–12th
Create Your Own Moral Dilemma
Directions: Write a moral dilemma. Write six possible answers, one for each of the six stages of Kohlberg’s moral ladder.
Dilemma:________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________
Stage 1: Punishment-Obedience Orientation
Answer: _________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
Level One:
Pre-conventional Morality
Stage 2: Instrumental Relativist Orientation
Answer: _________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
Stage 3: Good Boy-Nice Girl Orientation
Answer: _________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
Level Two:
Conventional Morality
Stage 4: Law and Order Orientation
Answer: _________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
Stage 5: Social Contract Orientation
Answer: _________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
Level Three:
Post-Conventional Morality
Stage 6: Universal Ethical Principle Orientation
Answer: _________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
PSYCHOLOGY UNIT 4
July 21, 2009  Page 14 of 19
Copyright 2009 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Psychology – 9th–12th
Student Name _____________________________________
Language Acquisition Parent Advice
Skinner’s Theory of Language Acquisition:
Describe Skinner‟s Theory of Language Acquisition:
Chomsky’s Theory of Language Acquisition
Describe Chomsky‟s Theory of Language Acquisition:
If Skinner‟s theory was correct, what advice would you give to
parents who wish to improve or accelerate their child‟s language
development?
If Chomsky‟s theory was correct, what advice would you give to
parents who wish to improve or accelerate their child‟s language
development?
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
PSYCHOLOGY UNIT 4
July 21, 2009  Page 15 of 19
Copyright 2009 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Psychology – 9th–12th
Student Name ________________________
Business Proposal
Directions: You and associate will come up with a proposal to start a new business.
Product:
Name of Company:
Consumer Base:
Directions: Using the theories of Ivan Pavlov in his studies of classical conditioning, construct a
marketing campaign that will target your consumer base. Fill out the following table.
Classical Conditioning in Marketing
Name the Element the Will be Used in Your Business
Pavlovian Element
UCS ( unconditioned stimulus)
UCR (
)
CS
(
)
CR (
)
Pavlovian
Term
Association
Equation
How you will make it happen or how you will prevent it
in order to encourage more sales of your product.
Example:
UCS+CS=CR
Acquisition
Generalization
Discrimination
Extinction
Spontaneous
Recovery
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
PSYCHOLOGY UNIT 4
July 21, 2009  Page 16 of 19
Copyright 2009 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Psychology – 9th–12th
Workforce:
You and your associate must design how you will inspire your workforce. Think about how you might
pay or award positive behavior.
Operant Conditioning and Worker Productivity
Operant Behavior
What you have your workforce do…
Respondent Behavior
Reinforcer
Shaping
Successive Approximations
Primary Reinforcer
Secondary Reinforcer
Continuous Reinforcement
Partial Reinforcement
FR (fixed ratio)
VR (
)
FI (
)
VI (
)
One of your partners, Albert Bandura, has an idea. Summarize it for the board or directors.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
PSYCHOLOGY UNIT 4
July 21, 2009  Page 17 of 19
Copyright 2009 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Psychology – 9th–12th
Student Name ___________________
Feral Children Website Research
http://www.feralchildren.com/en/dwarfism.php
Feral Children
What are they three types of feral children?
What was Psammetichus‟ Forbidden Experiment?
What is the critical period hypothesis?
What is the Kaspar Hauser syndrome of Psychosocial Dwarfism?
Which side of the nature vs. nurture do feral children seem to strengthen and why?
Genie
Describe what environment Genie was in before the age of thirteen.
When was Genie discovered by the outside world?
Describe the environment Genie was in after the age of thirteen.
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
PSYCHOLOGY UNIT 4
July 21, 2009  Page 18 of 19
Copyright 2009 © All Rights Reserved
One Stop Shop For Teachers
Georgia Performance Standards Framework for Psychology – 9th–12th
Was Genie able to develop any language skills while she was with the Genie Team?
What were some of the theories about why Genie was suffering from language deficiency?
How did they know that Genie was not mentally retarded?
What happened to the Genie Team after five years? What happened to Genie?
Other Feral Children
Describe the stories of two other feral children? How were their circumstances similar or different from
Genie?
Hollywood Feral Children
According to what you have learned about feral children and language acquisition today, do you believe
characters like Tarzan or Mowgli could actually exist as they are portrayed in the movies?
Georgia Department of Education
Kathy Cox, State Superintendent of Schools
PSYCHOLOGY UNIT 4
July 21, 2009  Page 19 of 19
Copyright 2009 © All Rights Reserved