Thursday, December 16, 2010
Outline of Phase Three – Scott
The technique consists of the reader picking apart information that seems important to better understand it. The learner may connect the information with other knowledge within the text or his/her own life. This way of learning, although being without a teacher to direct the student, may improve understanding of abstract ideas or visualization of certain body functions within neuroscience.
Music and Learning
Music and Learning
There has always been a connection between music and brain development. Music plays a very important in the development of a child so it should be used while learning as someone that is older. Music is essential because it activates the left and right side of the brain at the same time. And this helps the brain contain memory and information. Music can also reactivate prior knowledge. Music then also helps the brain ability to think and reason and create. Many researchers have proved that if students are listening to music such as Mozart, or Beethoven those students will over all have a better score than those who were not under any type of music influence. Neurons trigger relaxation in the body when people listen to different types of music. This makes paying attention a lot easier as well.
Due to music’s mathematical order, it gives a positive effect to the human mind. The different types of rhythm, pitches and tones stimulate different parts of the brain. In high school, those with a musical background have higher than those without. As teenagers, there is much reconstruction going on in the brain at that time.
Although it may seem elementary, learning a song or a dance step creates a unique connection of body and mind interaction. Multi-sensory teaching provides for the best learning in all ages. This works because if one sense is not able to pick up something that is being learned, than another sense can work on understanding the information.
Music therapist often believe that music help structure emotional, mental and physical feelings that may be too intense t handle alone. Cognitive psychologist have confirmed that music is a good idea for educating.
Music relaxes the mind and lowers stress that help with learning. It acts directly on the body with can lead to faster learning. It also stimulates and awakens the mind and that increases blood flow and oxygen flow to the brain. While music works with our emotions, it creates clear passages for long-term memory.
Musicians such as Johann Sebastian Bach, Georg Frederic Handel and Wolfgang Amadeus Mozart have been able to show the activation of the left and right side of the brain because out their 60 beats per minute music.
Music is commonly used as a mnemonic device to help recall information. “In fourteen hundred sixty-two, Columbus sailed the ocean blue.” “I before E, except after C.” These are common mnemonic that help us regain information and apply basic ideas to something.
Experiment:
Let’s look at an experiment. Something will be easier to memorize when music is incorporated with it.
Sentence: Neuroscience is the scientific study of the nervous system.
Giving that sentence without any tones or pitches will be harder to memorize than giving the sentence to someone with many tones and pitches.
Stressing certain ideas and words can give the learner a better understanding of the sentence itself.
This can be the best way to learn neuroscience because it is involving more than just one sense. The more senses that is used, the deeper is our learning.
There really isn’t any “extra” work that has to go on to use this method. It’s easy, enjoyable and effective.
The process for this experiment is simple. Testing someone with music, and then without is the easiest way this experiment can be done.
Nedjine Dorcely
There has always been a connection between music and brain development. Music plays a very important in the development of a child so it should be used while learning as someone that is older. Music is essential because it activates the left and right side of the brain at the same time. And this helps the brain contain memory and information. Music can also reactivate prior knowledge. Music then also helps the brain ability to think and reason and create. Many researchers have proved that if students are listening to music such as Mozart, or Beethoven those students will over all have a better score than those who were not under any type of music influence. Neurons trigger relaxation in the body when people listen to different types of music. This makes paying attention a lot easier as well.
Due to music’s mathematical order, it gives a positive effect to the human mind. The different types of rhythm, pitches and tones stimulate different parts of the brain. In high school, those with a musical background have higher than those without. As teenagers, there is much reconstruction going on in the brain at that time.
Although it may seem elementary, learning a song or a dance step creates a unique connection of body and mind interaction. Multi-sensory teaching provides for the best learning in all ages. This works because if one sense is not able to pick up something that is being learned, than another sense can work on understanding the information.
Music therapist often believe that music help structure emotional, mental and physical feelings that may be too intense t handle alone. Cognitive psychologist have confirmed that music is a good idea for educating.
Music relaxes the mind and lowers stress that help with learning. It acts directly on the body with can lead to faster learning. It also stimulates and awakens the mind and that increases blood flow and oxygen flow to the brain. While music works with our emotions, it creates clear passages for long-term memory.
Musicians such as Johann Sebastian Bach, Georg Frederic Handel and Wolfgang Amadeus Mozart have been able to show the activation of the left and right side of the brain because out their 60 beats per minute music.
Music is commonly used as a mnemonic device to help recall information. “In fourteen hundred sixty-two, Columbus sailed the ocean blue.” “I before E, except after C.” These are common mnemonic that help us regain information and apply basic ideas to something.
Experiment:
Let’s look at an experiment. Something will be easier to memorize when music is incorporated with it.
Sentence: Neuroscience is the scientific study of the nervous system.
Giving that sentence without any tones or pitches will be harder to memorize than giving the sentence to someone with many tones and pitches.
Stressing certain ideas and words can give the learner a better understanding of the sentence itself.
This can be the best way to learn neuroscience because it is involving more than just one sense. The more senses that is used, the deeper is our learning.
There really isn’t any “extra” work that has to go on to use this method. It’s easy, enjoyable and effective.
The process for this experiment is simple. Testing someone with music, and then without is the easiest way this experiment can be done.
Nedjine Dorcely
Wednesday, December 15, 2010
Part 2
In order to identify which learning strategy is the most effective, we handed out a survey to about thirty classmates and even some teachers, asking them detailed questions about their study habits and learning preferences. The survey was written in a way as to avoid leading subjects to choose a certain answer, reducing possible bias. Also, the anonymity factor helped to make the subjects more comfortable with giving honest answers. When asking about study methods outside of the school setting, some responses were unexpected. Not surprisingly though, about 68% of the respondents declared that their preferred method of studying was cramming the night before an assessment. Only about 23% admitted to studying daily for at least a week before an exam, and a mere 9% said they do not study at all. But the most unexpected answer was that 0% of surveyed subjects said they studied in groups. This is a surprising fact because in a question about learning preferences, 27% of subjects stated that they learned best when in a group setting. Most people (59%), however, preferred learning alone in a quiet setting. These answers lead us to think that time and setting are very important factors in studying and learning information.
Another important finding was that 59% of students remember only half of the information they studied after the exam is taken. A smaller number, 27% remembers information only when it is needed again. Very few students (9%) remember all of the information.This shows that there is a flaw in either the learning method or the study method of these students because if the information was learned fully, more students would remember all of the information, even after the assessment. The next important result from our survey came from a question asking which learning method (kinesthetic, visual, or auditory) was preferred. Here the results were not as clear. About 45% of students preferred hands-on work such a science labs and class activities, 23% liked film clips and slide shows, and 32% preferred lectures and note taking. This lack of a majority proves that there is not one set learning method that works for every single student. This information helped us to format our own learning method which incorporates elements from kinesthetic, visual, and auditory strategies.
One method we came up with involved visual aspects which mixed pictures and words to effectively use both sides of the brain. The brain perceives pictures mostly with the right side of the brain, while words are read and deciphered with the left side which is more logical than the other side. When a word is read, it is received in the brain’s Visual Cortex. This part of the brain is spread out across both hemispheres and each side works with the other to decode images and words. By involving both sides of the brain through exercises which combine each hemisphere’s dominant trait, a student would learn more effectively. Because learning comes from experience, the exercises used would vary slightly each time as to prevent rote memorization of the information. Such exercises would contain pictures of film clips which would then be associated with words or definitions. The more exposure there is to something, the more easily it is remembered.
The scientific procedures behind this learning method focus on neuroscience. In this method, which is an example of Classical Conditioning, a subject learns to make associations and then anticipates other answers based on what was learned. After the initial first stage of learning called acquisition, the subject or in this case a student, learns to make these picture-word associations and applies them to different pictures or words each time. Leaving no room for rote memorization. Also, because the mind is actively matching pictures and words, it is cognitively learning, which means that it makes representations of the objects to save in the hippocampus (memory), there is a higher likelihood that the idea or concept will not be forgotten. Also, by placing the items in a list like form, we will increase the Spacing Effect, which has shown that humans remember information more clearly and for longer periods of time if it is presented in a list. So therefore our information would be presented in list format with pictures and words.
To test this out, I made a lesson, based on these picture-word associations and gave a subject who had never learned neuroscience the papers for one hour, with the instructions to learn the material to the best of their ability. After the one hour time period was up, a short test which contained similar but not the same questions was given to evaluate the level of retention. Out of twenty questions on neuroscience, the subject correctly answered seventeen of them. This is 85% of the information. Given that this information was learned in only one hour with no previous experience in the topic, this is a very high retention rate. To be able to correctly make a theory thought we would need to replicate this method many more times. But for now this definitely proves that this method at least helps within a short time period. To see if the method worked over a longer time period, the same subject was tested two days later, this time the percentage correct was 70%, which is lower that the first test, but much higher than was expected. This means that this method was effective to remember information for the long run.
It is crucial to understand how we learn, think, decode language, and remember things to fully comprehend neuroscience. Learning is based on memory which is based on decoding language, and a whole process drives each step to the next. To understand how language is decoded, we need to understand how information is received in the brain, and how the nervous system plays a role in perceiving sensory information. All of the different stages work off of each other to produce one resulting action or thought. Once we understand how these processes work, we can analyze our own learning styles and better the methods by which we perceive information. This will also enable us to decipher certain reactions and ways of thought which we encounter daily. This knowledge that our daily lives are applicable to learning psychology makes it easier to find examples which we will remember. Because psychology spans such a wide range of information, we can easily find examples from our experiences.
Finally, after having collected all the information from all four different learning methods, we created a more inclusive method which combined the most effective aspect of each method. We decided that picture-word associations, coupled with repetitive studying and a final review session would be the best way to learn neuroscience and remember it for a long time. We also found that playing relaxing music at a low volume while working increases productivity and helps to focus more on the topic at hand. These four strategies put together as one will most likely be the best method to learn without rote memorization. To be able to do this, a student would need to set aside about half and hour every day for at least a week before the exam to work on associations, and at least one hour before the exam to review all of the different associations in one sitting. Self-discipline is the key to learning any subject though, and if the student is not disciplined enough to sit down and actually study the material, then no results will be achieved. But if the method is followed well and the student is focused and willing to learn without any incentive other than a good grade, then this will practically guarantee results.
Another important finding was that 59% of students remember only half of the information they studied after the exam is taken. A smaller number, 27% remembers information only when it is needed again. Very few students (9%) remember all of the information.This shows that there is a flaw in either the learning method or the study method of these students because if the information was learned fully, more students would remember all of the information, even after the assessment. The next important result from our survey came from a question asking which learning method (kinesthetic, visual, or auditory) was preferred. Here the results were not as clear. About 45% of students preferred hands-on work such a science labs and class activities, 23% liked film clips and slide shows, and 32% preferred lectures and note taking. This lack of a majority proves that there is not one set learning method that works for every single student. This information helped us to format our own learning method which incorporates elements from kinesthetic, visual, and auditory strategies.
