Thursday, November 19, 2015

11/20 Adolescence/Adulthood and FRQ Practice

1. Read the Article that Timidity Develops in the First Days of Life---based off of Jerome Kagan's work.

TASK: At the end of each paragraph--explain what the main idea of the paragraph is(# each paragraph and it's idea).

2. Read the article on Raising Kids:
Questions from the Article:
1. Explain all 3 of the major mistakes that the author believes that 21st Century Parents make.
2. Write out the 8 prescriptions that the author describes should be done to raise better kids.
3. Explain each of the 8 prescriptions with a real life example.

3. FRQ practice:
Answer the following for practice:
1)Piaget, Erikson, and Kohlberg described several cognitive, social and moral reasoning stages of adolescence.  Illustrate each of the following stages and how they relate to development

  • Concrete Operational
  • Formal Operational
  • Identity versus role confusion (see p. 520)
  • Intimacy versus Isolation
  • Conventional Level
  • Postconventional Level
2) Our cognitive processes can enhance or inhibit memory, decision making, problem solving, and communication.  Explain how each of the following may both help and hurt cognitive functioning.

  • Mental set
  • Availability heuristic
  • Prototypes
  • Critical (or sensitive) period for language development
  • Stress effects on memory
Have a great Thanksgiving Break.  Notebook Check and Unit IV Exam when we return on 11/30.

Wednesday, November 18, 2015

11/18 Adolescence and Adulthood

I collected and went over Kohlberg's Moral Development and Worksheet.

We discussed our Trading Cards from Unit 4 and how they applied to our unit of study and then turned them in.

Next, our discussion focused on Erikson's Psychosocial Stages of Development.
We broke up into groups and then presented a short skit on each of the 8 developmental stages.

Then we finished the Experts Video on the main issues in adolescence and adulthood.  This led us to the midlife transition and the research of Elizabeth Kubler-Ross.  We watched a fun video on the 5 stages of Grief.

Finally, we saw the homework that will prepare us for the Unit 4 Exam on Monday 11/30

HOMEWORK TASKS INCLUDE:
Tasks---
1. Write out the chart from Erikson's Stages of Pscychosocial Development on p. 520
Identify the Stage / The Issue  / Then come up with a real-life example of this.

2. On p. 520, describe the link between intimacy and happiness.
3. On p. 529--Explain how STD's can be prevented and what are the current statistics on the prevalence of AIDS worldwide.
4. On p. 530, list and explain the four environmental factors that contribute to teen pregnancy.
5. On p. 535, discuss difference from each area on table 53.1.
6. On p. 540 and 541 Discuss physical changes in men and women in Middle Adulthood and Later Life.
7. Explain the 2 charts on p. 542 and 543.
8. From page 544---Explain the concept of the social clock.
9. On page 547 Explain the figure on Successful Aging----and copy it on your page.
10. On page 548 --List 3 findings from studies on grief and coping.
Define the following from Modules 48-54:
11. Attachment
12. Critical Period
13. Temperament
14. Self Concept
15. Gender Roles
16. Gender typing
17. social learning theory
18. Adolescence
19. Identity
20. emerging adulthood

Kohlberg’s Moral Development

I. Match each situation with the stage of Kohlberg’s Moral Development

A) Preconventional Morality
·      Self-Interest (Looking out for #1).  Obey rules to avoid punishment or gain Positive Rewards.(Respect for power & punishment)

B) Conventional Morality
·      Uphold laws and rules to gain social approval. (Seeking approval of important orders).   Or Laws are upheld to maintain social order.(Belief in Law & Order)

C) Postconventional Morality
·      Actions reflect belief in basic rights (Justice through Democracy) and self-defined ethical principles. (Universal Moral Principles)
                       1.___Stealing is wrong period. We are obligated to obey laws if we want to live in a civilized world.     
          2.___Stealing from family is not so bad. What are they going to do, lock you up?
                                3.___ I once stole something from a store to impress my friends.
                               4.___Why shouldn’t people steal from stores? They rip people off with their high prices.

