states of consciousness reading and sleep log

1. Please read and take notes on the first half of chapter 7/states of consciousness (p. 265-285) - I may collect or check your notes, so please make sure you bring them to class Monday after break.
2. Keep a sleep log for a week over break for at least a week. We'll be continuing this the week back from break for contrast (think of break as the control condition). Set up your log as a table with the following columns, and then record your data from each night in rows:
--Date/day
--time to bed
--time awake
--dreams? (including fragments; include a summary if yes, whether or not they related to anything that happened that day, and note whether or not they were in color and what stimuli were included--taste, touch, smell, sound--other than visuals)
--how you felt upon waking
--number of naps/additional time slept
--energy level throughout the day
--caffeine intake
We'll analyze everything, Freud-like, after 2 weeks.

crossword and quiz answers for chpt. 10 & 11, extra credit

Chapter 10 x-word answers:
Across: 1. babbling; 8. grammar; 11. algorithm; 14. Washoe; 15. Skinner; 17. insight; 20. Whorf; 21. fixation; 22. telegraphic

Down: 2. linguistic determinism; 3. heuristic; 4. prototype; 5. belief bias; 6. framing; 7. cognition; 9. availability; 10. mental set; 12. morphemes; 13. one-word; 16. syntax; 18. two-word; 19. concept

Chapter 11 x-word:
Across: 5. academic; 7. Sternberg; 9. practical; 10. Gardner; 11. Terman; 17. WAIS; 18. reification; 19. WISC; 21. Binet

Down: 1. mental age; 2. factor analysis; 3. mental retardation; 4. Down syndrome; 6. criterion; 8. heritability; 12. achievement; 13. predictive; 14. normal curve; 15. reliability; 16. Flynn effect; 20. content

Quiz answers for chapter 11:
1. A; 2. D; 3. B; 4. C; 5. B; 6. A; 7. C; 8. D; 9. A; 10. B; 11. D; 12. D; 13. C; 14. D; 15. A; 16. C; 17. D; 18. D; 19. D; 20. B

Extra credit (due by the end of the first week after break):
Create an ornament for my psychology holiday tree! Please be sure that it relates to the content, and put some thought and effort into making it. Include a short written explanation if you think you need to. Worth up to 5 extra points for the term (maybe more if it's especially clever or well done).

upcoming assignments

--Finish chapter 11 for Thursday 12/17
--ch 10 and 11 test is next Monday 12/21
--Multiple intelligences project (lesson plan) is due Wednesday 12/23

Here's the George Carlin clip, for those of you who are curious:
http://www.wimp.com/carlinlanguage/

chapter 11 / puzzle answers

Read and take notes on chapter 11/intelligence by next Thursday (12/17)

Answers to the remote associations test:
1. phone
2. book
3. fire
4. pin
5. cheese
6. chair
7. slow
8. foot
9. party
10. hard
11. green
12. floor
13. stone
14. bar
15. fountain
16. ball
17. go
18. cover
19. type
20. chair
21. lead
22. top
23. tack
24. watch
25. cat
26. stop
27. mail
28. bubble
29. end

Answers to the other side (the supposed "genius test"):
http://www.johnpratt.com/items/puzzles/genius_ans.html

chapter 10 reading

Read and take notes on chapter 10 (thinking & language) by Thursday 12/10

60 Minutes on problems with eyewitness testimony, x-word answers

http://www.cbsnews.com/video/watch/?id=4852659n
http://www.cbsnews.com/video/watch/?id=4852677n

Crossword answers:
Across:
1. repression
4. echoic
6. semantic
7. priming
11. imagery
14. LTP
15. iconic
19. chunking
20. flashbulb
21. amnesia
22. rehearsal

Down:
1. recognition
2. sensory
3. misinformation
4. effortful
5. hippocampus
8. implicit
9. mnemoics
10. acoustic
12. automatic
13. proactive
16. long term
17. visual
18. deja vu

memory project and test

Memory project is due Tuesday 12-1 - see previous post

Memory test is Thursday 12-3

Show and tell/memory project

**Bring in something meaningful for "show and tell" Tuesday 11/24

**Memory project possibilities:

1: Shadow box: create a shadow box/diorama with pictures and objects of past memories. Explain the significance of each picture or object in either a separate paper or as part of the display.