One method we came up with involved visual aspects which mixed pictures and words to effectively use both sides of the brain. The brain perceives pictures mostly with the right side of the brain, while words are read and deciphered with the left side which is more logical than the other side. When a word is read, it is received in the brain’s Visual Cortex. This part of the brain is spread out across both hemispheres and each side works with the other to decode images and words. By involving both sides of the brain through exercises which combine each hemisphere’s dominant trait, a student would learn more effectively. Because learning comes from experience, the exercises used would vary slightly each time as to prevent rote memorization of the information. Such exercises would contain pictures of film clips which would then be associated with words or definitions. The more exposure there is to something, the more easily it is remembered.
The scientific procedures behind this learning method focus on neuroscience. In this method, which is an example of Classical Conditioning, a subject learns to make associations and then anticipates other answers based on what was learned. After the initial first stage of learning called acquisition, the subject or in this case a student, learns to make these picture-word associations and applies them to different pictures or words each time. Leaving no room for rote memorization. Also, because the mind is actively matching pictures and words, it is cognitively learning, which means that it makes representations of the objects to save in the hippocampus (memory), there is a higher likelihood that the idea or concept will not be forgotten. Also, by placing the items in a list like form, we will increase the Spacing Effect, which has shown that humans remember information more clearly and for longer periods of time if it is presented in a list. So therefore our information would be presented in list format with pictures and words.
To test this out, I made a lesson, based on these picture-word associations and gave a subject who had never learned neuroscience the papers for one hour, with the instructions to learn the material to the best of their ability. After the one hour time period was up, a short test which contained similar but not the same questions was given to evaluate the level of retention. Out of twenty questions on neuroscience, the subject correctly answered seventeen of them. This is 85% of the information. Given that this information was learned in only one hour with no previous experience in the topic, this is a very high retention rate. To be able to correctly make a theory thought we would need to replicate this method many more times. But for now this definitely proves that this method at least helps within a short time period. To see if the method worked over a longer time period, the same subject was tested two days later, this time the percentage correct was 70%, which is lower that the first test, but much higher than was expected. This means that this method was effective to remember information for the long run.
It is crucial to understand how we learn, think, decode language, and remember things to fully comprehend neuroscience. Learning is based on memory which is based on decoding language, and a whole process drives each step to the next. To understand how language is decoded, we need to understand how information is received in the brain, and how the nervous system plays a role in perceiving sensory information. All of the different stages work off of each other to produce one resulting action or thought. Once we understand how these processes work, we can analyze our own learning styles and better the methods by which we perceive information. This will also enable us to decipher certain reactions and ways of thought which we encounter daily. This knowledge that our daily lives are applicable to learning psychology makes it easier to find examples which we will remember. Because psychology spans such a wide range of information, we can easily find examples from our experiences.
Finally, after having collected all the information from all four different learning methods, we created a more inclusive method which combined the most effective aspect of each method. We decided that picture-word associations, coupled with repetitive studying and a final review session would be the best way to learn neuroscience and remember it for a long time. We also found that playing relaxing music at a low volume while working increases productivity and helps to focus more on the topic at hand. These four strategies put together as one will most likely be the best method to learn without rote memorization. To be able to do this, a student would need to set aside about half and hour every day for at least a week before the exam to work on associations, and at least one hour before the exam to review all of the different associations in one sitting. Self-discipline is the key to learning any subject though, and if the student is not disciplined enough to sit down and actually study the material, then no results will be achieved. But if the method is followed well and the student is focused and willing to learn without any incentive other than a good grade, then this will practically guarantee results.
Rereading/Reviewing Learning Technique
One technique consists of dissecting already known information as a form of review and simple way of understanding. Once a person rereads an essay or paper, they are provided with an ease of learning information that is related. Specifically, if a person reviews information about neuroscience that he was already taught, he gains a better ability to verbalize facts and form related opinions. This technique is built off the idea that most people skim as they read. Rereading allows the person to read at a slower pace. During this, people notice facts that went unviewed and mental visualization becomes easier.
Within this technique, the individual being tested is exposed to the material and asked to locate facts that seem to be important. As the student singles out important sentences and focuses upon them, the concepts within them are integrated into their mind. Ideas about neuroscience that may become more easily understood include the effects of classical and operant conditioning, vocabulary involved, or a visualization of the body’s functions regarding neuroscience. The systematic break-down of the topic of neuroscience is expected to yield grades that achieve higher than others.
The paced study of a subject uses techniques such as spaced learning. Little distractions are also available when this type of learning is performed alone. Competent students tend to utilize variants of this form of study. The history of this technique resides in educational systems that focus on heavy individual work and higher learning. The purpose of this technique is to overall, add additional knowledge to a basis of learning that one already holds.
The effectiveness of this technique varies with the different people who attempt to benefit from it. Such a technique requires focused, extensive time committed to understanding. To learn topics that are of difficulty, simple learning techniques of memorization cannot be performed. Those who merely look over information or create note cards produce poorer quality work. A thorough examination of historical documents usually occurs during the jobs of most professional fields involving social studies or history. When studying psychology, this understanding of ideas can happen during an extended review of concepts or while discussing the information with others. Such conversation and commitment towards this technique is necessary to continue receiving acceptable grades.
The mentioned technique is not perfect for multiple reasons; however, it can be quite valuable for students. Neuroscience, a difficult subject to master, inhibits certain individuals from fully understanding it. Since the technique requires extensive evaluation of what is taught, the general population of a school refrains from looking deeply into material when studying. Although this is true, attaining knowledge through rereading can be loosely interpreted and allows for great flexibility. The main idea of the technique is to encourage individuals to learn what is taught rather than be able to recite information. By doing so, they gain a familiarity with the subject and are able to explain it fully.
When individually testing this strategy, it is found that, out of the two tested, improvement was generally found. To a certain point, this technique positively affects those who use it. The ineffectiveness only appears as students lose interest in the topic or their ability to focus on studying. As a result, the careful, self-directed review of material is only effective on students who surpass others. This issue can be fixed through modification towards the technique. Relying on the individual, it can also adapt to best serve them. Additions for the technique could include a guided study from a knowledgeable person or spacing study sessions for longer periods to ponder subjects. Within this single technique, learning occurs as one thinks about topics and becomes familiar with information while doing so. The use of language in the technique can vary depending on how the material is being presented. While testing, words spoken generally offered little help apart from forcing the subjects to rely on themselves.
Within this technique, the individual being tested is exposed to the material and asked to locate facts that seem to be important. As the student singles out important sentences and focuses upon them, the concepts within them are integrated into their mind. Ideas about neuroscience that may become more easily understood include the effects of classical and operant conditioning, vocabulary involved, or a visualization of the body’s functions regarding neuroscience. The systematic break-down of the topic of neuroscience is expected to yield grades that achieve higher than others.
The paced study of a subject uses techniques such as spaced learning. Little distractions are also available when this type of learning is performed alone. Competent students tend to utilize variants of this form of study. The history of this technique resides in educational systems that focus on heavy individual work and higher learning. The purpose of this technique is to overall, add additional knowledge to a basis of learning that one already holds.
The effectiveness of this technique varies with the different people who attempt to benefit from it. Such a technique requires focused, extensive time committed to understanding. To learn topics that are of difficulty, simple learning techniques of memorization cannot be performed. Those who merely look over information or create note cards produce poorer quality work. A thorough examination of historical documents usually occurs during the jobs of most professional fields involving social studies or history. When studying psychology, this understanding of ideas can happen during an extended review of concepts or while discussing the information with others. Such conversation and commitment towards this technique is necessary to continue receiving acceptable grades.
The mentioned technique is not perfect for multiple reasons; however, it can be quite valuable for students. Neuroscience, a difficult subject to master, inhibits certain individuals from fully understanding it. Since the technique requires extensive evaluation of what is taught, the general population of a school refrains from looking deeply into material when studying. Although this is true, attaining knowledge through rereading can be loosely interpreted and allows for great flexibility. The main idea of the technique is to encourage individuals to learn what is taught rather than be able to recite information. By doing so, they gain a familiarity with the subject and are able to explain it fully.
When individually testing this strategy, it is found that, out of the two tested, improvement was generally found. To a certain point, this technique positively affects those who use it. The ineffectiveness only appears as students lose interest in the topic or their ability to focus on studying. As a result, the careful, self-directed review of material is only effective on students who surpass others. This issue can be fixed through modification towards the technique. Relying on the individual, it can also adapt to best serve them. Additions for the technique could include a guided study from a knowledgeable person or spacing study sessions for longer periods to ponder subjects. Within this single technique, learning occurs as one thinks about topics and becomes familiar with information while doing so. The use of language in the technique can vary depending on how the material is being presented. While testing, words spoken generally offered little help apart from forcing the subjects to rely on themselves.
Monday, December 13, 2010
Repetition Learning Strategy
First off, all information in the brain involves neurons communicating with each other at synapses. Neurotransmitters also are involved. They are endogenous chemicals which transmit signals from a neuron to a target cell across a synapse. A key neurotransmitter that enables muscle action, memory, and learning is Acetylcholine (Ach). Too little Acetylcholine could result in Alzheimer’s disease. With this disease healthy brain tissue degenerates, causing a steady decline in memory and mental abilities.
Through the learning style using repetition, the information is being reviewed and drilled in the brain constantly. For example, when a memory is created, a pathway is formed between your brain cells. It is like clearing a path through a dense forest. The first time the bulldozer travels through the forest, they have to fight their way through the branches, sticks and other obstacles. If no one travels through the path again, the path will become overgrown very quickly, and it may not even be noticeable that a path was created. On the other hand, if you travel down the path constantly before it begins to grow over; it is much easier than your first journey along the forest path. Successive journeys down that path will result in a footpath, then will turn into a lane, later a road, and finally into a highway. This is like the memory. The more times the patterns of thought are repeated, the more likely you will be able to recall the information.
During the learning process, information travels through three types of neurons using our body’s primary information system, the nervous system. The sensory neurons send information from the tissues and sensory organs to the brain and spinal cord. While the information is being processed it involves another type of neuron, the interneurons which are used to enable its internal communication. Then the instructions are sent to the body tissues through the motor neurons and later carrying out the individual tasks. Repetition involves repeating the information to be recalled. Repetition can be done verbally, in writing, or mentally. Psychologists say the most effective method of repetition is verbal repetition because it involves both auditory and vocal senses. Mental Repetition is the least effective because it does not involve any muscle movement or physical activity.
Repetition is a fundamental learning process through which practice frequency is accumulated. Frequency was first listed as a main principle of association by Thomas Brown in the early 19th century. If the student increases the number of exposures to the learning material, the student is learning by reviewing and this helps to ensure the understanding and memory of the material. The brain needs to encode the information by getting it into the brain. Then the brain should retain the information and store it. Lastly the information most importantly should be able to be retrieved and repeated.
