Edward Thorndike:
1. Explain Thorndike's puzzle-box experiment.
A=/ Thorndike puts cat in a puzzle box and observed the cat trying to get out. The cat had to figure out how to get out. Each time a cat gets out, the process started again. Each time the cat gets out more quickly than the previous trial.
2. Explain Thorndike's "Law of Effect".
A=/If the response comes familiar with the situation, then its likely to be done again through a reward.
3. Explain Thorndike's "Law of Exercise".
A=/ The more you make practice by associations, the more success it has to perform well.
B.F. Skinner:
1. Explain Skinner's concept of Operant Conditioning
A=/ Behavior's effects based on an action made due to the particular behavior, whether a reinforcement or a punishment comes out.
2. What does reinforcement always do?
A=/To fortify a behavior done.
3. What does a punishment alsways do?
A=/To decrease or halt a behavior done.
4. Explain the difference between "postive" and "negative" as they are used in opernat conditioning.
A=/The action has reinforcing (something is given), or receives a punsishment(something is taken away).
Works Cited
-www.psychology.uiowa.edu/faculty/wasserman/.../Puzzle.html
-www.britannica.com/.../Thorndikes-law-of-effect
-psychology.about.com/od/behavioralpsychology/a/introopcond.html
-www.mcli.dist.maricopa.edu/proj/nru/opcond.html
Tuesday, December 14, 2010
Thursday, December 2, 2010
Classical Conditioning and Behaviorism
Ivan Pavlov:
1. What was Pavlov actually studying when he developed his theory of classical conditioning?
A=/ He was studying digestion. Then he realized that there was conditioning in the digestive system.
2. Explain (in detail) how Pavlov's experiment was conducted.
A=/ Pavlov brought food, then the dog salivated as it saw the food. After a few times doing that the dog started salivating even before the plate was presented, it salivated by sensing Pavlov coming. Then he made the dog relate noise with the food
3. Identify the conditioned stimulus, the unconditioned stimulus and the conditioned response from Pavlov's experiment.
A=/ Conditioned stimulus would be the bell, the unconditioned is obviously the food, response is the dog's salivation.
4. Explain what extinction means in relation to classical conditioning.
A=/ When the conditioned stimulus disappears since it is not presented with the unconditioned one more than once.
5. Explain what stimulus generalization means in relation to classical conditioning.
A=/ Stimulus generalization is the tendency for the conditioned stimulus to evoke similar responses after the response has been conditioned.
6. Explain what stimulus discrimination means in relation to classical conditioning.
A=/ respond only to a stimulus that is the same as the original conditional stimulus.
7. Explain at least two limitations of this experiment.
A=/ -Pavlov made tube routes for the saliva to drip.
-He only used 2 dogs.
8. Explain what Pavlov theorized about how we learn.
A=/ Respondent Condiditioning. Conditioned-something learned. Unconditioned-innate
John B. Watson:
1. Explain (in detail) how Watson's "Little Albert" study was conducted.
A=/ Albert was exposed to be furry animals. Albert did not showed any fear towards the things. Then they showed the furry animals and stuff with a loud noise, and made Albert cry. Then he developed a fear on furry things.
2. Identify the conditioned stimulus, the unconditioned stimulus and the conditioned response from Watson's study
A=/ Conditioned stimulus are the furry animals. The unconditioned is the loud noise made. The response is the fear to furry things.
3. Explain at least two limitations of this study.
A=/ He only used one child on the experiment. Also it is unethical, which means that it cannot be replicated.
4. Explain Watson's law of frequency.
A=/ The more the stimulus with a response is done multiple times, the more powerful is the association.
5. Explain Watson's law of recency.
A=/ The recent response occurred from a stimulus, which is associated with it.
6. Explain the basic assumptions of behaviorism according to Watson.
A=/ Behaviorism is behavior made from the environment. It can be studied rather than mental process, since mental process cannot be observed like behavior.
Works Cited
-psychology.about.com/od/.../a/classcond.htm
-nobelprize.org/educational/medicine/pavlov/readmore.html
-http://www.gerardkeegan.co.uk/glossary/gloss_s.htm
-psychology.about.com/od/sindex/g/stimgen.htm
-education.stateuniversity.com/.../Watson-John-B-1878-1958.html
-www.psywww.com/.../watson_and_behaviorism.html
1. What was Pavlov actually studying when he developed his theory of classical conditioning?
A=/ He was studying digestion. Then he realized that there was conditioning in the digestive system.
