Friday, December 11, 2015

12/11 Stress

Mod 43:

1. Use an example from your own life to explain the difference between a stressor, a stress reaction, and stress.

2. Explain how stressors can have positive effects. Use 2 examples from your own life.

3. Discuss the negative effects of stress. What negative effects have you felt?

4. Describe three types of stressors.

5. Explain the GAS. Draw the illustration of the Phases in your notes from p. 445.

6. What are common reactions to extended stress?

7. Explain the tend and befriend response to stress.

Mod 44

8. Draw the Chart from p. 449.

9. What is the relationship between stress and heart disease?

10. Explain the personality characteristics and impact on health of someone who is :

a. Type A b. Type B

Thursday, December 10, 2015

12/9 Emotion and Expressive Behaviors

Lottery Pick for Unit 5 Trading Cards ---DUE ON MONDAY 12/14

Reading Quiz and FRQ practice on Unit 5

With a partner do the following and answer the following questions from Mod 42:

1. Write out as many emotions that you can.

2. Pick out the top 4 and then simulate each one and see if your partner can pick them out.

Now answer the following:

3. What is the Facial Feedback Effect?

4. How does our walk effect our emotions?

5. What area of psychology is using this information to help the overall community?

Ontogeny: the development or course of development especially of an individual organism

Phylogeny: the evolutionary history of a kind of organism

Inside Out on Emotion:

For Homework---Read Mod. 43 and 44:

Tuesday, December 8, 2015

12/7 Motivation Review + Intro to Emotion

Homework---
Read Mod 41 looking for the following:

Mod 41: Be able to answer these questions:

What are the 3 components of emotions?

What do researchers disagree about when it comes to the study of emotion?

Explain the 5 main theories of emotion.

Explain the difference between the sympathetic portion of your Autonomic Nervous System and the parasympathetic portion. How do both of these function in a crisis?

What are 5 areas of the body that respond in our ANS in times of a crisis?

Friday, December 4, 2015

12/4 Areas of Research in Motivation

1) Reading Quiz Module 38-40

2) Group Work/Presentations on :
4 Theories of Motivation
Physiological and Psychological Issues in Hunger and Satiety
Physiological and Psychological Issues in Sexual Motivations
Physiological and Psychological Issues in Affiliation Needs

3) Experts Video

Have a Great Weekend. Begin Reading about Emotion and Mod 41

Wednesday, December 2, 2015

12/2 Motivation

Reading Quiz Module 37

Test Corrections on Unit 4

Intro to Motivation:
4 main theories of motivation must be understood:

Instinct and Evolutionary Psychology Theory
Drive Reduction Theory
Optimal Arousal/Curiosity Theory
Hierarchy of Needs Theory

Read Modules 38-40 on the motivation of physiological needs and social needs. Reading Quiz on Friday.

Mod. 38

How does semi-starvation reinforce the heirarchy of motives?
P. 397--What did Washburn and Cannon discover?
p. 398-99---List and define the 5 appetite hormones.
What is our set point? Can it slowly be changed?
Describe our basic metabolic rate.
How does cognition influence our eating patterns?--cite the example from the tricksters p. 399
Explain why hot cultures like hot spices.
What are 3 situational influences on our eating---p. 400-401.
How do genetics play in our body weight? p. 402

Mod 39

What are the 4 phases of the sexual response cycle, as summarized by Masters and Johnson in the 1960s?

What are 3 sexual dysfunctions?

What is paraphilias? How does the APA decide if this behavior is disordered?

What are estrogen and testosterone? Define each.

Copy the flow chart of 39.1 (p. 409) on sexual motivation.

Mod 40

What are the 3 psychological needs that build self-esteem?

Explain the study where love is a painkiller.

Discuss the NORCO study of happiness and people who are alone.

What about children? Explain 2 attachment problems:

Insecure anxious attachment and Insecure advoidant attachment.

From p. 415, explain the effects of ostracism on healthy students in the study.

Explain the 4 questions from social media----p. 416-418

p. 297-98--Explain Intrinsic and Extrinsic motivation

11/30 Unit 4 EXAM

Unit 4 EXAM

Read Module 37 as an introduction to Unit 5

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.

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

steal something.

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

game.

___ 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:

Cognition
Assimilate
Accommodate
Sensorimotor stage
Object permanence
Preoperational stage
Conservation
Egocentric
Theory of mind
ASD
Concrete operational stage
Formal operational stage
Lev Vygotsky
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

Rhymes, mental pictures, and associations that are used to help remember something are called______.

a. relearning b. recall c. reconstructive processes d. mnemonics

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

The immediate, very brief recording of information in the memory system that comes from our senses.
A momentary sensory memory of auditory stimuli; words can still be recalled within 3 or 4 seconds
The process of implicit memory production, that includes such things as space, time and frequency.
This type of processing encodes semantically and lets us know the full meaning of words.
This type of processing encodes at the basic level; such as the words sounds or letters.
This goes along with distributed practice to illustrate the best way to try to learn something new.
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.
If information passes from working memory to this stage, it can be retrieved for long durations, up to our total lifetime.
The Atkinson-Shiffrin model was based on trying to form declarative memories; that is encoding that requires attention and conscious effort.
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

Explain the 3 things that are automatically processed by our memory.
Explain what the 3 processes of memory entail.
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.

Wednesday, October 21, 2015

10/21 Classical and Operant Conditioning

Classical Conditioning Experiments
Edward Thorndike

Inside Out on Learning:

Terms to Know--Defined in Notes
operant conditioning
law of effect
reinforcement
shaping
positive reinforcement
negative reinforcement
primary reinforcers and conditioned reinforcers
continuous reinforcement
partial (intermittent) schedules
Fixed-Ratio schedule
variable-ratio schedule
fixed-interval scheduleIdentify these terms:
variable-interval schedule
punishment
4 problems with punishment

Schedules of Reinforcement Wkst.

10/19 Classical Conditioning

Classical Conditioning Wkst.

Using the “formula” for classical conditioning, fill in the blanks for each of the following examples.

Tactless Tom yells at Emotional Ernie. As a result, Ernie’s blood pressure automatically rises. The next time that Ernie sees Tom, Ernie’s blood pressure rises,

UCS ___________________________ UCR ____________________________________

NS _______________________________