People with weak visual memories especially will benefit from the learning strategy of repetition. The person with a weak visual memory needs massive amounts of repetition in order to learn and remember a visual stimulus. When learning, it is important that the information is not learned then forgotten, but more importantly learned and remembered throughout their lifetime.
In 1939, Spitzer tested the effects of repetition on 6th Graders in Iowa to learn science facts. He tested over 3600 students and concluded that repetition was effective. This experiment went unnoticed until psychologists Landuaer, Bjork, and Melton explored repetition and said it improves recall. Later Pimsleur language courses used repetition in language learning. In 1973 Sebastian Leitner developed an all purpose learning system using flash cards.
During my experiment, I used a family member to evaluate if repetition is an effective learning strategy. I gave him a list of eight vocabulary words for neuroscience. Then I asked him to look over the words for ten minutes every half hour for 3 hours. Lastly I tested him by giving him a blank sheet of paper asking him to write the meaning of each word. His results were a 75%. I believe this learning strategy is effective if done correctly. Something that can be modified while using repetition is the time span in which one gives himself to learn the material. I included learning, thinking, and definitely memory along with language in my strategy. The student learned during this experiment using his memory, he spoke out loud the words involving language. Understanding these concepts of learning, thinking, memory, and language are crucial to understanding neuroscience because while learn something new it is important that the person not only memorizes the material but understands the material as well. It is simple to memorize the definitions, but to apply them to real life is more complex and will be remembered longer. If children along with their teachers realize how effective learning can be if the material is taught a certain way. It could help us grow as learners and better understand the learning process as we grow. Knowing there are other ways to learn things other than memorization is very beneficial especially when learning during psychology class. The definitions cannot be fully understood unless a real life example is applied.
Kristine Hernandez
Through the learning style using repetition, the information is being reviewed and drilled in the brain constantly. For example, when a memory is created, a pathway is formed between your brain cells. It is like clearing a path through a dense forest. The first time the bulldozer travels through the forest, they have to fight their way through the branches, sticks and other obstacles. If no one travels through the path again, the path will become overgrown very quickly, and it may not even be noticeable that a path was created. On the other hand, if you travel down the path constantly before it begins to grow over; it is much easier than your first journey along the forest path. Successive journeys down that path will result in a footpath, then will turn into a lane, later a road, and finally into a highway. This is like the memory. The more times the patterns of thought are repeated, the more likely you will be able to recall the information.
During the learning process, information travels through three types of neurons using our body’s primary information system, the nervous system. The sensory neurons send information from the tissues and sensory organs to the brain and spinal cord. While the information is being processed it involves another type of neuron, the interneurons which are used to enable its internal communication. Then the instructions are sent to the body tissues through the motor neurons and later carrying out the individual tasks. Repetition involves repeating the information to be recalled. Repetition can be done verbally, in writing, or mentally. Psychologists say the most effective method of repetition is verbal repetition because it involves both auditory and vocal senses. Mental Repetition is the least effective because it does not involve any muscle movement or physical activity.
Repetition is a fundamental learning process through which practice frequency is accumulated. Frequency was first listed as a main principle of association by Thomas Brown in the early 19th century. If the student increases the number of exposures to the learning material, the student is learning by reviewing and this helps to ensure the understanding and memory of the material. The brain needs to encode the information by getting it into the brain. Then the brain should retain the information and store it. Lastly the information most importantly should be able to be retrieved and repeated.
People with weak visual memories especially will benefit from the learning strategy of repetition. The person with a weak visual memory needs massive amounts of repetition in order to learn and remember a visual stimulus. When learning, it is important that the information is not learned then forgotten, but more importantly learned and remembered throughout their lifetime.
In 1939, Spitzer tested the effects of repetition on 6th Graders in Iowa to learn science facts. He tested over 3600 students and concluded that repetition was effective. This experiment went unnoticed until psychologists Landuaer, Bjork, and Melton explored repetition and said it improves recall. Later Pimsleur language courses used repetition in language learning. In 1973 Sebastian Leitner developed an all purpose learning system using flash cards.
During my experiment, I used a family member to evaluate if repetition is an effective learning strategy. I gave him a list of eight vocabulary words for neuroscience. Then I asked him to look over the words for ten minutes every half hour for 3 hours. Lastly I tested him by giving him a blank sheet of paper asking him to write the meaning of each word. His results were a 75%. I believe this learning strategy is effective if done correctly. Something that can be modified while using repetition is the time span in which one gives himself to learn the material. I included learning, thinking, and definitely memory along with language in my strategy. The student learned during this experiment using his memory, he spoke out loud the words involving language. Understanding these concepts of learning, thinking, memory, and language are crucial to understanding neuroscience because while learn something new it is important that the person not only memorizes the material but understands the material as well. It is simple to memorize the definitions, but to apply them to real life is more complex and will be remembered longer. If children along with their teachers realize how effective learning can be if the material is taught a certain way. It could help us grow as learners and better understand the learning process as we grow. Knowing there are other ways to learn things other than memorization is very beneficial especially when learning during psychology class. The definitions cannot be fully understood unless a real life example is applied.
Kristine Hernandez
Friday, December 10, 2010
Wednesday, November 24, 2010
more phase 2 stuff
Encoding: this lets a particular item of topic to be converted into something else that can be easier stored within our brains so we can recall later from it for short term or long term problems
Ebbinghaus’retention curve: can also be called the forgetting curve that shows the decline of our memory retention in time.
Spacing Effect: that humans and animals more easily remember or learn things (as a list) when they are studied a few times over a long period of time rather than studied repeatedly in a short period of time
What we encode: we encode memories (these comes in words, sounds, images or anything else we encounter that is possible)
Kinds of encoding: visual encoding: encoding images and visuals ; acoustic encoding: processing and encoding of things that are sound or works and those types ; semantic encoding: encoding of sensory input
Levels of processing: the different levels of encoding and that shows how well the memory or information is remembered
Imagery and memory: visual memory is when we see things pertaining to visual experiences. We can see from our memory the mental image of the original things, places or people.
Mnemonics: devices used to help people remember. They are a variety of different things. Common mnemonics are songs or short poems that stick in our mind.
Organizing for Encoding: writing things down, looking at them visually, saying things out loud can organize memories
Memory Trace:dictionary: a postulated biochemical change (presumably in neutral tissue) that represents a memory
(nedjine)
Ebbinghaus’retention curve: can also be called the forgetting curve that shows the decline of our memory retention in time.
Spacing Effect: that humans and animals more easily remember or learn things (as a list) when they are studied a few times over a long period of time rather than studied repeatedly in a short period of time
What we encode: we encode memories (these comes in words, sounds, images or anything else we encounter that is possible)
Kinds of encoding: visual encoding: encoding images and visuals ; acoustic encoding: processing and encoding of things that are sound or works and those types ; semantic encoding: encoding of sensory input
Levels of processing: the different levels of encoding and that shows how well the memory or information is remembered
Imagery and memory: visual memory is when we see things pertaining to visual experiences. We can see from our memory the mental image of the original things, places or people.
Mnemonics: devices used to help people remember. They are a variety of different things. Common mnemonics are songs or short poems that stick in our mind.
Organizing for Encoding: writing things down, looking at them visually, saying things out loud can organize memories
Memory Trace:dictionary: a postulated biochemical change (presumably in neutral tissue) that represents a memory
(nedjine)
Terms and Questions of phase 2
Generalization: asscociating one thing with another
-the tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses
-can be adaptive
-(Pavlov’s Dogs) – (abuse vs. non-abuse)
-stimuli that are similar to naturally disgusting or appealing objects will *by associating* evoke some disgust/linking.
Discrimination: in classical conditioned, the learned ability to distinguish between a conditioned stimulus and other stimuli that do not signal an unconditional stimulus
-survival value; slightly different stimuli are at times followed by vastly different consequences
Biological Predisposition
-Kimble: “Just about any activity of which the organism is capable can be conditioned and… these responses can be conditioned to any stimulus that the organism can perceive.”
*humans seem biologically prepared to learn some things rather than others; nature prepares members of each species to learn their survival traits: “adaptation”
Taste Aversion
“If you become violently ill after eating ----, you probably would have a hard time eating them again. Their smell and taste would have become a C.S. for nausea.” This learning occurs readily because our biology prepared us to learn taste aversion to toxic foods.
-relating a cause and effect in our brains. Negativity = aversion
Watson and Rayner… after Pavlov
Pavlov provided basis for Watson’s “idea that human emotions and behavior, are mainly a bundle of conditioned responses. Watson and Rayner once showed how specific fears might be conditioned.
-“Litte Albert” (11-month infant)
Pavlov – showed how many others responses to many other stimuli can be classically conditioned in man, other organisms and also show how a process such as learning can be studies objectively
Respondent Behavior: behavior that occurs as an automatic response to some stimulus
Operant Behavior: behavior that “operates” on the environment producing consequences
Law of Effect: Thorndike’s principle that behaviors followed by favorable consequences become more likely and that behaviors followed by unfavorable consequences became less likely
Skinner Box (operant chamber): a chamber containing a bar of a key that an animal can manipulate to obtain a food or water reinforce, with attached devices to record the animal’s rate of bar pressing or key pecking. Used in operant conditioned research
Shaping:
An operant conditioning procedure in which reinforcers guide behavior towards closer and closer approximations of a desired goals
Successive Approximations:
You reward responses that are ever-closer to the final desired behavior and you ignore all other responses
Explain classical conditioning using a scenario that you have created.
As children, my brothers and I were punished by the belt. Most kids get beat by the belt. So we knew that if we were going to get in trouble, we would hear the belt jingling. So now older, when we still hear the jingle of a belt, we stay on guard. In our mind, we remember getting a beating with the sound of the belt.
Explain operant conditioning using a scenario that you have created.
Being a young teenager, I don’t like cleaning or fixing things up. But every time I hear my parents complain about cleaning the house, it makes me want to do it more. Although it’s annoying, each time they continue to nag me about what they need me to do, it reinforces in my mind that I have to clean. So when they not home, I have the tendency to clean and fix things up now.
Do you think either plays a role in how you respond to teachers and your academic role here in Wilson?
In Wilson, the students are rewarded when they do well. Whether it be special privileges, or recognition or whatever. So now, students in Wilson do well in their classes because they know that they’ll be rewarded for the good grades and hard work one day. The students would not be working that hard if they didn’t see any advantage of doing so.
Belief bias: the tendency for one’s preexisting beliefs to distort logical research; sometimes by making invalid conclusions seems valid or valid conclusions seem invalid.
