Download Lap 3 - Mrs. Heidmann

Psychology
Lap 3
Mrs. Heidmann
Fall 2015
Conditioning, Learning, and Memory
Why do people behave in a particular way? How did you learn to do that? The first goal
of Psychology is to describe behavior, while the second is to control behaviors. To do this,
psychologists must also consider how people learn their behaviors in the first place. Although
many of us think of school when we think of learning, people are actually learning all the time.
Learning is experiencing the world around us, reading, speaking, and fitting in to our
community. We can learn information and behaviors. The experiences through which we learn
can vary, sometimes we learn by watching others, reading books, or trying things out for
ourselves. This lap will explore learning and the various ways it is studied by Behavioral and
Cognitive Psychologists. Students will also examine various learning theories, including
classical conditioning, operant conditioning, social learning, and cognitive learning. Memory is
the retention of learning and Thinking involves utilizing that new info, skill, or behavior.
Students will explore these theories and make applications to everyday life.
Objectives: *Describe the principles and methods of classical conditioning, operant
conditioning, and social learning
A1/ A2/ A3
* Analyze how learning occurs in your life
A1/ A2/ A3/ OL
* Explain the concepts of memory and information processing
A4/ A5/ A6
Activity 1: Flip- Watch both “CC #11- How to Train a Brain” and “Difference Between
Classical and Operant” and complete both sides of the worksheet.
15 pts Due In Class
Keywords- Read Chapter 9. Go to the class page on Mrs. Heidmann’s Weebly—lheidmann.
weebly.com— and download/ print the Classical Conditioning (Lap 3) notes. In the download
OR in your notebook, define and explain all RED bolded words (10!).
10 pts Due In Class
For More Info: See the supplemental videos links on Weebly.
Enrichment: By yourself, or with a partner, create a 3-5 minute skit to present in class. Situation: demonstrate
how a therapist might use classical conditioning to help cigarette smokers quit smoking.
3 pts Due with A1
Activity 2: Keywords - Read Chapter 9. Go to the class page on Mrs. Heidmann’s Weebly—
lheidmann.weebly.com— and download/ print the Operant Conditioning (Lap 3) notes. In the
download OR in your notebook, define and explain all bolded words (11!). 15 pts Due In Class
Flip- Watch both “Thorndike’s Puzzle Box,” and “Learned Helplessness” and complete both
sides of the worksheet.
15 pts Due In Class
For More Info: See the supplemental videos links on Weebly.
3 pts Due with A2
Enrichment: Main Ideas- Complete the Classical Conditioning follow-up wksht. A102.
3 pts Due with A2
Enrichment: By yourself, or with a partner, create a 3-5 minute skit to present in class. Situation: demonstrate how
a therapist might use operant conditioning to help cigarette smokers quit smoking.
3 pts Due with A2
Activity 3: Flip- Watch Crash Course #12 and complete the worksheet.
10 pts Due In Class
Pick a Paragraph: Choose one of the following and answer the question in a 10-12+ paragraph.
a) Which of the schedules of reinforcement do your teachers generally use in conditioning their
classes? How would classes be different if they used other schedules (+/-)?
b) Which principles of modeling should parents consider when rewarding or punishing their
children? Be sure to discuss the following as reasons for your answer: Is punishment an
effective tool of learning? Describe the advantages of disadvantages of using punishment to
teach a child behavior.
c) Have you ever taught another person a skill or how to do a task. Explain how you conditioned
someone. What did you have him/her do? What did you do? Make sure to include a description
of how reinforcement, punishment, or modeling was a part of your teaching strategy.
d) How would you teach a puppy a new trick? Go to the Sea World website link on Weebly and
read about animal training. Use the principles of operant conditioning to explain. 10pts Turn In
For More Info: See the supplemental video linked on Weebly.
Scoring Guide for Act 3 Paragraph
Skill: Topic and Conclusion sentences which address the question
Content: Evidence- identified and explains three clear points
to support the argument
Skill: Analysis- explains how evidence supports the argument
1 point
______ pts
6 points
______ pts
3 points
______ pts
10 points possible
Activity 4: Keywords- Go to the class page on Mrs. Heidmann’s Weebly—lheidmann.weebly.
com— and download/ print the Memory (Lap 3) notes.
