Handout 26-1: Fact or Falsehood? - Ms Beland's Classes



AP PSYCHOLOGY 2018-19November 21, 2018Today’s Agenda (Day 61)Homework: Unit 6 Vocabulary Template Project: Draft of 3 dreams recorded and analyzedClass ActivityView Video: Criminal Unit 6 PPT Review – cont’d after holiday weekendModule 26 – How We Learn and Classical ConditioningModule 27 – Operant ConditioningModule 28 – Operant Conditioning’s Applications and Comparison to Classical ConditioningBiology, Cognition and LearningLearning by ObservationHOMEWORK:Read Unit 6 – LearningComplete Unit 6 Vocabulary Template – definition AND sentence/example/image ONLYComplete Unit 6 Cornell NotesProject: Record your dreams! Complete projectProject: Drug E-bookReading Guide Questions – Modules 26 and 27 Work in PAIRS – Nov. 27Unit 6acquisitioncopinghigher-order conditioningneutral stimulusreinforcementassociative learningdiscriminationinsightobservational learningreinforcement schedulebehaviorismdiscriminative stimulusinternal locus of controloperant behaviorrespondent behaviorbiofeedbackemotion-focused copingintrinsic motivationoperant chamber self-controlclassical conditioningexternal locus of controllatent learningoperant conditioningshapingcognitive learningextinctionlaw of effectpartial reinforcementunconditioned responsecognitive mapextrinsic motivationlearned helplessnesspositive reinforcementunconditioned stimulusconditioned reinforcerfixed-interval schedulelearningprimary reinforcervariable-interval scheduleconditioned responsefixed-ratio schedulemirror neuronsproblem-focused copingvariable-ratio scheduleconditioned stimulusgeneralization modelingprosocial behaviorcontinuous reinforcementhabituationnegative reinforcementpunishmentREMINDERS:Unit 6 Cornell Notes – Nov. 26; 11:59:59 pmUnit 6 Vocabulary Quiz – Nov. 27Unit 6 Test Dec. 3Project: Dream Journal – Nov. 30Project: Drug E-book – Dec. 7AP PSYCHOLOGY 2018-19READING GUIDE QUESTIONSUNIT 6: LEARNINGMODULE 26 – How We Learn and Classical ConditioningYour text defines learning as the process of acquiring new and relatively enduring information or behaviors. Why would a behavior or information have to endure in order to be considered learned?List three behaviors you have learned since middle school. (Remember . . . : enduring behaviors = learned.)The text states that we learn by association or linking two sequential events. Refer to two of the learned behaviors you listed in #2 and detail the process of how you associated the events leading to each. Behavior #1:Behavior #2:List and include a brief explanation of each of the three types of learning described in your textbook.a)b) c)A circus lion repeatedly receives a smack on the nose just after the trainer walks into the cage. The lion shrinks from the trainer’s slap each time and eventually cowers in the corner of the cage when the trainer enters. What would a behaviorist call this increased withdrawal response? Explain your answer.Define and give an example from your own life of classical learning.Why were Pavlov’s findings so important to behaviorism?Complete the table below with the term, definition, and example from Pavlov’s classic experiment. One has been filled in for PONENTFULL TERMDEFINITIONPAVLOVIAN EXAMPLEUSURUnconditioned responseAn unlearned, naturally occurring response to an unconditioned responseSalivation to the food in mouthNSCSCRUsing Figure 26.4 and the chart in #3, properly label the two associative learning examples below. a) A young man and woman who are in love listen to Beyoncé’s love songs when they drive around together. Later, when the young man is alone in the car, he hears Beyoncé on the radio and thinks lovingly of his girlfriend and the great times they have together. US:UR:NS:CS:CR:b) Look at Figure 26.1 and correctly label the components of the classically conditioned relationship between thunder and lightningUS:UR:NS:CS:CR:How does higher-order conditioning differ from the initial acquisition of the stimulus-response relationship?Write two examples that demonstrate how higher-order conditioning can be applied to example #4a (Beyoncé tunes) and #4b (thunder and lightning) above.Give an example from your life of higher-order conditioning.How did Ivan Pavlov extinguish the conditioned response (CR) in his dogs? Use classical conditioning terms in your response.Give an example from your school life of how generalization can be adaptive.How can generalization be maladaptive?Define discrimination in classical conditioning. Then, describe how a researcher would teach an animal to discriminate between relevant and irrelevant stimuli. Use classical conditioning terms in your plete the chart below to apply the principles of classical conditioning to the three examples discussed in the PONENTExample #1Former Drug UserExample #2Body’s Immune SystemExample #3Little AlbertUSURcravingNStasteCSCRFearMODULE 27 – Operant Conditioning How is operant conditioning different from classical conditioning? Describe these differences in your own words. Give an example from your own life of operant conditioning.What is another way to state Thorndike’s law of effect?What is a Skinner box and what is its purpose?List two specific behaviors you have learned (remember: enduring = learned) and the type of reinforcement (negative or positive) you received for each of them in the following four situations:as a studenti.ii.as a member of your familyi.ii.as a friendi.ii.How does the process of shaping work? Describe how one of your behaviors has been shaped.Design an experiment that would use the principles of shaping to teach a particular behavior to a person or animal in your life.How does positive reinforcement differ from negative reinforcement?Give an example (that is not mentioned in the text) of negative reinforcement.Give an example from your life in school of a