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