  1. ___I don’t think stealing is right, but in certain emergencies, or life and death situations, I might
      steal something.

  1. ___ I’m not going to skip class because I might get a detention and won’t be able to play in the   
      game.

  1. ___ I’ve had near perfect attendance for four years. I’ll skip class because my friend is 
                  having some problems and needs someone to talk to. Sorry, but people matter more than     
                  rules.

     8.___Skip class? No problem. I’m hungry. Besides, it’s only wrong if you get caught.

     9.___Skip class? I don’t think so. I’d lose my teachers and coaches’ respect.

   10.___ Sometimes students just need to miss school; work, stress, or just need a day off.  It’s just  
                different than it used to be.


The homework will be due at the beginning of the period on Friday.  We will briefly go over it and review our stage charts and Module 34-36 work on cognition and language as preparation for the EXAM.

Monday, November 16, 2015

11/16 Philosophical Chairs

Philosophical Chairs--Daycare
For absent students, in order to make up the discussion you will need to do a short paper on the pros and cons of Daycare for children and what decision you would make as a parent and why.


Intro to Kohlberg.

Kohlberg Wkst--Due on Wed. 11/18

Read the article and summarize :http://www.learninginfo.org/neuroplasticity.htm
Due on Wed. 11/18

Unit 4 Trading Cards Due on 11/18

11/13 Adolescence

Mod. 47 Review from Homework.

Adolescence Intro.

Fill out the Stages chart for Kohlberg and Erikson based off of adolescent reading.

Parenting Wkst.---do in your notes

Lottery for Unit 4 Trading Cards.

Prep for Philosophical Chairs on Monday

Monday, November 9, 2015

11/9 Intro to Development

Language Acquisition packet--group discussion.

In Class Work:
Read Module 45 p. 462.
Explain what the issue is in developmental psych and also what some examples of big issues in these areas are.
Nature and Nurture
Continuity and Stages
Stability and Change

Define and explain:
zygote
embryo
fetus
FAS
Habituation and Maturation
Explain what research tells us about newborns.

Inside Out on Development

Homework for Friday 11/13--due at the beginning of class

Read Module 47 p. 476-485
Define the Vocab:
  1. Cognition
  2. Assimilate
  3. Accommodate
  4. Sensorimotor stage
  5. Object permanence
  6. Preoperational stage
  7. Conservation
  8. Egocentric
  9. Theory of mind
  10. ASD
  11. Concrete operational stage
  12. Formal operational stage
  13. Lev Vygotsky
  14. Scaffolding

Using Costa’s Level 2 and Level 3 Questioning Strategies:
LEVEL 2        Use Understanding     Dramatize       Practice           Operate             Imply Apply                           Use                  Compute             Schedule         Relate Illustrate                      Translate             Change                        Pretend Discover        Solve               Interpret          Prepare            Demonstrate   Infer Examine                      Diagram          Distinguish     Compare Contrast Divide                                  Question        Inventory             Categorize      Outline Debate Analyze Differentiate Select Separate Point out Criticize Experiment Break down                         Discriminate   Create             Compose             Design Propose                       Combine         Construct             Draw               Arrange Suppose                    Formulate            Organize        Plan     Compile Revise Write Devise Modify Assemble Prepare Generate
LEVEL 3        Decide Judge Value Predict Evaluate Rate Justify Decide Measure Choose Assess Select Estimate Conclude Summarize Supportive Evidence Prove your answer. Support your answer. Give reasons for your answer. Explain your answer. Why or why not? Why do you feel that way?

15-17. Write up 3 Level 2 Questions from the Module.  Answer each of your questions.
18-20.  Write up 3 Level 3 Questions from the Module.  Answer each of your questions.



11/6 Cognition and Language

Inside out on cognition and language.