Belief perseverance: clinging to one’s initial conceptions after the basis on which they were formed has
Artificial intelligence: the science of designing and programming computer system to do intelligent rings and to stimulate human thought process such as intuitive reasoning learning and understanding language
Computer neural networks: computer circuits that mimic the brain’s interconnected neural cells, performing tasks such as learning and recognize visual patterns and smells
Language: our spoken, written or signed words and the ways we combine them to communicate meaning
Phoneme: in a spoken language, the smallest distinctive sound unit
Morpheme: in a language, the smallest unit that carries meaning; may be a word or part of a word
(Nedjine)
-the tendency, once a response has been conditioned, for stimuli similar to the conditioned stimulus to elicit similar responses
-can be adaptive
-(Pavlov’s Dogs) – (abuse vs. non-abuse)
-stimuli that are similar to naturally disgusting or appealing objects will *by associating* evoke some disgust/linking.
Discrimination: in classical conditioned, the learned ability to distinguish between a conditioned stimulus and other stimuli that do not signal an unconditional stimulus
-survival value; slightly different stimuli are at times followed by vastly different consequences
Biological Predisposition
-Kimble: “Just about any activity of which the organism is capable can be conditioned and… these responses can be conditioned to any stimulus that the organism can perceive.”
*humans seem biologically prepared to learn some things rather than others; nature prepares members of each species to learn their survival traits: “adaptation”
Taste Aversion
“If you become violently ill after eating ----, you probably would have a hard time eating them again. Their smell and taste would have become a C.S. for nausea.” This learning occurs readily because our biology prepared us to learn taste aversion to toxic foods.
-relating a cause and effect in our brains. Negativity = aversion
Watson and Rayner… after Pavlov
Pavlov provided basis for Watson’s “idea that human emotions and behavior, are mainly a bundle of conditioned responses. Watson and Rayner once showed how specific fears might be conditioned.
-“Litte Albert” (11-month infant)
Pavlov – showed how many others responses to many other stimuli can be classically conditioned in man, other organisms and also show how a process such as learning can be studies objectively
Respondent Behavior: behavior that occurs as an automatic response to some stimulus
Operant Behavior: behavior that “operates” on the environment producing consequences
Law of Effect: Thorndike’s principle that behaviors followed by favorable consequences become more likely and that behaviors followed by unfavorable consequences became less likely
Skinner Box (operant chamber): a chamber containing a bar of a key that an animal can manipulate to obtain a food or water reinforce, with attached devices to record the animal’s rate of bar pressing or key pecking. Used in operant conditioned research
Shaping:
An operant conditioning procedure in which reinforcers guide behavior towards closer and closer approximations of a desired goals
Successive Approximations:
You reward responses that are ever-closer to the final desired behavior and you ignore all other responses
Explain classical conditioning using a scenario that you have created.
As children, my brothers and I were punished by the belt. Most kids get beat by the belt. So we knew that if we were going to get in trouble, we would hear the belt jingling. So now older, when we still hear the jingle of a belt, we stay on guard. In our mind, we remember getting a beating with the sound of the belt.
Explain operant conditioning using a scenario that you have created.
Being a young teenager, I don’t like cleaning or fixing things up. But every time I hear my parents complain about cleaning the house, it makes me want to do it more. Although it’s annoying, each time they continue to nag me about what they need me to do, it reinforces in my mind that I have to clean. So when they not home, I have the tendency to clean and fix things up now.
Do you think either plays a role in how you respond to teachers and your academic role here in Wilson?
In Wilson, the students are rewarded when they do well. Whether it be special privileges, or recognition or whatever. So now, students in Wilson do well in their classes because they know that they’ll be rewarded for the good grades and hard work one day. The students would not be working that hard if they didn’t see any advantage of doing so.
Belief bias: the tendency for one’s preexisting beliefs to distort logical research; sometimes by making invalid conclusions seems valid or valid conclusions seem invalid.
Belief perseverance: clinging to one’s initial conceptions after the basis on which they were formed has
Artificial intelligence: the science of designing and programming computer system to do intelligent rings and to stimulate human thought process such as intuitive reasoning learning and understanding language
Computer neural networks: computer circuits that mimic the brain’s interconnected neural cells, performing tasks such as learning and recognize visual patterns and smells
Language: our spoken, written or signed words and the ways we combine them to communicate meaning
Phoneme: in a spoken language, the smallest distinctive sound unit
Morpheme: in a language, the smallest unit that carries meaning; may be a word or part of a word
(Nedjine)
Tuesday, November 23, 2010
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Thank you!
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Monday, November 22, 2010
Important Terms cont.
Functional Fixedness is not being able to see the use of an object beyond its traditional function. For example a 7 year old only able to see a hammer for hammering nails.
Representativeness heuristic is judging the likelihood of things in term of how well they seem to represent, or match , particular prototypes.
availability heuristic is estimating the likelihood of events based on their availability in memory. For example if instances come to mind we believe they are common.
Overconfidence is exactly as it sounds, being more confident than correct.
Framing is the way an issue is posed, or presented. This affects the response.
Kristine Hernandez
Representativeness heuristic is judging the likelihood of things in term of how well they seem to represent, or match , particular prototypes.
availability heuristic is estimating the likelihood of events based on their availability in memory. For example if instances come to mind we believe they are common.
Overconfidence is exactly as it sounds, being more confident than correct.
Framing is the way an issue is posed, or presented. This affects the response.
Kristine Hernandez
SOLVING PROBLEMS
All of the objects and ideas we use each day are automatically categorized in our brains into concepts. These concepts put characteristics of different object, emotions, and ideas into categories which include other objects with similar traits. Much like the classification of species and phyla in the biological sciences. Based on these preexisting concepts, our brains form what is called a prototype, or an image of what we think something should look like. This sometimes causes us to react more slowly when faced with something that isn't necessarily our idea of a concept, but still is part of one. An example of this would be when asked to name a dog many people would jump to familiar names such as Labrador or Dalmatian, but not as many people would say Rhodesian Ridgeback (a South African dog) because it is not part of the prototypical image of a dog that they have.
To figure out different problems, humans react in two ways: trial and error or through algorithms. Trial and error is as simple as the name implies, but it does not guarantee results. Algorithm is a logical way to proceed and analyze all of the possible outcomes. This however is time consuming and can lead to a lot of data. A quicker way uses the brain's concepts to make things and ideas fit together and then assemble them logically, this is called heuristics. While playing hang man you could go through and say all of the letters of the alphabet, but then you would most likely lose before figuring out the word. Instead you first name vowels and then associate consonants based on common pairs and length of the word. This is an example of your brain using heuristics to solve a problem.
Sometimes things seem to just come to us and become clearer. This is called insight. When all of the puzzle flashes before our eyes and we feel as if we now can solve the whole problem, it defies the ideas of logic. This brings confidence and feelings of happiness, such as are found after understanding a joke or funny story.
Unfortunately, humans like to be right. We sometimes look for information that will make out opinions and ideas seem right, while looking over any evidence that disproves them. We convince ourselves that we cannot be wrong. This is called Confirmation Bias.
(Charline)
To figure out different problems, humans react in two ways: trial and error or through algorithms. Trial and error is as simple as the name implies, but it does not guarantee results. Algorithm is a logical way to proceed and analyze all of the possible outcomes. This however is time consuming and can lead to a lot of data. A quicker way uses the brain's concepts to make things and ideas fit together and then assemble them logically, this is called heuristics. While playing hang man you could go through and say all of the letters of the alphabet, but then you would most likely lose before figuring out the word. Instead you first name vowels and then associate consonants based on common pairs and length of the word. This is an example of your brain using heuristics to solve a problem.
Sometimes things seem to just come to us and become clearer. This is called insight. When all of the puzzle flashes before our eyes and we feel as if we now can solve the whole problem, it defies the ideas of logic. This brings confidence and feelings of happiness, such as are found after understanding a joke or funny story.
Unfortunately, humans like to be right. We sometimes look for information that will make out opinions and ideas seem right, while looking over any evidence that disproves them. We convince ourselves that we cannot be wrong. This is called Confirmation Bias.
(Charline)
MEMORY
Memory is what shows that something that was learned can last over time. It is the ability to store information and knowledge in the brain and later be able to retrieve it. The memory works somewhat like a computer, encoding data into our brain through the hippocampus and then being stored in either short term or long term memory. Then once the data is needed again it is found in the "storage" area and brought forward for use. The hipposcampus processes information and sorts it into either long or short term memory information.
Sometimes memory deteriorates after a person's hippocampus becomes damaged during a stroke, heart attack, or any other form of injury. Then people can forget certain events while still remembering others. Sometimes people can remember past events but non from recent times. Sometimes is it the opposite. Some people have extreme recall and can recite long chains of numbers in perfect order or even remember events with every minute details decades after they have happened. A type of extreme recall is called Flashbulb Memory. When an emotionally stimulating event happens, a person will most likely remember all of the details. The birth of a child, a wedding day, a natural disaster, a death, etc, all of these events can be emotionally stirring and can implant themselves onto the brain's long term memory.
Memory is divided into different categories. First comes Sensory Memory. This is the first recording of some kind of touch or sensory information. A sight, smell, sound, or taste. This then gets transferred to either long term memory or short term memory, depending on what is relates to.
Long term memory is where data that has permanent use or important content is stored. This is a mostly permanent storage of information and can occupy as many memories as is needed.
Short term memory is a more day to day memory, sometimes lasting no more than five seconds. Here information which does not enduring importance is stored, such as remembering what you ate for breakfast or what you wore the day before.
(Charline)
Sometimes memory deteriorates after a person's hippocampus becomes damaged during a stroke, heart attack, or any other form of injury. Then people can forget certain events while still remembering others. Sometimes people can remember past events but non from recent times. Sometimes is it the opposite. Some people have extreme recall and can recite long chains of numbers in perfect order or even remember events with every minute details decades after they have happened. A type of extreme recall is called Flashbulb Memory. When an emotionally stimulating event happens, a person will most likely remember all of the details. The birth of a child, a wedding day, a natural disaster, a death, etc, all of these events can be emotionally stirring and can implant themselves onto the brain's long term memory.
Memory is divided into different categories. First comes Sensory Memory. This is the first recording of some kind of touch or sensory information. A sight, smell, sound, or taste. This then gets transferred to either long term memory or short term memory, depending on what is relates to.
Long term memory is where data that has permanent use or important content is stored. This is a mostly permanent storage of information and can occupy as many memories as is needed.
Short term memory is a more day to day memory, sometimes lasting no more than five seconds. Here information which does not enduring importance is stored, such as remembering what you ate for breakfast or what you wore the day before.
(Charline)
Important Terms
Fixation is the inability to see a problem from a new perspective
Mental set is a tendency to approach a problem in a particular way, either from successful experiences or not helpful experiences.
Kristine Hernandez
Mental set is a tendency to approach a problem in a particular way, either from successful experiences or not helpful experiences.
Kristine Hernandez
Saturday, November 20, 2010
Memory
Iconic memory is when our eyes register an exact representation of a scene and we can recall any part of it in amazing detail but only for a few tenths of a second.
