Chapter 8: Memory Cloze Notes
Chemical Influences on Learning
Stimulants
Increase the level of brain chemicals necessary for
: found in coffee, tea, and soft drinks with REAL sugar have all been shown to increase learning
Artificial cancel out the effects of caffeine.
Amphetamines: over the brain and cause memory loss, such as the drug “speed”
Depressants
Tranquilizers, alcohols
Blocks firings of brain , which reduces learning level and memory
Cold cut meats and hot dogs also do this
Natural Stimulants
Excitement: allows your body to produce the same chemicals caffeine does, which creates more memory retention.
Anxiety: A level of anxiety will actually memory retention. However “cracking under the pressure” results from being over anxious, which blocks memory.
State Dependent Learning
State dependent learning: learning that occurs in one state and is best reproduced when the same state occurs again.
If you drink three cups of coffee, then study, you will do better on the test if you drink 3 cups beforehand.
Transfer of training: learning process in which learning is carried over from one task to another based on
between the tasks
Please use your textbooks (page 226-227) to explain AND give an example of positive and negative transfer.
Positive transfer:
Negative transfer:
Information Processing
Information Processing: the by which we take in, analyze, store, and retrieve material.
Schema: an organized and systematic approach to answering or solving
In your cloze notes, answer the following questions:
How does schema help us solve problems?
How does elaboration help improve memory?
What is the main reason for using mnemonic devices? Is there one that you have used in the past?
What does principle learning mean?
How does chunking improve memory?
Forgetting and Learning
Forgetting does not necessarily mean what you learned-it is the inability to bring back material.
Forgetting is an increase in in bring material back from the memory
Over learning: the development of perfect
Recall: ability to bring back and integrate many learned
Recognition: ability to pick the correct object or event from a list of
Interference theory: the idea that we forget because old and new material with one another
Please answer the following questions in your cloze notes
1. Does your studying seem more productive at one time of day than another?
2. Do you find it easier to focus your attention when you study in certain areas? Describe thee locations.
3. Do you prefer to have any special food or drink when your study? If so, what?
4. Do you have a special way of organizing information? Describe them.
5. Do you think positive or negative transfer affects your learning in any of the subjects you are taking? Provide examples.
6. Give an example of how chunking might help you in any subject you are currently taking.
Use pages 238-240 to answer the following questions
1. What is encoding?
2. What are two basic theories concerning memory?
3. What are two explanations for amnesia?
4. What are several characteristics of long and short term memory? Where does consolidation come into effect?
STOP!
Sensory memory system:
Iconic memory:
Acoustic memory:
Eidetic Imagery: a “ memory” where a person can keep an memory pulled up so an image can be mentally analyzed
END OF ASSIGNMENT
Chunking Warm-up
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Without Chunking
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Number of items to be remembered
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With Chunking
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Number of chunks to be remembered
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Phone number:
5708880811
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Social Security number:
092353979
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Driver’s License
B930651220
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Zip Code
930651220
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Your own example:
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END OF ASSIGNMENT AND CHAPTER
Chapter 7: Learning
Ch 7 Cloze Notes
Principles of
Learning: Ch 7
Four Types of
learning
™ Take
a few moments to define these types of learning (individually). You may use the
glossary, starting on page 636 or a smart phone. You have 8 minutes.
™ Classical
conditioning
™ Operant
conditioning
™ Social
learning
™ Cognitive
approach
Classical
Conditioning
™ Stimulus:
ANYTHING that a response
™ Response:
A to a stimulus.
™ Unconditioned
stimulus: a stimulus that causes a response (that Danish, burrito, or
chili cheese dog causes
salivation.)
™ Unconditioned
response: an response to a particular natural response (the
salivation caused by the Danish, burrito, or chili cheese dog)
™ Conditioned
stimulus: a stimulus that has been associated with an
UNCONDITIONED response. (ringing of a bell when you are brought your burrito)
™ Conditioned
response: a response to the stimulus that is brought about by learning
(you salivate when you hear the bell, even if you do not see the food.)
Please read pages 192-193 “Outline of Classical Conditioning” on your
own
™ Get
with your groups to break down the information and identify the following
aspects to Pavlov’s experiment
™ What
was the stimulus?
™ What
was the response?
™ What
was the neutral stimulus?
™ What
was the unconditioned stimulus?
™ What
was the unconditioned response?
™ What
was the conditioned stimulus?
™ What
was the conditioned response?
Baby Albert
™ Baby
Albert is exposed to a rat and shows no fear. The goal of the experiment is to
create fear. Please watch the clip and answer the questions.