2. Explain (in detail) how Pavlov's experiment was conducted.
A=/ Pavlov brought food, then the dog salivated as it saw the food. After a few times doing that the dog started salivating even before the plate was presented, it salivated by sensing Pavlov coming. Then he made the dog relate noise with the food
3. Identify the conditioned stimulus, the unconditioned stimulus and the conditioned response from Pavlov's experiment.
A=/ Conditioned stimulus would be the bell, the unconditioned is obviously the food, response is the dog's salivation.
4. Explain what extinction means in relation to classical conditioning.
A=/ When the conditioned stimulus disappears since it is not presented with the unconditioned one more than once.
5. Explain what stimulus generalization means in relation to classical conditioning.
A=/ Stimulus generalization is the tendency for the conditioned stimulus to evoke similar responses after the response has been conditioned.
6. Explain what stimulus discrimination means in relation to classical conditioning.
A=/ respond only to a stimulus that is the same as the original conditional stimulus.
7. Explain at least two limitations of this experiment.
A=/ -Pavlov made tube routes for the saliva to drip.
-He only used 2 dogs.
8. Explain what Pavlov theorized about how we learn.
A=/ Respondent Condiditioning. Conditioned-something learned. Unconditioned-innate
John B. Watson:
1. Explain (in detail) how Watson's "Little Albert" study was conducted.
A=/ Albert was exposed to be furry animals. Albert did not showed any fear towards the things. Then they showed the furry animals and stuff with a loud noise, and made Albert cry. Then he developed a fear on furry things.
2. Identify the conditioned stimulus, the unconditioned stimulus and the conditioned response from Watson's study
A=/ Conditioned stimulus are the furry animals. The unconditioned is the loud noise made. The response is the fear to furry things.
3. Explain at least two limitations of this study.
A=/ He only used one child on the experiment. Also it is unethical, which means that it cannot be replicated.
4. Explain Watson's law of frequency.
A=/ The more the stimulus with a response is done multiple times, the more powerful is the association.
5. Explain Watson's law of recency.
A=/ The recent response occurred from a stimulus, which is associated with it.
6. Explain the basic assumptions of behaviorism according to Watson.
A=/ Behaviorism is behavior made from the environment. It can be studied rather than mental process, since mental process cannot be observed like behavior.
Works Cited
-psychology.about.com/od/.../a/classcond.htm
-nobelprize.org/educational/medicine/pavlov/readmore.html
-http://www.gerardkeegan.co.uk/glossary/gloss_s.htm
-psychology.about.com/od/sindex/g/stimgen.htm
-education.stateuniversity.com/.../Watson-John-B-1878-1958.html
-www.psywww.com/.../watson_and_behaviorism.html
Article Summaries
Article #3 http://www.sciencedaily.com/releases/2010/07/100705190532.htm
This article is about students' sleep prior to arrive at school. The ones in charge of the experiment were Judith A. Owens and colleagues, whom studied 201 students in grades 9-12 attending an independent high school in Rhode Island. For the purposes of the study, class start time was delayed 30 minutes, from 8 a.m. to 8:30 a.m. Additionally, students were required to complete an online survey before and after the change in school start time.
At least eight hours of sleep increased from 16.4% to 54.7%.
Students rating themselves as unhappy or depressed decreased significantly from 65.8% to 45.1%
Students visiting the Health Center for fatigue-related symptoms before the delayed start time was 15.3%versus 4.6%.
I believe that delaying start time in school is a big step towards having more sleep. The problem is that we would get out of school at a uncomfortable hour. In the case of Tegucigalpa, we leave home near the traffic hours. If time delayed, this would be dissolved, but we would get out of classes near the afternoon's traffic hours.
The study was made on 89 students between 17-20 years old preparing to begin freshman year and 34 of those students as they completed their freshman year at a liberal arts college.
I think that sleeping less makes the student lower his/her grades, because it disturbs the focus they have in class. Nevertheless, I have slightly bad sleep habits than last year, which is sleeping 6-7 hours most weekdays, but this year my average was way better than 8th and 9th grade.