Echoic memory is when a momentary sensory memory of auditory stimuli;if attention is elsewhere,sounds and words can still be recalled within 3 or 4 seconds.
Long-Term potentiation is an increase in a synapse's firing potential after brief, rapid stimulation. It is one of the major cellular mechanisms that underlies learning and memory.
Amnesia is simply just the loss of memory.
Implicit memory does not involve a conscious strategy for retrieving information unlike explicit memory that does require some conscious control. They are performed poorly by people who are brain-damaged or drunk. Singing a part of a familiar song is an example of implicit memory where as recalling last year is an example of explicit memory.
Hippocampus is a neural center that is located in the limbic system that helps process explicit memories for storage.
Recall is a measure of memory in which the person must retrieve information learned earlier.
Serial position effect is our tendency to remember the first and last items in a list that we are given. The middle part is forgotten easily.
Recognition is when the person only needs to remember the items previously learned. An example of this is on a multiple choice test.
Relearning is a memory measure that assesses the amount of time saved when learning material for a second time.
Kristine
Echoic memory is when a momentary sensory memory of auditory stimuli;if attention is elsewhere,sounds and words can still be recalled within 3 or 4 seconds.
Long-Term potentiation is an increase in a synapse's firing potential after brief, rapid stimulation. It is one of the major cellular mechanisms that underlies learning and memory.
Amnesia is simply just the loss of memory.
Implicit memory does not involve a conscious strategy for retrieving information unlike explicit memory that does require some conscious control. They are performed poorly by people who are brain-damaged or drunk. Singing a part of a familiar song is an example of implicit memory where as recalling last year is an example of explicit memory.
Hippocampus is a neural center that is located in the limbic system that helps process explicit memories for storage.
Recall is a measure of memory in which the person must retrieve information learned earlier.
Serial position effect is our tendency to remember the first and last items in a list that we are given. The middle part is forgotten easily.
Recognition is when the person only needs to remember the items previously learned. An example of this is on a multiple choice test.
Relearning is a memory measure that assesses the amount of time saved when learning material for a second time.
Kristine
Example of how operant conditioning is used in schools
Operant Conditioning plays a role in how we respond to teachers and our individual academis roles in school. For example, there is a rule here that states is a student passes the course with an A average they are exempt from the final. As a result the student becomes used to trying to receive an A average every year.
Kristine Hernandez
Kristine Hernandez
Observable Learning Example
My example of observable learning that happened in my my lifetime is happening now. My brother has been watching my dad through the years playing drums. Just this past weekend my brother has decided to mimic my father's talents and is determined to follow my father's example.
Kristine Hernandez
Kristine Hernandez
Reinforcement Schedules
Continuous Reinforcement is when the desired response is reinforced every time it occurs, therefore learning occurs rapidly. Praising the child directly at the moment results in a probability of the action repeating again.
Partial (intermittent) reinforcement is when responses are sometimes reinforced, sometimes though they are not.
Fixed-ratio schedules are meant to reinforce behavior after a set number of responses
Variable- ratio schedules provide reinforcers after an unpredictable number of responses.
Fixed-interval schedules reinforce the first response after a fixed time period.
Variable-interval schedules reinforce the first response after varying time intervals.
Kristine Hernandez
Partial (intermittent) reinforcement is when responses are sometimes reinforced, sometimes though they are not.
Fixed-ratio schedules are meant to reinforce behavior after a set number of responses
Variable- ratio schedules provide reinforcers after an unpredictable number of responses.
Fixed-interval schedules reinforce the first response after a fixed time period.
Variable-interval schedules reinforce the first response after varying time intervals.
Kristine Hernandez
Mere Exposure Effect
The mere exposure effect is a phenomenon where familiarity gains the approval of someone. Advertisers often use such a tool by repeatedly exposing the general population to their product. This occurs in both people and in nature where animals survive in communities.
Binocular and monocular cues
Binocular and monocular cues are how we convert the two different retinal images received by our eyes into a single, three dimensional image. Binocular cues are those that are depth related and dependent on two eyes. It consists of disparity, the difference between two objects, and convergence, how far the eyes look inward when observing an object. The more the observer looks inward, the closer an object is. Monocular cues are those that focus on distance and are present in the view of either eye alone. Monocular cues consist of size, interposition (the partially blocked view of one object by another), how clearly something is seen, the gradient of an object’s texture, its height, motion present, lighting, and linear perspective.
MISINFORMATION EFFECT and SOURCE AMNESIA
Exposure to subtle information can cause a misinformation effect in people’s memories. People may misremember hammers as screwdrivers, yield signs as stop signs, and events which happened during car accidents if misleading information is present.
Source amnesia occurs when a memory is falsely recalled from an incorrect source. An example is Jean Piaget’s memory of his nursemaid preventing his kidnapping which was actually a story retold around him multiple times. Since memories are reconstructed, people may be misled by the persistency of memories or how close they feel to actual life.
Source amnesia occurs when a memory is falsely recalled from an incorrect source. An example is Jean Piaget’s memory of his nursemaid preventing his kidnapping which was actually a story retold around him multiple times. Since memories are reconstructed, people may be misled by the persistency of memories or how close they feel to actual life.
Repression
Repression is viewed to be the self-censor of painful information to an individual. It occurs to protect one’s self-concept and to minimize anxiety by suppressing memories we dislike or find painful. Sigmund Freud suggested that these memories, although repressed, lingers within a person and may possibly be retrieved during therapy.
Proactive v. Retroactive interference
Proactive interference happens when earlier learned information disrupts one’s ability to recall something experienced later. This usually happens with related information. Retroactive interference occurs when new information disrupts someone’s ability to recall earlier learned information. An example of this is when a teacher’s ability to name students becomes more difficult with the addition of a newer student.
Mood congruent memory
Mood congruent memory is when a bias affects how we remember something. Being depressed at the time we experience something causes us to look upon the event as unfavorable. This is due to the priming of negative associations with memories that are bad and the opposite for experiences that are viewed upon as good.
Déjà vu
Déjà vu becomes triggered often when someone is in a context similar to one experienced before. It is often described as an eerie feeling and multiple attempts to explain the event are available, from paranormal to unconscious causes.
Priming
Priming is the process in which an individual identifies an association with a memory. It is the retrieval of a memory through this identification and is often occurring without us actively thinking about it. Once a person is “primed” to associate an object with something they connect items such as missing children with the event of a kidnapping. Retrieval cues can often prime memories of an individual’s memory of an event earlier in life.
The Stages of Language in an individual's early life, telegraphic speech, and linguistic determination
Babbling Stage is usually around four months of age and is when newborns suddenly start making various sounds such as “ah-goo”.
One-word stage follows babbling stage and occurs as a child nears its first birthday. It is when they learn to use sounds to communicate meaning and usually is simple, one syllable words such as ma, da, or doggy. It initiates when an infant’s language starts to develop and change into its family’s speech.
Two-word stage starts at 18 months of age and it is when language moves along with an increase in a child’s speaking. It is when an infant gains the ability to say two word sentences.
Telegraphic speech characterizes the two-word stage. It is the early form of speech that contains mostly nouns and verbs and it starts to follow the rules of syntax and words in a sensible order. For example, children may say words such as “big doggy”.
Whorf’s theory of linguistic determination states that different languages provide a different conception on reality. A language may shape a man’s basic ideas with an example being the Hopi’s lack of past tense which theorizes that they cannot readily think about the past as a result. This theory shows that people of different cultures think differently due to a change in language. Those who are bilingual can more easily realize this since, more specifically, English speakers tend to use multiple self-focused emotional words and the Japanese contain more words for interpersonal emotions such as sympathy. Bilinguals have also reported a different sense of self.
One-word stage follows babbling stage and occurs as a child nears its first birthday. It is when they learn to use sounds to communicate meaning and usually is simple, one syllable words such as ma, da, or doggy. It initiates when an infant’s language starts to develop and change into its family’s speech.
Two-word stage starts at 18 months of age and it is when language moves along with an increase in a child’s speaking. It is when an infant gains the ability to say two word sentences.
Telegraphic speech characterizes the two-word stage. It is the early form of speech that contains mostly nouns and verbs and it starts to follow the rules of syntax and words in a sensible order. For example, children may say words such as “big doggy”.
Whorf’s theory of linguistic determination states that different languages provide a different conception on reality. A language may shape a man’s basic ideas with an example being the Hopi’s lack of past tense which theorizes that they cannot readily think about the past as a result. This theory shows that people of different cultures think differently due to a change in language. Those who are bilingual can more easily realize this since, more specifically, English speakers tend to use multiple self-focused emotional words and the Japanese contain more words for interpersonal emotions such as sympathy. Bilinguals have also reported a different sense of self.
Syntax
Syntax rules are for the order of words in sentences. The differing of languages leads to different forms of syntax which includes the use of adjectives after nouns as opposed to English’s version of occurring before them.
Semantics
Semantics are the rules we use to derive meaning from morphemes, words, and sentences. In the English language these things are grammar related speech norms such as adding “ed” to the end of verbs to create a past tense.
(10) The psychological and biological impact on how a behavior is influenced by observance.
I am conscious of cleanliness within my house and room. By experiencing a rather sanitary focused childhood and the urge of others to clean messes, by ways of operant conditioning I desire a clean environment. A biological predisposition may also be evident within me as genetics may have created disgust with items that seem unclean to the eye.
The textbook's positive bias on Skinner's research
The textbook’s presentment of Skinner’s research is valid since the examples presented are valid as well. In school, students given proper forms of teaching with immediate correction are benefitted. In work, employers interested in psychology can increase efficiency by researching the subject and reinforcing individuals through profit sharing or the simple positive feedback of a congratulations of display of appreciation for their performance of a job.
Classical and Operant Conditioning –Personal view of academic role and response to teachers
I believe that grades play a part in both Operant and Classical Conditioning to a certain extent. Generally speaking, feelings of failure occur with poorer grades and an individual may feel positive about their academic role if they receive better grades than others. Classical conditioning leads to students responding to teachers when a question in proposed to the class. This stimulus may result in certain students feeling an urge to respond to the asked question.
The validity of grades in this unit
Grades a student receives are related to this unit because poorer grades act as punishments and depending on the person better grades may reinforce an intelligent person. Grades indicate to a person if they are performing correctly and well. Due to this, it provides a few students with the motive to avoid the punishment of poor grades by cheating on tests.
OBSERVATIONAL LEARNING
OBSERVATIONAL LEARNING
Modeling
Modeling is the observing and then imitating of a specific behavior. In people, this may include catch-phrases, foods, ceremonies, traditions, and the current fads. Examples in animals may include gorillas that learn and generalize complex actions amongst each other.
Mirror Neurons
Mirror Neurons are located in the frontal lobe area that is adjacent to the motor cortex. They provide a neural basis for observational learning and they are active during observation and physical actions. The process of learning new words is also aided by mirror neurons through imitation.