Lecture on thinking and language acquisition

11/4 Unit 3 Exam and Module 34-36 Homework

Unit 3 Exam and Module 34-36 Homework

Module 34-36  Things to Know:

Definitions:
cognition                     concepts          prototypes       creativity        convergent thinking           
divergent thinking      algorithms      heuristics        insight             confirmation bias
fixation                       mental set       intuition          representative heuristic
availability heuristic  belief perserverance               framers
language                     Phonemes       Morphemes     Grammar        babbling stage
one-word stage           two-word stage                       telegraphic speech
critical period             Aphasia           Broca’s Area   Wernicke’s Area       
linguistic determinism                                  


What are the five components of creativity?  p. 357-358
What are four ways to boost your own creativity? p. 359
Why do we fear the wrong things? p. 366
What is the relationship between language and thinking, and what is the value of thinking in images? p. 379-382



Monday, November 2, 2015

11/2 Memory Review

Mod 31 Vocab Quiz


  1. Rhymes, mental pictures, and associations that are used to help remember something are called______.
a. relearning b. recall c. reconstructive processes            d. mnemonics

  1. Being better able to remember NCAA, and FBI rather than XNC, AAF, and BIX is an example of ___.
a. iconic memory                      b. hierarchies                     c. chunking                         d. explicit memories

MATCHING
a. shallow processing               b. deep processing            c. Spacing Effect                d. automatic processing    e. effortful processing
ab. working memory ac. sensory memory          ad. long-term memory      ae. iconic memory        bc. echoic memory

  1. The immediate, very brief recording of information in the memory system that comes from our senses.
  2. A momentary sensory memory of auditory stimuli; words can still be recalled within 3 or 4 seconds
  3. The process of implicit memory production, that includes such things as space, time and frequency.
  4. This type of processing encodes semantically and lets us know the full meaning of words.
  5. This type of processing encodes at the basic level; such as the words sounds or letters.
  6. This goes along with distributed practice to illustrate the best way to try to learn something new.
  7. Sperling did an experiment to show that this type of memory allows for stimuli to be retained for a very short time (a few tenths of a second), even if we can’t see it anymore.
  8.  If information passes from working memory to this stage, it can be retrieved for long durations, up to our total lifetime.
  9. The Atkinson-Shiffrin model was based on trying to form declarative memories; that is encoding that requires attention and conscious effort.
  10. Short-term memory is also called this to underscore the process of uploading and downloading information that is necessary for us to be efficient.

WRITTEN RESPONSES
  1. Explain the 3 things that are automatically processed by our memory.
  2. Explain what the 3 processes of memory entail.
  3. Summarize why using personal analogies and making something personal improves memory.


Five in Five for Module 32
Explain what a cheap memory enhancer is for all people.

What are flashbulb memories and describe one from your life.

What are the 3 r's of memory?

Explain the issue of state and context dependent memory.

How do retrieval cues and priming help us to remember?





Module 33 Things to Know:

anterograde amnesia
retrograde amnesia
Herman Ebbinghaus--The forgetting curve
Interference--proactive and retroactive
positive transfer
repression
misinformation effect
source amnesia (source misattribution)
deja vu
What are the 7 ways from p. 353 to improve your memory?



Exam on Wednesday

10/30 Strive for 5 and Memory

Memory Yellow Wkst.---Distributed in Class

Strive for 5 Wkst. Mod. 31-33 (p. 185-188)

10/28 Learned Helplessness and Intro to Memory

Learned Helplessness Wkst.
AP Psychology                                                                     Name __________________________
—Learning and Memory                                                   Date ____________   Per. __________

This lesson is designed as both a group project and individual project.  Each individual should answer the questions on the packet, while working together with their group to discuss the responses.

Motivation

Internal systems

There are many systems and theories of motivation .  But what if we look deeper? What are the internal structures that lead to us acting (as opposed, perhaps, to not acting). Here are the key systems involved:
·     Beliefs: are 'assumed truths' on which our understanding of the world is founded.
·     Emotions: are the fundamental internal systems that kick us into action.
·     Extrinsic Motivation: Driven by external factors.
·     Goals: that we set ourselves to achieve our needs.
·     Interest: those things that attract our attention.
·     Intrinsic Motivation: Driven by internal factors.
·     Needs: are the pre-programmed drivers that evolution has given us.
·     Values: are the social rules that we live by that enable our tribal societies to function.