2: Film review: choose a movie that focuses specifically on some aspect of memory and write a 2-page (double-spaced) review of the film. Include a plot summary and analysis of the aspect of memory portrayed. For suggestions, go to: http://socrates.berkeley.edu/~kihlstrm/movies.htm
(The Manchurian Candidate is on the list; I forgot (ha!) about the recovered memories aspect).

3. Video project: create something entertaining for us to watch in class that focuses on memory and is about 5 minutes in length. This choice is very open-ended, but be clear to read the requirements and grading info below. You may want to talk to me first if you’re thinking about this option.

Requirements:
ALL PROJECTS must be typed and require that you incorporate 10 psychology terms, at least 3 of which must be from the memory chapter, and either make sure your understanding is clear in the application of the terms or clearly define them. .

Grading:
All projects will be graded on the correct usage of terminology, clarity of written/spoken expression, clarity of visual aspects/neatness, creativity and originality, depth of understanding and effort apparent in the final product.

Worth 75 points for term 2

Due Tuesday December 1st

Reading assignments for chapter 9 - memory

Read/take notes on p. 343-361 for Wednesday 11/18;
p. 361-371 for Friday 11/20;
finish the chapter for Monday 11/23

crossword and practice quiz answers

Crossword:
Across:
1. respondent
4. learning
6. negative
9. unconditioned
12. UR (we've been referring to it as "UCR")
14. prosocial
17. operant
20. shaping
21. CR
22. latent
23. acquisition

Down:
2. partial
3. fixed interval
5. generalization
7. extinction
8. congnitive map
10. discrimination
11. observational
13. US (a.k.a. UCS)
14. punishment
15. classical
16. modeling
18. extrinsic
19. CS

Progress test 1 practice quiz
1. C
2. B
3. C
4. B
5. D
6. B
7. B
8. B
9. B
10. C
11. C
12. C
13. D
14. B
15. D
16. C
17. D
18. D
19. B
20. A

Matching:
1. E
2. H
3. F
4. G
5. I
6. K
7. M
8. A
9. C
10. B
11. D
12. J
13. L

chapter 8 test Friday; project update

Learning project can be turned in on Monday 11/16 if you need the extra time;
Chapter 8/Learning test is Friday 11/13

learning webquest

Learning Webquest

Go to http://nobelprize.org/educational_games/medicine/pavlov/
Click Play Pavlov’s Dog game. Can you condition the pooch to salivate?

Go to http://www.ar.cc.mn.us/biederman/courses/p1110/examples1.htm
Read through at least three of the examples. Then click the link for Set 2 at the bottom of the page. Follow the instructions at the top of this next page.

Go to http://www.worthpublishers.com/myers5e/content/psychsim/

Click the “Operant Conditioning” link. Then, click “Reinforcement” on the next page. Click next as you finish each page.

Go to http://psych.athabascau.ca/html/prtut/reinpair.htm
Read through at least two of the examples. Then, click “On to the practice exercise” at the bottom of the page. (Don’t worry if you answer incorrectly; these are tough!)

Ready for a quiz? Try http://allpsych.com/tests/psychology/learning.html

If there’s time, visit https://implicit.harvard.edu/implicit/You’ll need to register with an e-mail address (valid or not). Then, click on the Demonstration link.

This week and next

1. Finish reading/notes on chapter 8 by the end of the week

2. Extra credit (for up to 5 term points, or up to 10 if your last test was a 70 or below):
Design a sensation or perception based experiment with clearly defined variables, definitions and procedures, and incorporate at least 3 terms from the chapters. Please type! Due by Tuesday if you want it to count on term 1.

3. Learning project: design a behavior modification program
In this project, you will design and implement a self-modification program based on the principles of learning. This project consists of five steps:
1. Choosing a behavior
2. Observing and recording a baseline of the behavior (4 days)
3. Designing a behavior modification program
4. Implementing the program (3 days)
5. Writing a brief paper

You will turn in:
*a histogram (see below)
*a 2-page explanation of your program and its effectiveness

STEP 1: Choose a Behavior
Select a simple behavior of yours the frequency of which you would like to increase or decrease. Examples of behaviors worthy of increasing include picking up trash, petting the dog, or giving compliments. Behaviors such as punctuating sentences with “okay?” or “you know,” biting your nails, or watching TV should be decreased.