situation where positive and negative reinforcement both work to strengthen a particular behavior.How do primary and conditioned (secondary) reinforcers differ?Give an example of a conditioned (secondary) reinforcer in your life.In what ways is a human’s response to immediate and delayed reinforcers different from that of a rat? Are there circumstances in which people are drawn to immediate reinforcers even though they know it might not be to their benefit? Explain.Explain why an animal trainer would prefer using intermittent reinforcement schedules to continuous reinforcement schedules when teaching a lion to perform in a circus act. Are there times the trainer would prefer using continuous reinforcement? plete the chart below.REINFORCEMENT SCHEDULEDEFINITIONEXAMPLE FROM TEXTORIGINAL EXAMPLEContinuousFixed-RatioFixed-IntervalVariable-RatioVariable-IntervalIf the intent of conditioning is to create an enduring response, which of the five methods in your chart above is the best schedule to follow to reinforce desired behavior? Why? Which method of partial reinforcement would lead to the quickest extinction of desired behavior? Explain.Describe the typical patterns of response under fixed-interval, fixed-ratio, variable-interval, and variable-ratio schedules of reinforcement.How does a punisher differ from a reinforcer?Explain, using examples to illustrate your response, how punishment differs from negative reinforcement?How is positive punishment different from negative punishment? Give an example of each in your response.Sometimes what seems to be punishment is actually reinforcement. (Consider the misbehaving child who is sent to his room to calm down and now has access to all of his favorite toys.) How can you determine if a behavior has been reinforced or punished?What are four drawbacks of physical punishment?a)b)c)d)As the author notes at the end of 27-4, many threats of punishment can be more effective when rephrased positively. Therefore, complete the author’s prompt from the text here: “If you don’t get your homework done, I’m not giving you money for a movie!” would be better phrased as . . .Why did Skinner’s ideas provoke controversy?Now that you have studied B. F. Skinner’s operant principles, how would you attempt to influence your classmate to study more thoroughly for tests?shape your teacher’s treatment of you?increase the likelihood of having your stepmother say “Yes” more frequently to your requests to drive her car?Use the chart below to give an example of how you would use each of the following four types of operant conditioning techniques to train your dog to pick up the newspaper off of the driveway.REINFORCEMENTPUNISHMENTPositiveNegativeAP PSYCHOLOGY 2018-19Class ActivityHandout 26-1: Fact or Falsehood? T F 1. Teachers who grade with a red pen instead of a black pen usually spend more time grading the papers and make more comments. T F 2. New behaviors take around 66 days to become habitual. T F 3. For much of the 20th century, psychologists discounted the influence of inner thoughts and emotions as explanations for behavior. T F 4. Pavlov’s experiments with the dogs were motivated by his desire to learn more about psychology. T F 5. When a taste becomes associated with an immune system response, the body produces antibodies when presented with that taste. Handout 27-1: Fact or Falsehood? T F 1. Behavior that is rewarded is likely to recur. T F 2. Reinforcement is always positive. T F 3. If you wait to reward behavior that is perfect, you may never train someone to behave the way you want. T F 4. Removing something negative is just as rewarding as getting something positive. T F 5. Getting rewarded every time you behave correctly is not an effective way of learning. T F 6. Behavior lasts longest if it is rewarded on a random schedule. T F 7. Punishing behavior is a great technique for teaching people how to behave correctly. Handout 28-1: Fact or Falsehood? T F 1. When rewards are given accidentally, superstitious behavior often results. T F 2. As long as a reward is given, it doesn’t matter what the target behavior is – good behavior will result. T F 3. Giving in to a child’s request after they have been whining will result in more whining. T F 4. Children don’t often end up repeating curse words if their parents laugh at them saying those words only once or twice. Handout 29-1: Fact or Falsehood? T F 1. If you become violently ill after eating a particular food, you will likely have a hard time eating that food again. T F 2. Wolves who ate sheep meat tainted with a sickening poison later seemed afraid of live sheep when put in a pen with them. T F 3. Women tend to perceive men as more attractive if they are in red clothing. T F 4. You can easily train an animal to perform any behavior using operant conditioning. T F 5. School officials should let freshmen students wander around school before the first day so they will be less likely to get lost when school starts. T F 6. Giving rewards often leads to people loving the behavior for its own sake and not for receiving rewards. T F 7. When we learn that we cannot control our circumstances, we will act helpless in other circumstances, even when it is possible to exert some control. T F 8. People who believe in luck or fate do better in school and work. Handout 30-1: Fact or Falsehood? T F 1. Most children will avoid modeling violent behavior while playing with toys because their parents had previously taught them that such behavior was not right. T F 2. Babies will only imitate behaviors they see as evolutionarily important. T F 3. Negative behavior is far more easily learned through observation than positive behavior. T F 4. Children who play violent video games always end up being more violent than their non-violent game playing peers. AP PSYCHOLOGY 2018-19Unit 5 Project Drugs and Consciousness e-Book (100pts)2 pts: Cover page10 pts: Introduction must include the following terms: tolerance, withdrawal, physical dependence, psychological dependence, addiction. (1 page of book)10 pts: The Brain’s Reward center: Describe how the brain’s reward center works (1 Page of book)For the following types of drugs include: (i) the types (for example under Depressants you will list alcohol), (ii) the ways of taking, (iii) what are their physical effects on our bodies (immediate, continued and long-term), (iv) what is going on in the brain for each. Describe the drug and include its makeup. *Include a picture of each and creative display page.