Albert Bandura
Bandura experimented with children by having an adult display aggressive behavior towards a doll in view of the child. Later, the child was presented in a situation where access to the doll was available and reason to imitate the aggressive behavior was provided. This resulted in the child performing what the adult had done and it shows how imitation affects others and that anti-social models tend to have anti-social effects. Examples of this today are repeated gun threats in schools and the abuse of married women in multiple generations of one family.
Prosocial models
Nonviolent, helpful behavior is shown to be imitated similarly as anti-social models are. Humanitarian behaviors in families are often found in the parents of a person exhibiting them.
The impact of Television
Television becomes a source of learning for children who are given access to it. Children watch TV, on average, more time than they spend in school. Changes in speech and behavior become evident once TV is introduced and the acts of violence in shows and movies have created correlations such as greater hours spent watching TV leads to more aggression and as introduction to TV increases the homicidal rates of countries double. This is proposed to be a result of the imitation of violence on broadcasts by the youth.
The good news about TV
Television does not have only negative side effects. An increased awareness in nations is displayed as media gains access to newer tools. Early forms of education from television broadcasts may also benefit younger children.
Desensitizing the Youth
Prolonged exposure to violence, while watching television or even actual life, causes individuals to become indifferent to the violent acts of rape and violence. Less sympathy for victims is also shown to occur in those who are used to such things in their daily lives.
Modeling
Modeling is the observing and then imitating of a specific behavior. In people, this may include catch-phrases, foods, ceremonies, traditions, and the current fads. Examples in animals may include gorillas that learn and generalize complex actions amongst each other.
Mirror Neurons
Mirror Neurons are located in the frontal lobe area that is adjacent to the motor cortex. They provide a neural basis for observational learning and they are active during observation and physical actions. The process of learning new words is also aided by mirror neurons through imitation.
Albert Bandura
Bandura experimented with children by having an adult display aggressive behavior towards a doll in view of the child. Later, the child was presented in a situation where access to the doll was available and reason to imitate the aggressive behavior was provided. This resulted in the child performing what the adult had done and it shows how imitation affects others and that anti-social models tend to have anti-social effects. Examples of this today are repeated gun threats in schools and the abuse of married women in multiple generations of one family.
Prosocial models
Nonviolent, helpful behavior is shown to be imitated similarly as anti-social models are. Humanitarian behaviors in families are often found in the parents of a person exhibiting them.
The impact of Television
Television becomes a source of learning for children who are given access to it. Children watch TV, on average, more time than they spend in school. Changes in speech and behavior become evident once TV is introduced and the acts of violence in shows and movies have created correlations such as greater hours spent watching TV leads to more aggression and as introduction to TV increases the homicidal rates of countries double. This is proposed to be a result of the imitation of violence on broadcasts by the youth.
The good news about TV
Television does not have only negative side effects. An increased awareness in nations is displayed as media gains access to newer tools. Early forms of education from television broadcasts may also benefit younger children.
Desensitizing the Youth
Prolonged exposure to violence, while watching television or even actual life, causes individuals to become indifferent to the violent acts of rape and violence. Less sympathy for victims is also shown to occur in those who are used to such things in their daily lives.
Research after Skinner
The former associates of Skinner found that biological predispositions were more important than what had been previously assumed. An example of this is instinctive drift which is the tendency for organisms to perform behaviors similar to their natural ones.
How does biology play a role in operant conditioning?
Biology shows that a subject best learns behaviors similar to their natural ones. When learning behaviors that are unnatural, an instinctive drift occurs which leads to the subject displaying behaviors that are natural again.
How does Cognition impact Operant Conditioning?
Through cognition an individual processes influences. The expectation of a response being reinforced or punished is developed and eventually latent learning which does not require reinforcement nor does the participator expect reinforcement.
Intrinsic Motivation vs Extrinsic Motivation
Intrinsic motivation is performing a behavior for its own sake. Examples of reasons for doing so may include enjoyment, interest, and self-expression.
Extrinsic motivation is performing behaviors for external rewards or avoiding punishment. Extrinsic motivation in school is focusing mainly on grades while intrinsic motivation is when focus is mainly on interest in certain subjects.
Extrinsic motivation is performing behaviors for external rewards or avoiding punishment. Extrinsic motivation in school is focusing mainly on grades while intrinsic motivation is when focus is mainly on interest in certain subjects.
Thursday, November 18, 2010
Do you think either plays a role in how you respond to teachers and your academic role here at Wilson?
I believe that OC and CC definitely play a role in how I learn. I am a very visual person and I can easily grasp a pattern, so if something is repeated once or twice I will usually remember it. I would say that I learn best with Classical Conditioning. I am not a fan of rewards or punishment. If the will to learn does not stem from myself, then I don't think someone else should have to push me into it. I would not do so well with Operant Conditioning.
(Charline)
(Charline)
OBSERVATIONAL LEARNING IN MY LIFETIME
An example of OL from my lifetime could be learning to make crêpes. I've watched my mom do it numerous times and after a while was able to reproduce the same recipe and actions without any help.
(Charline)
(Charline)
How do punishments impact your learning here in school? Consider what you know about punishment systems from the learning chapter to guide your response.
Punishments create negative associations to certain behaviors and students begin to either unconsciously or consciously suppress those behaviors. Punishment can also eliminate a behavior altogether, forcing students to maybe act in ways which they do not like. The punishment could also motivate a student to achieve better results or show more of the desired action to prevent further punishment, therefore creating a sort of fear that it could happen again. Then the learning is done forcefully rather than naturally.
(Charline)
(Charline)
In your normal day here at school, explain a time when you have seen the use of positive reinforcement and one of negative reinforcement. For each one analyze the impact that it had on you or the class you were in.
An example of PR would be a teacher giving extra credit on a test because every person in the class completed the homework assignments. This is giving something to the students and generally the mood and vibe of the class is happier and less tense. An example of PR which could negatively affect students is the giving of extra homework because of poor test grades. This would frustrate and make the students less happy.
An example of NR would be to get rid of an assignment because of proficiency in a subject. This would make the students feel less stressed and more grateful for the teacher. Another example of NR would be to take away computer privileges because of misuse, this would anger the students and make them less respectful toward the teacher.
(Charline)
An example of NR would be to get rid of an assignment because of proficiency in a subject. This would make the students feel less stressed and more grateful for the teacher. Another example of NR would be to take away computer privileges because of misuse, this would anger the students and make them less respectful toward the teacher.
(Charline)
How can understanding classical and operant conditioning help us to understand the way we learn? Provide two examples that help illustrate your point.
Understanding how the brain creates relationships and associations is key to being able to improve how much and how efficiently a person can learn. People who can easily learn by example and patterns will most likely fall under a category of Classical Conditioning. Those who need help and guidance to learn will be more Operant Conditioning learners. Once a person knows which category they fit into they can find out what kind of stimulus be it reward or negative/positive reinforcement works best to help them retain knowledge.
(Charline)
(Charline)
BEHAVIORISM
Behaviorism is a view that psychology should study behavior without consideration of the mental processes. It is used objectively by some scientists today while others believe that the whole picture is needed to fully understand actions and behaviors.
(Charline)
(Charline)
CONDITIONING
There are two main types of conditioning, which is a form or learning. Classical Conditioning is the process of learning to associate events and actions based on prior experience. An example of CC would be expecting the someone to be at the door when the dogs start to bark toward the front of the house. CC can happen naturally or through training.
Operant Conditioning, however, is aided by reinforcements. Through OC, behaviors are are suppressed or eliminated with punishment while desirable behaviors are encouraged with reward. OC is a voluntary change on the organism's behalf. The reinforcements used can be either positive or negative. Positive reinforcement is giving something (whether it be good or bad) to the subject. Negative reinforcement is taking something away (once again be it good or bad). An example of OC would be the training of an animal. It can be rewarded with being freed from a pen or crate for good behavior (negative reinforcement) or punished with a muzzle or leash for bad behavior (positive reinforcement).
(Charline)
Operant Conditioning, however, is aided by reinforcements. Through OC, behaviors are are suppressed or eliminated with punishment while desirable behaviors are encouraged with reward. OC is a voluntary change on the organism's behalf. The reinforcements used can be either positive or negative. Positive reinforcement is giving something (whether it be good or bad) to the subject. Negative reinforcement is taking something away (once again be it good or bad). An example of OC would be the training of an animal. It can be rewarded with being freed from a pen or crate for good behavior (negative reinforcement) or punished with a muzzle or leash for bad behavior (positive reinforcement).
(Charline)
IVAN PAVLOV AND CONDITIONING
By definition, Conditioning is the process of learning associations (Associative Learning) and anticipating events based on what is learned. Russian scientist, Ivan Pavlov became famous for experimenting with this idea. His experiments used dogs who responded to the sound of a bell associated with food. The goals of these experiments were to gain better understanding of learning.
During the experiment, Pavlov first rang a bell then blew meat powder in the mouth of the dog. This made the dog salivate naturally. Soon though, the dogs began salivating just upon hearing the bell ring, without even receiving food.
Pavlov then found that an Unconditioned Response (the salivating) paired with an Unconditioned Stimulus (the bell), eventually led to learning with a Conditioned Response and a Conditioned Stimulus (salivating at the sound of a bell).
it was also discovered though that when learning is discontinued, the conditioned response becomes less and less present, eventually going away, which is called Extinction. But this can be counteracted by Spontaneous Recovery which is the reappearance of a certain response after a time of no conditioning, which shows that Extinction is not completely present.
(Charline)
During the experiment, Pavlov first rang a bell then blew meat powder in the mouth of the dog. This made the dog salivate naturally. Soon though, the dogs began salivating just upon hearing the bell ring, without even receiving food.
Pavlov then found that an Unconditioned Response (the salivating) paired with an Unconditioned Stimulus (the bell), eventually led to learning with a Conditioned Response and a Conditioned Stimulus (salivating at the sound of a bell).
it was also discovered though that when learning is discontinued, the conditioned response becomes less and less present, eventually going away, which is called Extinction. But this can be counteracted by Spontaneous Recovery which is the reappearance of a certain response after a time of no conditioning, which shows that Extinction is not completely present.
(Charline)
Sunday, November 14, 2010
Compare Classical and Operant Conditioning
Classical and Operant Conditioning have similarities along with differences. One thing they have in common is that they both are ways of changing one’s behavior. Both are also based on behavior and the environment.
They differ because Classical Conditioning is naturally occurring according to the stimulus, and operant conditioning is through voluntary behavior.
Kristine
They differ because Classical Conditioning is naturally occurring according to the stimulus, and operant conditioning is through voluntary behavior.
Kristine
Saturday, November 13, 2010
Ways of learning
Punishment is the consequence that follows a operant response that decreases (or attempts to decrease) the likelihood of the response occurring again.
A Cognitive map is used to refer to one’s internal representation of the experienced world.