Flip: Watch “CC #13- How We Make Memory” and “Psychology- STM and LTM” and
complete the worksheet.
10 pts Due In Class
Main Ideas- Read Ch. 10. Complete the “Cognitive Psychology” wkshts.
10 pts Turn In
Enrichment: Flip- Review Ch. 10 and go to the “Mystery of Memory” video link on Weebly (Scroll down past the
main reading). In your notebook, take notes on the video in its entirety (35+!).
3 pts Due with A4
Enrichment: Technology- Create a mind-map listing the different stages of memory and write an example of each.
Create a second mind-map explaining the process of memory retrieval. Print off both maps and bring them to class
with your name on them.
3 pts Due with A4
Activity 5: Application- The flashbulb memory phenomenon centers on a specific, important, or
surprising event. The memory is so vivid that it represents a mental snapshot. For people in the
Baby Boom generation, the JFK assassination stands out. For others, it could be the Challenger
Shuttle explosion or the 9/11 attacks. A) What is an example of this in your life? (Describe
what happened, what you were doing when you found out, and what you did later that day.)
Explain how this memory is stored. (10-12+ sentences)
B) Choose one event (above) and interview 10 people about their memories of one of these
events. In a paragraph, (10-12+) identify similarities and differences in their remembrances in a
narrative form and then explain how those memories were stored.
C) Consider the following analogies: “Memory encoding is like a photograph” or “Memory
encoding is like a videotape.” From class and the text, write a paragraph (10-12+) supporting
one of the two analogies.
10 pts Turn In
Scoring Guide for Act 5 Paragraph
Skill: Topic and Conclusion sentences which address the question
Content: Evidence- identified and explains three clear points
to support the argument
Skill: Analysis- explains how evidence supports the argument
1 point
______ pts
6 points
______ pts
3 points
______ pts
10 points possible
Enrichment: On pg 265 in your text, the authors outline two options for improving study habits in people- SQ4R
and PQ4R. On loose-leaf, make a two columned chart weighing pros and cons to each methods for yourself.
Decide which model you agree with more. Then, write a mini-paragraph (6-8+) sentences explaining why one
method is better than the other for you.
3 pts Due with A5
Activity 6: Technology - Review Ch. 10 on Memory. Complete the two memory tests linked on
Weebly. Then, in your notebook, write a 5-7+ sentence analysis EACH of what the two tests
demonstrate about memory and problem solving. Be prepared to discuss. 10 pts Due in Class
Flip: Watch “Cognition (CC #15)” and complete the worksheet.
10 pts Due In Class
Enrichment: Main Ideas: Read “Problem Solving” in your text (p297+). Write a mini- paragraph (6-8+) about a
problem you have had in the past. Please be thorough, but it doesn’t have to be a “tell-all” confession! After you
describe the problem, explain why it was an obstacle for you and how you overcame the problem. Specifically,
what Problem Solving strategies did you use to figure out the solution to the problem?
3 pts Due with A6
Enrichment: Video- On your own, watch an episode of Scorpion/ Burn Notice/ MacGyver/ etc. Write a one page+
summary of the episode. Then, write a one page+ reaction to the show. In the reaction, also identify and explain the
various problem solving techniques presented in the film and how it fit with CC #15’s info.
6 pts Due with A6
Open Lab: EQ- How do you learn best? How do you know? Are you primarily an auditory
learner, a visual learner, or a kinesthetic learner? Although most people use a combination of all
three, we usually have a clear preference for one. Knowing your own style can help make
learning easier and less stressful in the future. Therefore, in Open Lab, take the CITE Learning
Styles Assessment Inventory test and analyze the findings.
15 pts Due by last test day
Enrichment: you may choose to do all, some, or none of these
Due by the last test day
Application: Recall a time when you overcame an unwanted habit (thumb-sucking, oversleeping, etc). Write a
paragraph (10-12+ sentences) describing step-by-step how you did it. Be sure to identify the steps of classical
conditioning in your explanation.