**Your e-Book should be aesthetically and visually pleasing and targeted for a reading level between grades 5 & 6.***Incorporate learning/teaching strategies learned in Unit 6 – Learning (minimum 3)15 pts: Psychoactive Drugs: Depressants (5 pts)Barbiturates (5 pts)Opiates (5 pts)15 pts: Stimulants: Methamphetamine (3 pts)Caffeine (3 pts)Nicotine (3 pts)Cocaine (3 pts)Ecstasy (3 pts)15 pts: Hallucinogens: LSD (5 pts)Marijuana (5 pts)Spice (5 pts)10 pts: Related information: Interesting Facts, correlations between violence, crime and drug use.5 pts: Conclusion15 pts: Work Cited page in APA format**Grading rubric is found next page. Must be completed in PAIRS. Be prepared to have these e-Books uploaded onto msbeland..**DUE: Friday, December 7Category PointsCover Page___ /2Intro___ /10Brain Centers___ /10Psychoactive DrugsDepressants ___/3Barbiturates ___/3Opiates ___/3___ /9StimulantsMethamphetamine ___/3Caffeine ___/3Nicotine ___/3Cocaine ___/3Ecstasy ___/3___ /15HallucinogensLSD ___/3Marijuana ___/3Spice ___/3___ /9Related info___ /10Conclusion___ /5Works Cited, aesthetics, accuracy,Reading level___ /20Employed learning/teaching strategies___ /10TOTAL____ /100AP PSYCHOLOGY 2018-19Project0333447Your Dream Journal and Theory Sigmund Freud said "Dreams are the royal road to the unconscious". Though there are those who say they do not, everybody dreams. This project is designed to help you become more aware of your dreams, how often you dream, and what (if anything) can you learn from your dreams. First, staple several sheets of loose-leaf paper together, around 10 should suffice (not pages ripped out of a spiral notebook). This is going to be your dream journal. You will be making entries in this journal as described below. Grades will be based on your ability to analyze your dreams and come up with your own dream theory. If you have any questions, please see me IN ADVANCE of the due date. Start recording your dreams by about the middle of October and continue until you have at least 4 to 5 dreams. PART I. Dream Journal Before falling asleep, DECIDE you are going to remember your dreams. Be patient; it may take a night or 2 for your unconscious to get the message. The most important thing to remember is that EVERYONE dreams and that once you believe you will remember them, you will! Keep the journal and a pen close to your bed and write down dreams you recall immediately, without interpretation. You may have more than one entry per night (everyone dreams between 4 and 6 times) of varying lengths (REM sleep gets longer, therefore, your dreams get longer later on in the night). What should you record? Basically everything, uncensored, as you remember them... do not worry about proper English for this part. To be more specific write down any or all of the following: dialogue or any words the number and types of people (friends, strangers, relatives) objects the mood of the dream (happy, sad, scary, etc.) themes events timing in the dream relations to the dream and you (are you an observer, participant, seeing yourself as player?) settingsIf it's too difficult to record a part of the dream in writing, sketch a picture. The journal may be handwritten. If there are any dream entries that you do not want read, please mark these "Personal" across the top of the pages. PART II. Psychodynamic analysis of your dreams. Once you have about 4-5 dreams in your journal, try to analyze them using the following questions as guides (but feel to create your own "questions" also). Are your dreams bizarre? Mundane? Were you able to control your dreams as you remembered more and more of them? Which dreams if any are most disturbing? Why? What do they mean to you? What was the manifest content, what was the latent content of each dream? Was the content of both journals identical on any days? What does this tell you? What common symbols or objects did you record? What do you think these symbols mean? What were the common threads, common ideas, common emotions running through the journal? How are your dreams relevant to your waking life? What seems to be the main function of your dreams? What did you learn about yourself after keeping a dream journal for a month. Do you agree with the activation synthesis theory of dreaming? Why or why not? Do you agree with the information processing model of dreaming? Why or why not? Do you agree with the cognitive theory of dreams? Why or why not? Do you agree with Freud's psychoanalytic explanation of dreams? Why or why not? You are to type your answers to Part II and include them in your final product. Do not just write sentences answering each question, rather take your time and flesh them out. Submit Parts I and II DIGITALLY! **Make the finished product aesthetically pleasing. Feel free to use colors and images. Cite resources.**DUE: November 30, 2018Dream Project Score Guide Part I: Dream Journal Thoroughness of Journal _____/10 4-5 Dreams _____/20 Part II: Psychodynamic analysis of your dreams 5 points per question Works citation; Development of own theory _____/70 Total_____/100 ................
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