STEP 2: Observe and Record a Baseline
Before you can begin a behavior modification program, you must determine the normal rate of the behavior you want to change and the conditions under which it appears. This process is called establishing a baseline.

A baseline provides a control condition against which you can compare the effects of whatever training method you choose. It also provides information about the possible motivation and discriminative cues that control the behavior. This information is important when designing an effective program.

Typically, observation and recording are done by someone other than the subject, in part because observation of your own behavior can change the behavior and distort the baseline. For our purposes, self-observation is acceptable.

Establish your baseline by recording and charting your chose behavior for at least four days. Behaviors can be recorded by frequency or duration. Choose the method that seems appropriate for your chosen behavior. For example, if the behavior is the habit of saying “you know,” you will want to record how many times you say it in the course of conversation. If the behavior is TV watching, you will want to record in minutes or hours per day. You will also need to consider whether the behavior is particular to a situation or more generalized.

For the greatest reliability, you should record the behavior as it occurs, rather than store the data mentally until the end of the day. (Perhaps you could carry a pen and pad with you, or make a note in your cell phone.) Be sure to note the circumstances under which the behavior occurred.

Plot your baseline data on a histogram (bar graph) with “Day” on the x-axis and “Frequency (or Duration) of behavior” on the y-axis.

STEP 3: Design a Behavior Modification Program
Design a program to change our chosen behavior that incorporates the behavioral principles in this chapter. Think carefully about why you are choosing a particular method or methods, and not other methods.

STEP 4: Implement the Program
Implement the program over a 3-day period. Observe and chart any changes in your behavior. Plot this data on your histogram.

STEP 5: Write your Paper
Write a 2-page paper (12-point Times font, double-spaced) in which you do the following:
Describe the behavior under the baseline condition. Mention any discriminative stimuli you observed and types and/or schedules of reinforcement. Be sure to demonstrate your ability to apply the concepts discussed in class.

Describe the training program that you designed. Explain how you altered the contingencies controlling the behavior. Make specific references to concepts of classical or operant conditioning (positive/negative reinforcement, schedules, conditioned stimulus, shaping, extinction) where appropriate. Be sure to demonstrate your ability to apply the concepts from the chapter.

Reflect on the effectiveness of your program. How well did it work? Why was it effective or ineffective? What changes might you make to your program? Be concise.

You will be graded on the basis of your application of the terms and concepts, the creativity and originality of your choice, and the clarity of your written description.

Out of 75 points; due Thursday, November 12.

for this week (11/2-11/6)

Finish reading/taking notes on chapter 8 (learning) by the end of the week

For Monday 11/2

Read/take notes on the first section of chapter 8 (classical conditioning)

week of 10/26 - 10/30

-Finish reading/notes on chapter 6 for Monday 10/26

-Plan your "senses tour of Arlington": for each sense (besides vision), describe a spot in town that would provide a unique or unusual sensory experience for a blindfolded subject/classmate. Due Tuesday 10/27

+5 extra credit points if you actually take someone on your tour (bring some kind of evidence that you did it)

-Sensation & perception test: Friday 10/30

due this week

Reading/notes through p. 248 by Friday 10-23 - finish for Monday 10-26

Bring in a shirt you've worn (but not run 5 miles in, please) for Thursday 10-22

upcoming assignments

-Have chapter 5 (sensation) read by Tuesday 10/20
-Touch box is also due Tuesday 10/20


Link to site with songs played backwards and supposed reverse "lyrics," if you're curious:
http://jeffmilner.com/backmasking.htm

chapter 5 reading

Begin reading chapter 5 (sensation) - you should be at least 10 pages in by Friday's class

review stuff - video clip and crossword answers

Link to video clip about the man who had a disorder in his hippocampus: http://www.learner.org/resources/series150.html (it's #10: "Life Without Memory: the Case of Clive Wearing"