3 points
Art: Mental pictures- p288. In ordinary English, there is no resemblance between the written appearance of a word
and the idea for which it stands. Write the following words in such a way that illustrates the idea: war, empty, fly,
kick, mommy, psychology, and humor. Place FOUR on a page max. (See PBSKids’ Word World for more info) 4
Music: Memories, both painful and pleasant, are common themes in music. Find two examples of songs- one that
brings back a pleasant memory and the other a more difficult memory. Write a paragraph (10-12+) to answer the
following for both: What is the memory being recalled? Is it a positive or negative memory? Why? How did the
song touch on this? Turn in responses and a copy of lyrics for each song.
4 points
Film: On your own, watch one of the following films: The Miracle Worker (1962) or My Fair Lady (1964). Write a
one page+ plot summary of the movie. Then write a one page+ reaction to the film. (BE WARE of plagiarism!!
Teachers can search the internet for plot synopsis, too!) In the reaction, also identify and explain the various
conditioning methods presented in the film and how it fit with class discussions of methods of rewards and
punishments?
Others: 50 First Dates or The Vow—memory and forgetting
6 points possible
Calendar of in class objectives and homework due dates
Day 1 Introduce Behaviorist theories of Classical and Operant Conditioning
Discuss how we learn and explain the relationship between learning and behavior
D Day
Day 2 Classical
Explain the principles of Classical Conditioning
Describe the elements of a classical conditioning experiment: UCR, UCS, NS, CR, CS
Activity 1
Day 3 Operant
Explain the principles of operant conditioning
Discuss the effectiveness of positive reinforcement and negative reinforcement
Contrast the conditioning methods of shaping and chaining
Explain token economies and learned helplessness
Activity 2
E Day
G Day
Day 4 Operant and Social
Explain the principles of social learning as developed by Albert Bandura
Explain the principles of Social Learning: latent learning, avoidance conditioning, and cognitive maps, etc
Explain the role of reinforcement and reinforcement schedules in operant conditioning
Explain the relationship between learning, memory, and motivation
Activity 3
J Day
Day 5 Operant and Social
Explain the relationship between memory and behavior
QUIZ
K Day
Day 6 Memory and Encoding
Describe the stages of memory and contrast characteristics of sensory memory with short term memory
Describe methods to improve STMemory such as adding meaning or using mnemonic devices
Activity 4
B Day
Day 7 Memory and Recall
Explain methods and behaviors of memory recall
Explain the issues associated with recall and forgetting
Activity 5
D Day
Day 8 Memory and Problem Solving
Explain the concepts of memory and information processing
Identify the basic elements of problem solving
Activity 6
E Day
Summative Test in the Testing Center by H Day, 10/ 12
Open Lab for Lap 3 is due by H Day, 10/ 12
Last day to RETAKE the Lap 2 Test is H Day
Last day to turn in any old work from Lap 2 is H Day
Day 1
New Lap
OLD: Review the Goals of Psych OB
PREDICT behavior!
Video- intro w/ Classical Conditioning VIDEO—tabula rasa
Fill- Little Albert reading
or a Little Albert Video (W)
Day 2
Check A1
CLASSICAL
HW Review: go over KW and video wksht
NO CC—Penalty Box EC Skits??
Q: OB-- What is your definition of learning?
Hook: show Ivan Pavlov (W) cartoon IC
FLIP: use JN In Class Cond wksht w/ dog—models
Pair/ Share- back side and M5-2/ Study of Personality wksht
Fill: walk through PPT
OR A Number Story Activity
Day 3
Check A2
Operant Cond
HW Review: go over KW and video wksht
NO CC—Penalty Box EC Skits??
Hook: M pg129 Conditioning a Rat (Hotter or Colder)
??Clip- Get a bug! (shaping???)
Flip: Pairs use PPT and HW to complete Mul Choice Qs- JN
Flip: Q: contrast reinforcement and punishment….. Pairs complete M 5-3
Q: How do pos and neg reinforce’t affect clothes choices, peer behaviors, etc?