™ What
is the unconditioned stimulus?
™ What
is the unconditioned response?
™ What
was the neutral stimulus?
™ What
is the conditioned stimulus?
™ What
is the conditioned response?
™ After
the Baby Albert experiment, Watson proved a process by which a response spreads from one
specific stimulus to other stimuli that resemble the original
™ It
is possible that Albert underwent ,
the gradual loss of association overtime.
™ Also
possible is ,
the sudden reappearance of an extinguished response.
How Can We Remove
Fears?
™ Take
a few minutes and using your books (page 196) or a smart device, please explain
how Mary Cover Jones developed a technique to get rid of phobias.
™ Would
you be willing to undergo this method?
Operant Conditioning:
conditioning that results from an individual’s actions and the consequences
they cause
B.F. Skinner
™ Psychologist
best known for his work in conditioning
™ Believed
how we turn out in life is the result if what we learn from all the operations
we make over the year.
™ If
the environment us when we perform certain acts, we will want
to repeat them.
Operant Conditioning
:
something that follows a response and strengthens the tendency to repeat that
response
™ Primary
reinforcement: something necessary for physical survival that is used as a
reward ( )
™ Secondary
reinforcement: anything that comes to represent a primary reinforcer, such as .
™ reinforcement: reinforcement that involves
strengthening the tendency to repeat a response by following it with the
addition of something pleasant
™ reinforcement: reinforcement that involves
strengthening the tendency to repeat a response by following it with the
removal of something unpleasant
™ :
process of weakening a response by following it with an unpleasant consequence
Practice: Is it
positive or negative reinforcement?
™ Natalie
picks her coat off the floor and puts away her shoes to stop her mother’s
yelling.
™ Jacob
picks his coat off the floor and puts away his shoes because he was praised the
last time he did it.
Scenarios: Is it
positive or negative reinforcement or punishment?
Scene 1:
1. You decide to clean up your mess in the kitchen in order
to avoid getting in a fight with your roommate.
2. Your roommate offers to buy pizza if you clean up the
bathroom this week.
3. Tim forgets to clean his room and his dad makes him spend
his Friday night cleaning the gutters.
Scene 2:
1. Five year old Shirley forgot to say both “Please” and
“Thank-you” when her mother offered her a cookie. Her mother grabbed the cookie
back, ate it in front of Shirley, and gave her a stale cracker instead.
2. Five year old Shirley remembered to say both “Please” and
“Thank-you” when her mother offered her a cookie. Her mother told Shirley she
could have two cookies.
3. Five year old Shirley remembered to say both “Please” and
“Thank-you” when her mother offered her a cookie. Her mother told Shirley she
was excused from setting the table that night for dinner.
Article: Classical vs. Operant
1. Please define classical condition and operant
conditioning.
2. How does classical conditioning work?
3. How does operant conditioning work?
4. What are the major differences between classical
conditioning and operant conditioning?
Social Learning
Using page 208, list the five ways to extinguish bad
behavior AND give an example
1.
2.
3.
4.
5.
Albert Bandura
™ Claims
that the most important aspect of learning is done
™ Felt
that between the stimulus and response is a complex “ ”
who is able to analyze events and make decisions before a response is given
™ Bandura
believed that in order to survive, humans
must and the activities and behavior of others
™ This
is called .
™ Think
of an example of observational learning from your own experiences.
Classical vs Operant Conditioning:
The
Differences Between Classical and Operant Conditioning--by Kendra Cherry
Classical
and operant conditioning are two important concepts central to behavioral
psychology. While both result in learning, the processes are quite different.
In order to understand how each of these behavior modification techniques can
be used, it is also essential to understand how classical conditioning and
operant conditioning differ from one another. Let's start by looking at some of
the most basic differences.
*First
described by Ivan Pavlov, a Russian physiologist
*Involves
placing a neutral signal before a reflex
*Focuses
on involuntary, automatic behaviors
*Associations
are made between a natural stimulus and a learned, neutral stimulus.
*First
described by B. F. Skinner, an American psychologist
*Focuses
on strengthening or weakening voluntary behaviors
*Results
from an individual’s actions and the results they cause
How
Classical Conditioning Works
Even
if you are not a psychology student, you have probably at least heard about
Pavlov's dogs. In his famous experiment, Ivan Pavlov noticed dogs began
to salivate in response to a tone after the sound had been repeatedly paired
with the presentation of food. Pavlov quickly realized that this was a learned
response and set out to further investigate the conditioning process.