Latent Learning is a form of learning that occurs without obvious reinforcement to be applied later. When a person learns something in life, but the knowledge is not immediately expressed. It remains dormant and may not be available to consciousness until certain circumstances allow or require it to be expressed. An example demonstrating this is child observes parent setting kitchen table, but he does not perform this himself until about a year or so.
Kristine
A Cognitive map is used to refer to one’s internal representation of the experienced world.
Latent Learning is a form of learning that occurs without obvious reinforcement to be applied later. When a person learns something in life, but the knowledge is not immediately expressed. It remains dormant and may not be available to consciousness until certain circumstances allow or require it to be expressed. An example demonstrating this is child observes parent setting kitchen table, but he does not perform this himself until about a year or so.
Kristine
Reinforcement
Reinforcement is to strengthen. Strengthening the stimulus strengthens or increases the probability of a specific response.
Positive reinforcement is adding something in order to increase a response. Adding a praise adds a chance of a child cleaning his room.
Negative reinforcement is taking something away to increase a response. Taking away teen’s cell phone to prevent distraction while studying for a test will affect their grade positively.
Primary and Conditioned Reinforcers
Primary Reinforcers are a stimulus that does not require pairing to function as a reinforcer and most likely observed this function through the evolution and its role in survival. Some examples are sleep, food, air, and water.
Conditioned Reinforcers is a stimulus or situation that has acquired its function as a reinforcer after pairing with a stimulus that functions as a reinforcer. Some examples are praise, rewards, and treats.
Immediate and Delayed Reinforcers
You have a test tomorrow
It’s late and you are tired so you decide to sleep
You decide to study tomorrow morning by waking up an hour earlier.
The next morning you decide to sleep in rather than study.
Immediate reinforcer is you sleeping
Delayed reinforcer is doing well on the test.
Immediate reinforcer is superior to delayed reinforce because it forms a stronger relationship with stimulus and response. Example- sleeping because you FEEL tired.
Kristine
Positive reinforcement is adding something in order to increase a response. Adding a praise adds a chance of a child cleaning his room.
Negative reinforcement is taking something away to increase a response. Taking away teen’s cell phone to prevent distraction while studying for a test will affect their grade positively.
Primary and Conditioned Reinforcers
Primary Reinforcers are a stimulus that does not require pairing to function as a reinforcer and most likely observed this function through the evolution and its role in survival. Some examples are sleep, food, air, and water.
Conditioned Reinforcers is a stimulus or situation that has acquired its function as a reinforcer after pairing with a stimulus that functions as a reinforcer. Some examples are praise, rewards, and treats.
Immediate and Delayed Reinforcers
You have a test tomorrow
It’s late and you are tired so you decide to sleep
You decide to study tomorrow morning by waking up an hour earlier.
The next morning you decide to sleep in rather than study.
Immediate reinforcer is you sleeping
Delayed reinforcer is doing well on the test.
Immediate reinforcer is superior to delayed reinforce because it forms a stronger relationship with stimulus and response. Example- sleeping because you FEEL tired.
Kristine
Stimulus
Discrimininative stimulus does not force or produce but it only suggests what to do or not to do. By some things presence or absence influences the probability of certain behavioral response.
For example , some jokes you tell your priest may be different than jokes you would tell your best friend because of your past history of telling jokes to both kinds of people.
Kristine
For example , some jokes you tell your priest may be different than jokes you would tell your best friend because of your past history of telling jokes to both kinds of people.
Kristine
Friday, November 12, 2010
LEARNING
Learning is described as a "relatively permanent change in and organism's behavior due to experience." This means that through various experiences, animals or humans learn to show certain types of behaviors or suppress others, depending on whether the consequences are positive or negative. Some learning happens but is not demonstrated until there is an incentive for it, such as sitting in a language class but not speaking the language until you are in a country in which that language is spoken.
Some other types of learning are: Associative Learning and Observational Learning.
Associative Learning is the process of learning by associating two different events or stimuli. These stimuli could be a response and its consequence such as seeing a dark sky and preparing for rain.
Observational Learning is the process of learning by watching the actions of others. This method is especially used by children, who mimic things that their parents or other role models do. An example of OL is learning to tie your shoe by watching someone else do it.
(Charline)
Some other types of learning are: Associative Learning and Observational Learning.
Associative Learning is the process of learning by associating two different events or stimuli. These stimuli could be a response and its consequence such as seeing a dark sky and preparing for rain.
Observational Learning is the process of learning by watching the actions of others. This method is especially used by children, who mimic things that their parents or other role models do. An example of OL is learning to tie your shoe by watching someone else do it.
(Charline)
Monday, November 8, 2010
Foreign languages
The memory is said to work better retaining information, such as a foreign language, taught before the age of 10. Children brought up speaking two languages will remember the language later in life longer than if taught later in life. The foreign language program should start at elementary school because not only will they retain the information better but also they will get more out of the language because they are spending more time on it.
Kristine Hernandez
Kristine Hernandez
Consider Wilson High School's social enviornment. How often does peer pressure play a role in the decisions that students make here?
Peer pressure plays an important role in schools. No matter how much we deny it everyone knows that at least once in school we have been tempted to do something by our peers. A perfectly well behaved student can be uninfluenced by the wrong crew. Most kids decide to fit in whether it is with their social group or in society. Therefore the feeling of embarrassment or awkwardness is not wanted. For example, a kid that is out late with friends who has a project due is influenced by his friends being told it is not important or that they are a “nerd”. Kids everywhere are influenced, at a younger age today. Girls in elementary school are influenced by needing to have the same hairstyle. If not they are “weird”.
Kristine Hernandez
Kristine Hernandez
Based on what you know about psychology and biology, do you believe that men and women can be perfectly equal in our society?
Yes, men and woman are equal in society; but there are some jobs such as construction workers and house maids that are designed for the individual roles. Yes men can be housemaids and yes woman can be contruction workers but as far as being hired men are typically hired faster for a construction company than women. Sexism in jobs is common.
Kristine Hernandez
Kristine Hernandez
questions from n
How does culture play a role in how people behave?
Different cultures have different beliefs, and therefore, one culture will behave differently than another. How people react towards close personal space, body contact or a bad grade in school, ass depends on their culture.
How do the studies of twins help us to understand the genetics behind psychology?
“If genes influence traits such as emotional instability, might they also influence the social effect of such traits?”
Twins that are identical come from the same egg and therefore have the same genes. The twin could be the “contro
l” in an experiment. The different between their environments and how they grow up can be the difference between where nurture plays and role and where nature plays a role in life.
Explain how evolution plays a role in psychology
“Does natural selection explain our human tendencies?”
“Evolutionary psychologist – behavioral tendencies and a capacity for thinking and learning that prepared out Stone Age ancestors to survive, reproduce, and send their genes into the future.” The theory suggests that evolution could explain why someone may think or act a certain way because of ancestors human descended from.
How does technology play a role in helping us to understand the brain and its functions better?
Machines that are used to read or scan the brain can show brain patterns in certain situations. How the brain reacts and what part of the brain is used can be shown to link things and ideas together.
(nedjine)
Different cultures have different beliefs, and therefore, one culture will behave differently than another. How people react towards close personal space, body contact or a bad grade in school, ass depends on their culture.
How do the studies of twins help us to understand the genetics behind psychology?
“If genes influence traits such as emotional instability, might they also influence the social effect of such traits?”
Twins that are identical come from the same egg and therefore have the same genes. The twin could be the “contro
l” in an experiment. The different between their environments and how they grow up can be the difference between where nurture plays and role and where nature plays a role in life.
Explain how evolution plays a role in psychology
“Does natural selection explain our human tendencies?”
“Evolutionary psychologist – behavioral tendencies and a capacity for thinking and learning that prepared out Stone Age ancestors to survive, reproduce, and send their genes into the future.” The theory suggests that evolution could explain why someone may think or act a certain way because of ancestors human descended from.
How does technology play a role in helping us to understand the brain and its functions better?
Machines that are used to read or scan the brain can show brain patterns in certain situations. How the brain reacts and what part of the brain is used can be shown to link things and ideas together.
(nedjine)
Culture (121-125)
-the enduring behaviors, ideas, attitudes and traditions shared by a large group of people and transmitted from one generation to the next
Culture is transmitted across generations partly by what Harris calls “parents’-group-to-children’s-group-effect”
Culture Terms:
Norm: an understood rule for accepted and expected behavior. Norms prescribe “proper” behavior
Personal space: the buffer zone we like to maintain around our bodies
Memes: self=replicating ideas, fashions, innovations passed from person to person
Cultures vary in their pace of life
Children of communal cultures grow up with a stronger sense of “family self”
Within a larger culture, ethnic subgroups may differ in their behavior and yet be influenced by the dame underlying processes
(nedjine)
-the enduring behaviors, ideas, attitudes and traditions shared by a large group of people and transmitted from one generation to the next
Culture is transmitted across generations partly by what Harris calls “parents’-group-to-children’s-group-effect”
Culture Terms:
Norm: an understood rule for accepted and expected behavior. Norms prescribe “proper” behavior
Personal space: the buffer zone we like to maintain around our bodies
Memes: self=replicating ideas, fashions, innovations passed from person to person
Cultures vary in their pace of life
Children of communal cultures grow up with a stronger sense of “family self”
Within a larger culture, ethnic subgroups may differ in their behavior and yet be influenced by the dame underlying processes
(nedjine)
influence
Parental Influence and Interference (117-118)
-typically: parents are praised for a child’s success and shamed for a child’s failure
“The major source of human misery” is the “neglect, wounded child” in each of us. (Bradshaw)
-Shared environment influenced typically account for less than 10% of children’s personality differences “Two Children in the same family [are on average] as different from one another as are pairs of children selected randomly from the population.” Robert Plomin and Denis Daniels
Peer Influence (120-121)
-Peer power: as we develop we must play/ work/ mate/ partner with peers. Children and the youth are very sensitive and responsive to peer influence
-“When in Rome, they become Romans.” (Harris)
-part of similarity to peers may result from “selection effect”
Parental nurture is like nutrition***
(Nedjine )
Nature Vs. Nurture and the genes of humans Kristine Hernandez
Nature vs. Nurture
Nature - being born with certain traits
Nurture - developing character traits through experience
Genes/ DNA- are biochemical units of heredity that make up the chromosome; a segment of DNA capable of synthesising a protein
Evolutionary psychology explains traits such as memory perception of language. It is the study of evolution of behavior and mind using principles of natural selection. Natural selection means that even though there are a range of traits will most likely be passed on to the generations to come.
Sexuality/Gender.
Gender bias is a variable that scientists have to control within the experiment. Gender bias exists today in the workplace and every aspect of society.
Behavior genetics is the study of the relative power and limits of genetic and environmental influences on behavior.
Nature - being born with certain traits
Nurture - developing character traits through experience
Genes/ DNA- are biochemical units of heredity that make up the chromosome; a segment of DNA capable of synthesising a protein
Evolutionary psychology explains traits such as memory perception of language. It is the study of evolution of behavior and mind using principles of natural selection. Natural selection means that even though there are a range of traits will most likely be passed on to the generations to come.
