Ms Beland's Classes



AP PSYCHOLOGY 2020 - 21November 18, 2020Today’s Agenda (Day 63)HOMEWORK CHECK Unit 6 Vocabulary Unit 6 Notes: Module 26 CLASS ACTIVITY: CONT’D: Unit 6 PPT ReviewModule 28 – Operant conditioning’s applications, and comparison to classical conditioningModule 29 – Biology, cognition and learningModule 30 – Learning by observationHOMEWORK:READ: Unit 6 – LearningCOMPLETE: Unit 6 Vocabulary & Notes [Module 26 – Nov.17, Mod27 – Nov.18, Mod28 – Nov.19; Mod29 – Nov.20; Mod30 – Nov.21]Unit 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 reinforcementSpontaneous recoverycognitive mapextrinsic motivationlearned helplessnesspositive reinforcementstimulusconditioned reinforcerfixed-interval schedulelearningprimary reinforcerunconditioned responseconditioned responsefixed-ratio schedulemirror neuronsproblem-focused copingunconditioned stimulusconditioned stimulusgeneralization modelingprosocial behaviorvariable-interval schedulecontinuous reinforcementhabituationnegative reinforcementpunishmentvariable-ratio scheduleREMINDERS:Unit 6 Vocabulary – Nov. 16Unit 6 Notes – Nov.17-21Project Presentation – Nov. 24 – Dec. 4TEST: Unit 6 November 23AP PSYCHOLOGY 2020-21Class ReviewHandout 26-1: Fact or Falsehood? Read each statement and decide whether you believe it is true or false. 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.1581150358775The Brain “Reimagined”The Brain “Reimagined”AP PSYCHOLOGY 2020-21UNIT PROJECTWho?In PAIRS, you are to complete the following unit project. -95251968500 What is the task?You are to make up an ORIGINAL song OR poem OR rap OR a comic book for the following 26 areas of the human brain. Your products must discuss the parts (structures) and areas of the brain and their functions. ALL group members must be included in performance/presentation.BONUS: You may create an ORIGINAL pre-recorded video of the performance.Additionally, you will make up a skit/video for each of the 6 neurotransmitters. Put your “characters” in a scenario of some type. Here are some ideas (or choose your own):Planning a Halloween partyChoosing a T-shirt design for the school Psychology clubIn the break room at the office?Deciding on which restaurant to go to before the “big game”Brainstorming a theme for the Homecoming Dance?At breakfast talking about what happened at the Homecoming Dance last nightInclude image (2-D) of the brain with the parts correctly identified. Image must be an ORIGINAL creation!! By the end, you should have discussed 26 aspects of the brain AND the neurotransmitters. PARTSAmygdalaBrainstemCerebellumCorpus Callosum HippocampusHypothalamusMedullaPituitary GlandPonsReticular FormationThalamusLOBES1. Frontal Lobe2. Occipital Lobe3. Parietal Lobe4. Temporal LobeCORTEX5. Auditory Cortex6. Motor Cortex7. Prefrontal Cortex8. Sensory Cortex9. Visual CortexAREAS1. Broca’s Area2. Wernicke’s AreaNEUROTRANSMITTERS:1. Serotonin2. Dopamine3. Endorphins4. Acetylcholine 5. GABA6. NorepinephrineWhat will my finished product look like?Your final product will be submitted to me DIGITALLY in a Power Point/Prezi Presentation with the following:Title Page with everyone’s name on itDiagram(s) labeling the location of each of the 26 brain areas26 Brain Parts (in order) 6 Neurotransmitter “characters”. The area of the brain that controls/affects the neurotransmitter used for that character and what it actually controls in the brainThe poems/songs/comic book AND skits will be performed during the week before Thanksgiving Break.RUBRIC: See belowDUE: November 10, 11:59:59 pmPRESENTATIONS: Week of Nov. 16 - 20RUBRIC: The Brain “Reimagined”Team:Final Score:_____/2Title Page with everyone’s name on it_____/5Original Diagram(s) labeling the location of each of the 26 brain areas_____/5026 Parts of Brain -in song/poem/comic book form: (in order) that include all of the following Accuracy for part and its functionCreativityMentioned Location of part in relation to whole of brainThe area of the brain/neurotransmitter used for that character and what it actually controls in the brain_____/25Neurotransmitter Skit All 6 characters addressedAccuracy for its function and its effect _____/5Creativity of flow, Originality, Aesthetics_____/5Accuracy and Consistency of Information_____/5Works Citation_____/3Completeness of ProductsCOMMENTS: ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download