Classical
conditioning involves pairing a previously neutral stimulus (such as the sound
of a bell) with an unconditioned stimulus (the taste of food). This
unconditioned stimulus naturally and automatically triggers salivating as a
response to the food, which is known as the unconditioned response. After
associating the neutral stimulus and the unconditioned stimulus, the sound of
the bell alone will start to evoke salivating as a response. The sound of the
bell is now known as the conditioned stimulus and salivating in response to the
bell is known as the conditioned response.
How
Operant Conditioning Works
Operant
conditioning focuses on using either reinforcement or punishment to increase or
decrease a behavior. Through this process, an association is formed between the
behavior and the consequences for that behavior. For example, imagine that a
trainer is trying to teach a dog to fetch a ball. When the dog successful
chases and picks up the ball, the dog receives praise as a reward. When the
animal fails to retrieve the ball, the trainer withholds the praise.
Eventually, the dog forms an association between his behavior of fetching the ball
and receiving the desired reward.
The
Differences Between Classical and Operant Conditioning
One of the simplest ways to remember the
differences between classical and operant conditioning is to focus on whether
the behavior is involuntary or voluntary. Classical conditioning involves
making an association between an involuntary response and a stimulus, while
operant conditioning is about making an association between a voluntary
behavior and a consequence.
In operant
conditioning, the learner is also rewarded with incentives, while classical
conditioning involves no such enticements. Also remember that classical
conditioning is passive on the part of the learner, while operant conditioning
requires the learner to actively participate and perform some type of action in
order to be rewarded or punished.
Today, both
classical and operant conditioning are utilized for a variety of purposes by
teachers, parents, psychologists, animal trainers and many others. In animal
training, a trainer might utilize classical conditioning by repeatedly pairing
the sound of a clicker with the taste of food. Eventually, the sound of the
clicker alone will begin to produce the same response that the taste of food
would.
In
a classroom setting, a teacher might utilize operant conditioning by offering
tokens as rewards for good behavior. Students can then turn in these tokens to
receive some type of reward such as treat or extra play time.
Questions:
Please answer the following on a separate sheet of paper. Use the article to help
you.
1.
Please define classical condition and operant conditioning.
2.
How does classical conditioning work? Provide an example.
3.
How does operant conditioning work? Provide an example.
4.
What are the major differences between classical conditioning and
operant conditioning?
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Classical Conditioning and Operant Conditioning
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How are they alike?
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How are they different?
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END OF ASSIGNMENT
Directions: Use pages 201-204 to answer the following
questions.
1. How is generalization different than
discrimination learning? The book provides an example, but think of one on your
own.
2. In what ways in reinforcement used in
shaping?
3. What is chaining?
Schedules of Reinforcement
1. How is continuous reinforcement
different than partial reinforcement?
2. What are the four schedules of
reinforcement and when is reinforcement given for each of the schedules of
reinforcement?
Within your groups, on
a separate sheet of paper, think of FOUR DIFFERENT operant conditioning experiments
you could create, using each schedule of reinforcement once.
Name: Date:
Directions: Use
pages 210 to 215 to answer the following questions.
1. How does the cognitive approach different
from classical and operant conditioning?
2. According to the cognitive approach, what
two techniques do people use to learn or solve problems?
3. Provide an example of a time you have
used a “cognitive map”. What are some strategies that you personally use?
4. How is latent learning different form the
kinds of active learning that are achieved when we are trying to achieve a
goal?
5. How does reinforcement value affect our
behavior?
Intelligence and Creativity: Chapter 9 Cloze Notes Brennan-Psych
¢ :
The ability to understand and adapt to the environment by using a combination
of inherited abilities and learning experiences
¢ Intelligence
is measured by test results called the intelligence quotient ( )
¢ Savant
syndrome is a condition in which a person with a mental
disability, such as an spectrum disorder, demonstrates profound
and prodigious capacities or abilities far in excess of what would be
considered normal
¢ 50%
of savants have Autism----Roughly 10% of people with Autism are
¢ Alfred
:
Developed the first measure of intelligence exam that is still used today
(Stanford-Binet Test)
Four Elements of
Intelligence:
Please take a moment to define these elements. Use pages
255-256 of your text.
¢
Direction:
¢
Adaptability:
¢
Comprehension:
¢
Self-evaluation:
In your groups, create a task to
solve. You must apply Binet’s Four Elements of Intelligence in order to
identify the task and solve the problem. Use a separate sheet of paper.