Sexuality/Gender.
Gender bias is a variable that scientists have to control within the experiment. Gender bias exists today in the workplace and every aspect of society.
Behavior genetics is the study of the relative power and limits of genetic and environmental influences on behavior.
def.
The New Frontier: Molecular Genetics (115-116)
-the subfield of biology that studies the molecular structure and function of genes *a quest to identify the specific genes that influence behavior
“The most powerful potential for DNA, is to predict risk so that steps can be taken to prevent problems before they happen.” Robert Plomin and John Crabbe (2000)
-Science that will genetically alter traits/sex of a(n) egg/sperm: will doing so be successful? Will it confuse a child in the future? Might deprive the world of those who are “different”?
(nedjine)
Heritability (112-113)
Proportion of variation among individuals that we can attribute to genes. The heritability of a trait may vary, depending on the range of populations and environments studies
-extent to which variation among individuals can be attribute to their differing genes
Gene-Environment Interaction (114)
-people are a product of a cascade of interactions (dependence of the effect of one factor on another factor) between their genetic predisposition and their surrounding environments
-our genes affect how people react to and influence us
(Nedjine)
METHODS FOR RESEARCHING THE BRAIN
There are numerous methods in place to research the brain. One of the most common ways to conduct research is to conduct Clinical Studies. In CS, research can alter the brain of the subject (usually animals like rats and mice) and observe what each area affected changes. This manipulation of the brain can help pinpoint what each area does. Another method to research the brain is to record its eletrical activity. This is done with an electroencephalogram or EEG. This device graphs brain waves are researchers can analyze the waves according to different stimuli. Other types of scans are CT and PET scans. Both create images of the brain and its activity levels. PET scans show activity by analyzing where the brain consumes glucose. The last type of scans, and MRI, scans the head with a magnetic field to affect the brain's atoms which upon returning to normal state release signals, which are then analyzed by a computer. MRI scans can help to see areas where there is soft tissue and an abundance of fluid. (Charline)
CULTURAL VARIATIONS OVER TIME
Cultures have often changed quickly over time. The certain parts of a culture that can change may include improved technology, economic independence for women, human rights, divorce rates and crime rates. These changes are not influenced by genetics but rather the spreading ideas, inventions, habits and fashions. The term memes is used to describe such things which spread between individuals.
THE NATURE AND NURTURE OF GENDER
Nature -
Males and females differ biologically due to the sex chromosomes and concentrations of sex hormones present in them. The chromosomes obtained by people determines their genders and the hormones in their bodies affect their behavioral and physical characteristics. An example is testosterone which, when available in large amounts, may cause females to act more aggressively and display masculine traits.
Nurture -
Depending on where someone is raised, an example being an agricultural society, he or she may fit into a gender role. These are the traditional expectations of how both men and women should behave in society. Varying between different cultures, women often find their rights restricted more than men do. However, gender roles enhance a person’s gender identity and they may socially put people at ease. In our society, men normally perform things such as initiating dates and working while women care for the children and labor within the household. Children often become gender-typed which is when boys strongly display masculine traits and girls act feminine. The social learning theory states that children learn their associated behaviors through observance.
THE IMPORTANCE OF STUDYING TWINS
– By observing twins, variables such as the home and genes can easily be controlled. Identical twins can easily be compared to fraternal twins when studying occurrences such as genetic diseases and behaviors. Twins who are identical are far more likely to develop genetic diseases than those that are fraternal. Separated identical twins are also found to exhibit huge similarities when it comes to behaviors. The study which involves twins can help display the influence both genes and society has on children.
Culture plays a huge role in how human beings behave but it also plays a role in how we perceive others. How does the culture we were brought up in influence the way that we perceive others around the world?
The culture that we were raised in leads us to believe that our way of life is normal. Behaviors taught to us as correct creates the view that others are strange or wrong. Merely due to differences, such as clothing or foods, Americans may look down upon others and sometimes even revere them with fascination.
definitions
Adoption studies (pg 111-112): adoptive studies show the difference between two groups.
1) genetics relatives (biological parents) vs. 2)environmental relatives (adoptive parents)
Personalities – biological vs. environmental = equal difference of personalities
However, traits are more similar to biological parents than adoptive parents
Twins’ personalities are just as different reared together than apart
*Nature vs. Nurture
Temperament Studies (112)
person's characteristic emotional
reactivity & intensity (for infants this includes inborn emotional excitability)
(Nedjine)
Consider the term “Social Darwinism” used often during the imperial age of American history. Do you believe that the term has credibility when it comes to Psychology?
Today Social Darwinism is not able to be correctly applied to modern Psychology. Since people differ in strengths, modern society allows each unique person to fill their own niche. From those in business to artists and musicians, every person is successful when they contribute to society. Simply excelling above another in politics or business does not make one superior.
Do you believe that natural selection is a plausible theory when it comes to how humans have developed over time?
The suggestion of natural selection’s impact on how humans behave seems likely. Fears and emotions we currently have were probably existent in our past ancestors. From the feelings we have socially to phobias, such as fear of heights, each emotion would have helped previous generations survive. The intelligence people have developed also aided in human kind’s ability to live throughout the planet. The information we know today far exceeds that of our ancient ancestors who’s knowledge set them apart from other animals.
Placticity and the Brain
Plasticity is the brain's ability to reorganize neural pathways based on experiences that occur.
The divided brain has two sides. The left hemisphere is the "dominant side" easiest to study also.
The right hemisphere is the "subordinate side". Speech is processed here.
Kristine Hernandez
The divided brain has two sides. The left hemisphere is the "dominant side" easiest to study also.
The right hemisphere is the "subordinate side". Speech is processed here.
Kristine Hernandez
NEUROTRANSMITTERS AND NEURAL COMMUNICATION
Neural communication is the basis of human senses. Each nerve is made of neurons, microscopic units which look somewhat like sideways trees composed mainly of dendrites, axons, and axon terminals. Neurotransmitters are like chemical messengers that create signals between neurons to achieve some kind of reaction. The signals are perceived through an event called a synapse when the axon terminal of one cell touches another cell's dendrite end, sending electricity-like signals along the chain of neurons. These signals can increase or decrease a cell's functions according to the type of reaction felt. Unfortunately, neurons and neurotransmitters are very affected by drug use or disease. Drugs can interfere with comunication between neurons, can change the synapses, can bond to other neurotranmitters, altering the signals and changing the perception of feelings and senses of the human body. Some of this damage can even be permanent.
(Charline)
How do gender roles play a role in how we study human beings and how they think?
Gender roles are an important factor as to how humans are studied. For many years, women were deemed biologically and intellectually inferior to their male counterparts. This led to women not being able to attend universities and hold the same job positions as men. Now gender roles are less strictly defined but they still do exist. Women are perceived as caretakers and nurturers and are said to be more sensitive. When younger girls observe their mothers displaying such characters, they themselves begin to exhibit them. Men are supposed to be the tough and defending heads of the family. It is deemed "not manly" for a man to display his feelings and this further enhances the idea of gender roles. Because such traits are exhibited, men and women are treated differently in experiments and are considered to be two different subjects. Some experiments even separate men and women because they are expected to react differently.
(Charline)
(Charline)
How do the brain and body work together to explain how humans think, feel and act?
The brain and the body can be pictured as a network of power lines. The brain would be the power plant from which the electricity is produced and the nervous systems would make up the power lines. When something "activates" a nerve, an electrical current runs through the nervous system up to the brain, which analyzes the reaction, then another signal is sent back down to the location of the reaction with a response on what the cells in that area should do. These responses cause humans to act in different ways, for if the touch is causing pain, a defensive reaction will ensue, if the touch is pleasing, then a positive reaction will come out of it. The thought process that comes from analyzing these reactions is proportional and is driven by the small electrical impulses sent through the nerves to the brain and back.
(Charline)
What is the difference between cognitive psychology and neuroscience?
The difference between cognitive psychology and neuroscience is quite simple. Cognitive psychology focuses on how the brain learns, retains, and retrieves information while neuroscience is the biological aspect of how the brain and nervous systems work in the human body. It could be said that cognitive psychology is beneath the umbrella of neuroscience, since it borrows on ideas and findings from neuroscience.
(Charline)
(Charline)
Sunday, November 7, 2010
How does Neuroscience help or hinder the credibility of psychology as a science?
Neuroscience helps the credibility of psychology as a science in numerous ways. To begin, neuroscience is more related to biology than to psychology, and biology has been recognized as a hard science. Because there is concrete evidence in the form of nerves, parts of the brain, and reflex reactions, it is hard to imply that neuroscience is based on ideas instead of factual information. Various experiments have been performed to find out which parts of the brain affect different aspects of human abilities such as speech, hearing, and even memory. The fact that some psychological ideas can now be backed up by scientific findings further proves that psychology is indeed a credible science.
(Charline)
(Charline)
THE PARTS OF THE BRAIN
Here are diagrams of the major areas of the brain and their functions. The area of the Frontal Lobe labeled as speech is also known as Broca's area.(Charline)
THE ENDOCRINE SYSTEM
The Pineal gland secretes Melatonin which induces sleep and lowers body temperature. Beneath this gland is the Pituitary gland which produces a variety of hormones and is known to control puberty and the production of growth hormones.
Next in the throat region are the Parathyroid glands. These glands are responsible for monitoring the amount of calcium in bones and in the blood. Beneath them is the Thyroid gland which controls metabolism and bone growth.
In the abdomen is the Pancreas which controls the production of insulin and regulates the levels of sugar in the blood. The Adrenal glands are responsible for the breakdown of fat, the synthesizing of proteins, regulates kidney processes, and controls the Androgen hormone which controls masculinity. These glands also control oxygen and blood flow the the brain and regulate pain.
Finally the Ovaries and Testes regulate growth, the reproductive cycle, secondary growth characteristics (breasts, body hair, etc.) and control many of the body's key processes.
(Charline)
THE LIMBIC SYSTEM
The LS is also affected by drug use and is stimulated by the high produced from those drugs.
(Charline)
THE PERIPHERAL NERVOUS SYSTEM
If the CNS was the main power line, the PNS is made of all the smaller power lines extending from the main line.This system is divided into two categories, the Sensory-Somatic System and the Autonomic System.
The Sensory-Somatic System is composed of 12 different cranial nerves which extend from the cranium, or skull, and of 31 spinal nerves which extend from the spine. It controls the body's voluntary responses such as response to touch, hearing, and sight.
The Autonomic System controls the involuntary actions such as breathing, heart contractions, digestion, and exocrine and endocrine gland productions. It is also responsible for "fight or flight" responses and even the dilation of pupils according to different amounts of light. Both the CNS and the PNS work together to allow the human body to function smoothly and efficiently.
(Charline)
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