Q: Learned helplessness- why it happens? How we combat it in our lives?
Fill: walk through PPT
Q: Token Econs in Mrs. H’s class- would they work? What would they be?
Day 4
Check A3
Social Cond
HW Review: go over KW and video wksht
NO CC—Penalty Box
Flip: “Operant Conditioning and Social Learning” in pairs-- use homework
PPT- Skinner and Schedules of Reinforcement- M 5-4???????
???Motivation—Cognitive/ Instinct/ Incentive/ and Drive Reduction—see DR L3 Handout #4
Maslow’s Heirarchy of Needs-- How do needs motivate thoughts/ behaviors? analyze your life
Fill: walk through PPT
Day 5
QUIZ
Review: CnC classical and operant
Fill: walk through PPT
IC Act: BMC Pictures vs. Words to intro Memory
Day 6
Check A4
Memory-- ENCODING AND STORAGE
HW Review: go over KW and video wksht
NO CC—Penalty Box
PPT: Memory notes
Flip: Memory Cross-Word puzzle Pair- Share/ Glencoe Quiz OB??
Flip: Ch 7 Memory wksht Pair-Share
IC Activity: BMC Chunking
Fill: walk through PPT
Day7
Check A5
Memory- RETRIEVAL and Forgetting
HW Review: go over KW and video wksht
NO CC—Penalty Box
HOOK: Decay and Interference demonstrations M p162
IC Activity: Depth of Processing and Memory demonstration M p163
IC Activity: BMC Pictures vs. Words/ Abstract vs. Concrete
IC Activity: BMC Primacy and Recency
Fill: Mistaken Memoires M p166
sooo, how can we improve memory????
Day 8
Check A6
Thinking and Problem Solving
HW Review: go over KW and CC #15 wksht
NO CC—Penalty Box
IC Activity: Thinking Scrambled Set List, pg 4
Problem solving, obstacles to problem solving, and solvable problems in your life today
Review
Day 9 Language???
*Identify the basic elements of language????
*Explain the reasons for the physiological and psychological factors associated with motivation and emotion????
Read Ch 11 on Language? (semantic memory???!)
Language-- image, symbol, concept, prototype, or rule
http://www.personal.psu.edu/bxb11/LSI/LSI.htm
http://sunburst.usd.edu/~bwjames/tut/learning-style/stylest.html
SPQR- Senate and the People of Rome! Light bulb—memory!!!! Thought? Why aren’t I righting this
correctly….. Ah-Ha!! ROME!!!!!
Act 6: Solve for XXXXXX???
1. Explain what classical conditioning is. How is classical conditioning a successful educational tool?
2. Explain what operant conditioning is. How has someone used operant conditioning on you? Did
it work? Yes? No? Why?
3. Can you make your own experiment using operant or classical?
4. Describe the social learning theory. Have you ever learned something from someone else?
What was it? How did you learn it?
5. In your opinion, what theory is best: classical, operant, or social learning? I know that there is
overlap between the theories and that is okay. Please choose one.
6. Memory is broken down into three parts: encoding, storage, and retrieval. Explain these three
and how they work together.
7. How does a memory go from short-term to long-term? What has to happen?
8. What were the 14 words we listed on the board the past two class days? Why can you
remember so many or why can’t you remember as many?
9. Choose between Monopoly, Clue, Chutes and Ladders, or Life and explain in great detail how
the game is played, how the winner is determined, and how can a person lose at the game. Be
very, very descriptive!
1. In the boxes, explain what the three forms of conditioning are.
Classical
Operant
1. Define the following…
Encoding…
Storage…
Social Learning Theory
Retrieval…
Chapter 10 – Memory
Term
2. Maintenance
Rehearsal
3. Chunking
4. The PrimacyRecency Effect
5. Semantic Memory
6. Episodic Memory
7. Procedural
Memory
Scrambled Explanations
Chapter 11 – Thinking
Term
8. Convergent
Thinking
9. Divergent Thinking
10. Metacognition
Scrambled Explanations