Mental Age
¢
Level of functioning in years, which is compared with
chronological age to derive IQ
— i.e.:
five year old child may have mental age of a six year old
¢
Tests given have been broken down by age (3-15)
¢
IQ: measure of intelligence originally obtained
by comparing age, as determined by testing, with
age
¢
However, today there are multiple intelligence
tests and tables are used to calculate scores
Guided Reading: pages 258 to 260
1. What
was David Wechsler’s original intention in devising an intelligence test?
2. How
was Wechsler’s test different from Binet’s?
3. What
are the three IQs measured by the Wechsler Adult Intelligence Scale?
(WAIS-III)?
Theories of Intelligence: Using
the article, summarize each theory of intelligence. List two professions you believe could go
with each component, AND choose the area you believe you excel the MOST in.
Visual/Spatial –
Verbal/Linguistic –
Logical/Mathematical –
Bodily/Kinesthetic –
Musical –
Interpersonal –
Intrapersonal –
Naturalist –
Issues in Intelligence Testing
¢
Both Binet and Wechsler tests are administered
on an individual basis. Tests are expensive to give, but use multiple
strategies. Group tests are much cheaper but are highly verbal and use
pencil/paper. Both are extremely accurate.
¢
Other issues with Testing:
— Language
(words that are used) and language
— Cultural
/barriers
(Cultural/Class bias)
¢
Certain concepts are unknown in different
cultures
Creativity
¢
The mental processes that result in original,
workable .
¢
:
come up with unusual, unexpected ideas; use something in a way that is
different from the way it was meant to be used
END OF ASSIGNMENT
Theories of Intelligence
Harvard professor Howard Gardner
has identified eight different types of intelligences that each individual has
the capacity to possess. The idea of multiple intelligences is important
because it allows for educators to identify differing strengths and weaknesses
in students and also contradicts the idea that intelligence can be measured
through IQ. In researching about genius, we found that Howard Gardner's theory
of Multiple Intelligences provides a great alternative to the popular
measurable IQ method.
Summaries of eight
intelligences:
Visual/Spatial -
Involves visual perception of the environment, the ability to create and
manipulate mental images, and the orientation of the body in space.
Verbal/Linguistic
- Involves reading, writing, speaking, and conversing in one's own or foreign
languages. People with high
verbal-linguistic intelligence are typically good at reading, writing, telling
stories and memorizing words and dates.
Logical/Mathematical
- Involves number and computing skills, recognizing patterns and relationships,
timeliness and order, and the ability to solve different kinds of problems
through logic.
Bodily/Kinesthetic
- Involves physical coordination and dexterity, using fine and gross motor
skills, and expressing oneself or learning through physical activities. Gardner elaborates to
say that this also includes a sense of timing, a clear sense of the goal of a
physical action, along with the ability to train responses.
Musical -
Involves understanding and expressing oneself through music and rhythmic
movements or dance, or composing, playing, or conducting music. Since there is a strong
auditory component to this intelligence, those who are strongest in it may
learn best via lecture.
Interpersonal -
Involves understanding how to communicate with and understand other people and
how to work collaboratively. In theory, individuals who have high interpersonal
intelligence are characterized by their sensitivity to others' moods, feelings,
temperaments and motivations, and their ability to cooperate in order to work
as part of a group.
Intrapersonal -
Involves understanding one's inner world of emotions and thoughts, and growing
in the ability to control them and work with them consciously. This area has to do with
introspective and self-reflective capacities. This refers to having a deep
understanding of the self; what one's strengths/ weaknesses are, what makes one
unique, being able to predict one's own reactions/emotions.
Naturalist -
Involves understanding the natural world of plants and animals, noticing their
characteristics, and categorizing them; it generally involves keen observation
and the ability to classify other things as well. This sort of ecological receptiveness is deeply rooted in a
"sensitive, ethical, and holistic understanding" of the world and its
complexities–including the role of humanity within the greater ecosphere.
"Multiple intelligences is a psychological theory about
the mind. It's a critique of the notion that there's a single intelligence
which we're born with, which can't be changed, and which psychologists can
measure. It's based on a lot of scientific research in fields ranging from psychology
to anthropology to biology. It's not based upon based on test correlations,
which most other intelligence theories are based on. The claim is that there
are at least eight different human intelligences. Most intelligence tests look
at language or logic or both - those are just two of the intelligences. The
other six are musical, spatial, bodily/kinesthetic, interpersonal,
intrapersonal, and naturalist. I make two claims. The first claim is that all
human beings have all of these intelligences. It's part of our species
definition. The second claim is that, both because of our genetics and our
environment, no two people have exactly the same profile of intelligences, not
even identical twins, because their experiences are different."
END OF ASSIGNMENT AND UNIT