Article #6 http://www.sciencedaily.com/releases/2010/10/101025161023.htm
This article is about students' sleep prior to arrive at school. The ones in charge of the experiment were Judith A. Owens and colleagues, whom studied 201 students in grades 9-12 attending an independent high school in Rhode Island. For the purposes of the study, class start time was delayed 30 minutes, from 8 a.m. to 8:30 a.m. Additionally, students were required to complete an online survey before and after the change in school start time.
According to the study, after the delayed start time, "students reported significantly more satisfaction with sleep and experienced improved motivation. Daytime sleepiness, fatigue and depressed mood had reduced." It was also correlated with a significant increase in sleep duration on school nights of 45 minutes as well as a reduction in weekend oversleep.
Results: Students getting less than 7 hours of sleep decreased by 79.4%At least eight hours of sleep increased from 16.4% to 54.7%.
Students rating themselves as unhappy or depressed decreased significantly from 65.8% to 45.1%
Students visiting the Health Center for fatigue-related symptoms before the delayed start time was 15.3%versus 4.6%.
I believe that delaying start time in school is a big step towards having more sleep. The problem is that we would get out of school at a uncomfortable hour. In the case of Tegucigalpa, we leave home near the traffic hours. If time delayed, this would be dissolved, but we would get out of classes near the afternoon's traffic hours.
 |
| http://dropmeoffinharlem.blogspot.com/2008/04/i-hate-you-830-am.html |
This article is about how lack of sleep is a factor to low a student's GPA. The ones who was in charge
is Jennifer Peszka, PhD, psychology department chair at Hendrix College. The study was made on 89 students between 17-20 years old preparing to begin freshman year and 34 of those students as they completed their freshman year at a liberal arts college.
There was a resulting decline in the GPA during the transition from high school to college.
Results indicate that evening types had significantly lower first year college GPA (2.84) than morning and intermediate types (3.18). These evening-type students showed a greater decrease in their GPA during the transition from high school to college than their peers; their grades dropped by .98 GPA points, while others only dropped by .69 GPA points. These evening types also slept on average 41 minutes less than other students on school nights.I think that sleeping less makes the student lower his/her grades, because it disturbs the focus they have in class. Nevertheless, I have slightly bad sleep habits than last year, which is sleeping 6-7 hours most weekdays, but this year my average was way better than 8th and 9th grade.
 |
| http://www.quebecsorbonnenouvelle.org/ |
Article #6 http://www.sciencedaily.com/releases/2010/10/101025161023.htm
This article is about that people have different sleeping manners due genes stuff. There is a gene variant correlated to sleeping disorder narcolepsy, but some people with this gene don't have this disorder and some people without the gene can still have narcolepsy. The one in charge of the experiment wasNamni Goel, PhD, of the University of Pennsylvania School of Medicine in Philadelphia, with support from the National Space Biomedical Research Institute, the National Institutes of Health, the Institute for Translational Medicine and Therapeutics, and the National Center for Research Resources.
The study was with 92 adults without the gene variant, and compared to 37 adults who had the gene variant but did not have any sleep disorders. All of these adults were in a sleeping lab.The first two nights, they spent 10 hours in bed and were fully rested. The next five nights had chronic partial sleep deprivation, also known as sleep restriction, where they were allowed four hours in bed per night. During the remaining time, lights were kept on and participants could read, play games, or watch movies to stay awake.
Results: the people with the gene variant were sleepier and more fatigued while both fully rested and sleep deprived. Those with the gene variant woke up on average almost four times during the 5th night of sleep deprivation, compared to those without the gene variant, who woke up on average twice. Those with the gene variant also had a lower sleep drive, or desire to sleep, during the fully rested nights. Those with the gene variant also spent less time in deep sleep than those without the variant, during both the fully rested and sleep deprivation nights. During the 2nd fully rested night, those with the variant had an average of 34 minutes in Stage 3 sleep, compared to 43 minutes for those without it. During the 5th night of sleep deprivation, those with the variant spent an average of 29 minutes in Stage 3 sleep, compared to 35 minutes for those without it.
I think that the gene variant is somehow affecting people who have it, even though some don't have narcolepsy. With the gene variant, it makes people wake up more times and be more exhausted and with more sleep desire. |
| http://www.canada.com/Health/Sleep+deprivation+tied+weight+gain/1686030/story.html |
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