Crossword answers:
Across
3. peripheral
6. temporal
7. motor
9. frontal
12. adrenal
14. medulla
15. cortex
16. synapse
17. EEG
19. lesion
20. MRI
21. occipital
22. amygdala
25. parietal

Down:
1. hypothalamus
2. corpus callosum
3. PET scan
4. action potential
5. acetylcholine
8. reflex
10. limbic system
11. endorphins
13. autonomic
17. endocrine
23. glial
24. axon

brain project and test

brain project is due Tuesday 10/13 (see below)
Test on chapter 2 is Wednesday 10/14

Neuropsychology Project
You will be creating a poster featuring...YOURSELF!You will provided with a large sheet of paper, and a brain (well, the outline of one.) You will have some time in class to have the outline of your head traced, by using the shadow from the overhead projector. This tracing will serve as a template for the model of the brain you will create.

Outline or draw each of the following sections. Label each area and include a visual to explain the function of the area. For example, the temporal area could include a picture or drawing of the ear. Each area will also need a brief, accurate description of its function. There's a lot that needs to fit on this poster, so plan accordingly. Be creative; the more interesting posters will decorate our classroom for many months.Your poster will be graded with the following in mind: picture connectedness and creativity, function descriptions, part location, overall creativity and visual presentation.

Required elements: thalamus, hypothalamus, hippocampus, amygdala, corpus callosum, pituitary gland, cerebellum, cerebral cortex, the four lobes of the brain, motor cortex, somatosensory cortex.

Out of 75 points. Due Wednesday, October 7. (The day before your Chapter 2 test)

silhouette with a view due Tues 10/13

-neurology project (silhouette with a view) is due Tuesday 10/13
It is your responsibility to come by sometime to trace your silhouette (or you may do it at home, if you're able)

-overview of due dates this week:
Monday: chapter 2 reading/notes
Tuesday: first post from Man Who Mistook... reading
Thursday: 2 reply posts from Man Who Mistook...
Tuesday: neurology project due
Wednesday: chapter 2 test

online discussion due dates

First post for The Man Who Mistook... due Tuesday 10/7
Replies are due by Thursday 10/9

chapter 2 by Friday 10/2

Read and take notes on chapter 2 by Monday 10/5

due next week 9/21-9/25

Next week's due dates:
Monday 9/21 - naturalistic observation due
Thursday 9/24 - experiment due (see description below)
Friday 9/25 - test, chapters 1 and 3 (thinking critically with psychological science and the nature/nurture of behavior


Designing an Experiment
For your first project, you will be creating an experimental design for a psychological research project. First, you must choose an area of interest concerning human behavior. Then, identify a hypothesis that you wish to test. Your research design must include the following sections in your report:

I. INTRODUCTION
This section should read from general to specific, beginning with an overview of the topic you wish to study and concluding with your hypothesis. Introductions generally include a literature review, in which you provide summaries of relevant psychological studies that have been previously conducted. For the purposes of this assignment, however, a literature review is not necessary.

II. METHOD
This section is generally divided into three sections: materials, participants, and procedures. Materials include any objects, tests or other created items used in the study. The participant section includes information regarding the general characteristics of the subjects (no names), and the manner in which they were selected and assigned. Lastly, the procedures section provides detail on how the experiment is to be conducted.In your text, be sure to include and identify the following terms as they apply to your study: hypothesis, independent variable, dependent variable, operational definition, experimental group, control group, as well as any other relevant terms (such as random sampling, random assignment, placebo.)

In the spring, you may have the opportunity to follow up on this design by conducting the experiment.

This is an individual assignment and will be graded on the basis of correct use of terminology, clarity of written expression and sophistication and orginality of the concept.

Due at the start of class Thursday 9/24 - worth 75 points for term 1

upcoming due dates

1. Read/take notes on chapter 3 for Friday 9/18
2. Naturalistic observation is due Monday 9/21

syllabus for Monday 9/14, ch. 3 for Friday 9/18

-read and sign syllabus - return Monday 9/14
-chapter 3 (nature and nurture of behavior) needs to be read (take notes also) by Friday 9/18 - as a benchmark, you should have read the first 3 sections of the chapter by Tuesday's class