Now read p 297-301 and answer the following questions:

1.     What is motivation?

2.     How does drive theory motivate us to act?

3.     What is an activity that you engage in that has both intrinsic and extrinsic motivators.

Learned Helplessness Theory

 Description
How we attribute the events that occur in our lives has a significant effect on our attitudes and efforts in improving our lot. In particular there are three types of belief affect us:
·     Stable or unstable cause: If we believe that events are caused by factors which do not change, we assume that it is not worth us trying to change them. So if I believe my success is based on an unchangeable ability, it will seem that it is not worth my trying to improve myself.
·     Internal or External cause: We can believe that events are caused by ourselves or something outside of ourselves. If I assume a serious car crash was my fault, I will be less likely to drive again than if I attribute it to a greasy road.
·     Global or Specific cause: If we believe that events are caused by a large number of factors then we feel we can do less to change things than if we see few and specific causes.

Research

Seligman rang a bell whilst shocking a restrained dog. He then allowed it to move out of the way and rang the bell again. The dog did not move! What it had learned was not that ringing a bell means pain, but that it is futile trying to get away from shocks. 

Example

If a poor test result is attributed to a lack of intrinsic capability as evidenced by many past failures, then we are likely to reduce our efforts, be more depressed and view ourselves in an ever-fading light.

Using it

To build influence, make and encourage attributions about other people so they learn helplessness and become dependent on you.
To help people become less helpless, show them what is happening. Help them make attributions that lead to positive actions and 'learned confidence'.

 

 

Defending

Positively seek unstable, external and specific causes that mean you can change your world. Guard against friends and others who push you into dependence.

Now read  p. 297-301 on learned helplessness in the textbook and answer the following question:

4.     (3pts) As a group, discuss and give an example of learned helplessness in the “real world” that you have personally witnessed or have been involved in.

 

Attribution Theory

Description

We all have a need to explain the world, both to ourselves and to other people, attributing cause to the events around us. This gives us a greater sense of control. When explaining behavior, it can affect the standing of people within a group (especially ourselves).
When another person has erred, we will often use internal attribution, saying it is due to internal personality factors. When we have erred, we will more likely use external attribution, attributing causes to situational factors rather than blaming ourselves. And vice versa. We will attribute our successes internally and the successes of our rivals to external ‘luck’.
When a football team wins, supporters say ‘we won’. But when the team loses, the supporters say ‘they lost’.
Our attributions are also significantly driven by our emotional and motivational drives. Blaming other people and avoiding personal recrimination are very real self-serving attributions. We will also make attributions to defend what we perceive as attacks. We will point to injustice in an unfair world.
We will even tend to blame victims (of us and of others) for their fate as we seek to distance ourselves from thoughts of suffering the same plight.
We will also tend to ascribe less variability to other people than ourselves, seeing ourselves as more multifaceted and less predictable than others. This may well because we can see more of what is inside ourselves (and spend more time doing this).
In practice, we often tend to go through a two-step process, starting with an automatic internal attribution, followed by a slower consideration of whether an external attribution is more appropriate. As with Automatic Believing, if we are hurrying or are distracted, we may not get to this second step. This makes internal attribution more likely than external attribution.

Research

Roesch and Amirkham (1997) found that more experienced athletes made less self-serving external attributions, leading them to find and address real causes and hence were better able to improve their performance.

Using it

Beware of losing trust by blaming others (i.e. making internal attributions about them). Also beware of making excuses (external attributions) that lead you to repeat mistakes and leads to Cognitive Dissonance in others when they are making internal attributions about you.

Defending

Watch out for people making untrue attributions.

Now Read p. 754-756 in your textbook and answer the following:

5.     (2 pts)  Give an example where you have committed a fundamental attribution error and felt like a jerk.



6.     (2pts)  Give an example of a self-serving bias that you have used.



 Intro to Memory

10/26 Pop Quiz and Social Learning

Unit 3 Trading Card Due.

Pop Quiz on Learning

10/23 Operant Conditioning

Operant Conditioning and Cognitive Effects on Operant Conditioning

Trading Card for Unit 3 is assigned.