IB Psychology...Don't Mess

Homework for the Long Weekend

Greetings!
Your homework for Wednesday is to read pages 299-318 in the Reader and respond to the questions on pages 319-320.

Also, please take notes on all key studies and theories mentioned.

Stay tuned for updates and photos from today!

Cheers!
Caro

The Experiment

I am most excited for your experiments on Friday! Please let me know if you have any last second issues.

REMEMBER: Methods draft is due Friday!

Help!

Need help with your IA? Ask me!!! Come in before school, first lunch, after school and/or drop me an e-mail!

WARNING!!!!

I have read a few drafts already and I have grown rather concerned about students paraphrasing language from the sample IA. I take this very seriously: DO NOT COPY OR PARAPHRASE THE SAMPLE IA. ANY SIGN OF PLAGIARISM WILL RESULT IN AN IMMEDIATE ZERO.

Use the sample as a guide for structure and tone. These IB papers are rather rigid in structure. They take time to put together but you are capable so trust yourself!

Brain Matures a Few Years Late in ADHD, But Follows Normal Pattern

"In youth with attention deficit hyperactivity disorder (ADHD), the brain matures in a normal pattern but is delayed three years in some regions, on average, compared to youth without the disorder, an imaging study by researchers at the National Institutes of Health’s (NIH) National Institute of Mental Health (NIMH) has revealed. The delay in ADHD was most prominent in regions at the front of the brain’s outer mantle (cortex), important for the ability to control thinking, attention and planning. Otherwise, both groups showed a similar back-to-front wave of brain maturation with different areas peaking in thickness at different times (see movie below). " Read the full article

News:::

Introduction - DRAFT DUE: Monday November 26

Methods - DRAFT DUE: November 30

Results - DRAFT DUE: December 7

Discussion - DRAFT DUE: December 14

Cognitive Psychology Essay December 20th

The Introduction

Reminders:
The Introduction to the IA is DUE Monday
The Introduction is about the original study (see the Reader for the orginal studies in the Internal Assessment chapter)
The "AIM" is your last paragraph and should state that your aim is to partially replicate....
SEE the IA Center on mrcaro.com for the details!
Cheers!

I've been SIOP-ed!

Hello All,

Due to being "SIOPed" I will out of class tomorrow (however I will be making a third period appearance). So PLEASE let me know if you need any help with the Introduction to the IA and have a GREAT Thanksgiving!

Check back here and the web site for important updates throughout the weekend!

Cheers
Caro

False Memory

The homework for this weekend is two fold. First read the summary and analysis of Loftus' studies in the Reader. Following this reading, read about repressed memories on page 291 of the Reader. Write a brief analysis of repressed memories with respect to what Loftus found in her studies on the creation of false memories.

For more information on this debate, visit the Recovered Memory Project at Brown University. And the University of Washington web site's article by Elizabeth Loftus on The Reality of False Memories.

Please feel free to post your thoughts and ideas here!

Insight

Read about Kohler's objections to Thorndike's explanation of animal intelligence.

Don't forget to try and experience insight for yourself with this puzzle:

-10101

eSIS Has Taken Over...DO NOT Resist

Due Wednesday:::

Turn in the following on Wednesday, November 14
Homework:
Tolman study - JAS
Bandura study - JAS
Extra Credit Notes:
Textbook Readings (x3)
Videos and Lectures

Beaker Gets Jazzy

B.F. Skinner ways in on learning psychology: the inner self is a "fiction"

Essay Help?

Sure, ask Strongbad:



Click here for help!

2001: A Space Odyssey

The greatest sci-fi movie of all time

Outline for Question 1: UPDATED VERSION

See the Learning Perspective web page for resources: mrcaro.com

Learning Perspective: Perspective Essay Question
Outline

“Theories challenging traditional learning theory make the assumption that learning is more than a series of stimulus-response associations.”

With reference to this statement, assess the extent to which cognitive and/or biological factors contribute to explanations of behavioral change within the learning perspective.

I. Introduction
· Social-Cognitive learning theorists make the assumption that learning is more than a series of stimulus-response associations by emphasizing how behavior is learned though the interaction of an organism’s cognitive processes (observations, expectations, perceptions, and motivations), and its environment, thereby being able to explain a broader range of behaviors that continue to occur without reinforcements or in the face of punishment. Latent learning, cognitive maps, observational learning, and motivating beliefs are three phenomena that are difficult to explain through traditional learning theory, or radical behaviorism, but are of particular interest to, and more fully explained by social cognitive theorists given their emphasis on cognition. An example from psychology that spans both the traditional/behaviorism and social-cognitive learning theory is the acquisition of gender roles – how they are learned via operant conditioning, observational learning, and through the formation of expectations and beliefs about what it means to be male or female.

II. The challenge to Traditional Learning Theory: beyond behaviorism (stimulus – response):
· There is more to learning than classical and operant conditioning: a cognitive mediator between the stimulus and response (topic sentence)
· These cognitive extensions don’t deny behaviorism but simply add/extend our understanding of behavior
· Core assumption which spans the perspective (behaviorism and social-cognitive) – environmental determinism

III. What is behaviorism: Classical and Operant conditioning and their limitations
1. Watson – Classical Conditioning
· Parsimony
2. Skinner – Operant
· Law of Effect
· Example: gender roles

III. Transition - Traditional Learning Theory - Social-Cognitive Learning Theory
· Do organisms fail to learn in the absence of reinforcement of punishment?

IV. Latent Learning and Cognitive Maps
· Define latent learning and explain how it demonstrates learning beyond behaviorism
· Toleman, 1948
· How he demonstrated learning beyond behaviorism: Two hypotheses
1. Learning is more than stimulus response – there are cognitive factors such as latent learning and cognitive maps
2. Mental events can be indirectly observed in an objective manor
· Summarize study

VI. Transition: Learning beyond the self: learning from Observation
· Cognition and observational learning – learning from observing implies a cognitive processor that perceives and interprets what is observed and followed by a behavior

VII. Vicarious/Observational Learning
· Define observational learning and explain how it demonstrates learning beyond behaviorism
· Aggression: Bandura’s Bobo doll
· How it Bandura demonstrates learning beyond behaviorism
o Experimentation and observation
· How Bandura’s findings are not extending behavioral views
· Gender differences

IX. Gender Roles
· Define and explain how they are learned beyond behaviorism – expectations
· Biological differences in gender
· Cross-Cultural differences

XI. Conclusion
· Review how our understanding of learning has been extended
· Strengths and limitations
o Contrast to biological perspective

Sense of Self

Hello All,

There was some great discussion today about the sense of self and when/at what point we acquire such a sense. Here is a link to an article that is posted on mrcaro.com on the cognitive psychology page! Please feel to post comments!

Click here to link to article

Cheers
Caro

Bandura's Aggression Study

Reloaded

Hello All!

Due to demand, I have reloaded/reset the blog spot! Here we can post ideas and outlines to questions etc. This is also a great place to start bouncing ideas and problems off one another regarding the internal assessment! Sleep and Dreams unit is coming up so it will be great to post dreams and analyze them!

Cheers
Caro