The Ch. 11 Test will be given on Monday Feb. 6 & Tuesday Feb. 7
Reading assignments:
Mon/Tues p. 431-445
Wed/Thurs p. 446-467
Remember, there may be a pop quiz at any time on the reading!
Here are the assignments you will be responsible for:
1. HW: Vocab flashcards
Format for vocab cards chapter 11 only:
a. define
b. detail or example
c. another detail
d. any related psychologist's names
e. class notes
2. HW/CW: Reading packet (get from Mrs. H in class)
3. HW/CW: Chart Ch. 10 Famous Contributors
Create a chart of important people in this chapter. The 3 columns are:
Name
Theory or Key Contribution
Details of Theory or Contribution
The names for the first column are:
Binet
Terman
Spearman
Thurstone
Gardner
Sternberg
Wechsler
4. HW: Online quizzes ch. 10 www.worthpublishers.com/myers8e
Monday, January 30, 2012
Wednesday, January 11, 2012
Midterm 2012 Review
DATES
Midterm Review - Thursday, 1/12/12, lunches A&B
Period 2 Midterm - Monday, 1/16, 9:40-11:130
Period 3 Midterm - Tuesday, 1/17, 7:41-9:25
So, what do you need to know for the midterm? EVERYTHING! Bust out those index flashcards you've made for the prologue through chapter 9! But just to help you out, below are a few helpful review items...
The midterm will be 100 multiple choice questions (approximately 10 per chapter) and a free response question with 10 vocab terms.
Neurotransmitter Chart
http://docs.google.com/Doc?docid=0AYxdTlrmZTl3ZGR4dnE3dHpfMTZmOTZzd2Zucg&hl=en
Pun List Famous Psychologists
http://docs.google.com/Doc?docid=0AYxdTlrmZTl3ZGR4dnE3dHpfMTdkd25qY21jOQ&hl=en
Operant Conditioning Consequence Matrix
http://docs.google.com/fileview?id=0B4xdTlrmZTl3M2M4ZDJlYjItM2JiNi00NDc3LWJkYmUtYmFkZDE2NzAxYmQy&hl=en
Examples of Negative Reinforcers (remember, a reinforcer is a reward)
http://docs.google.com/fileview?id=0B4xdTlrmZTl3YTY0NjExMmQtNjkxNy00YzNhLTk5OGEtNTNjYTJiMDliZjJh&hl=en
Here are a few names to review...
Hawthorne Effect = Showed that factory workers had improved work performance with both improved and poor lighting. Conclusion was that they improved simply because they were being observed in the experiment.
Roger Sperry = The first to propose "split-brain surgery" to help epileptic patients.
Jean Piaget = Proposed four stages of cognitive development. (Remember the acronym Socks Pulled Over Cold Feet to remember these in order.) Sensorimotor, Preoperational, Concrete, and Formal Stages.
Erik Erikson = Proposed eight stages of psychosocial development. (KNOW THESE!!)
Lawrence Kohlberg = Proposed three stages of MORAL development. (all framed around the word conventional.) This theory was criticized as it only tested young children by framing hypothetical situations for them and their responses to these. It did not test cross-culturally and between the genders.
Konrad Lorentz = Imprinting studies. Showed how baby animals would follow the first object they saw after birth. Believed to be a built-in survival mechanism.
Jerome Kagan = Studies to indicate that in-born temperament may explain many behaviors.
Harry Harlow = Showed importance of physical touch over nourishment in infant monkeys.
Mary Ainsworth = Secure infants have good bonds with mothers. Reverse is also true.
Elenor Gibson = The "visual cliff experiment". Showed that depth perception cues are innate.
Hubel and Weisel = Studies with monkeys to show that they had specific FEATURE DECECTORS to aid them in visual processing. (Some for lines, bars, edges, shapes, etc.)
Ernest Hilgard = Studies showing that a hypnotic trance includes a "hidden observer' suggesting that there is some subconscious control during hypnosis.
Ivan Pavlov = Famous for his classical conditioning experiments.
Robert Rescorla = Proposed that there is conscious connection between the CS and the DCS in classical conditioning experiments. (A smoker is aware that a nausea-producing drug will affect his behavior.)
John B. Watson = Famous for the controversial Little Albert classical conditioning experiment.
B.F. Skinner = Famous for me "Skinner Box to demonstrate operant conditioning in low level animals.
Albert Bandura = “Bo-Bo Doll" Experiment to demonstrate how children imitate anti-social behavior.
Confusing Pairs
Here are some terms that sound alike but mean different things. Review them!
Independent Variable (What is tested) vs. Dependent Variable (What is measured)
(Ex: Recess to test attention span; recess is independent, attention span is dependent)
Random selection (of subjects for a study) vs. Random Assignment (of subjects to experimental or control groups in a study)
Experimental Group (group that is tested) vs. Control Group (compared to the experimental, i.e. receives the placebo in a drug experiment.)
Left Brain (Language and Logic) vs. Right Brain (Creative and Spatial)
Corpus Callosum (divides the brain) vs. Cerebral Cortex (covers the brain)
Sympathetic Nervous System ("flight-or-fight") vs. Parasympathetic (calming)
Neurotransmitters (in the nervous system) vs. Hormones (in the endocrine system)
Broca's Area (makes words) vs. Wernicke’s Area (comprehends words)
Identical Twins (Same fertilized egg) vs. Fraternal Twins (Two separate eggs)
Afferent Neurons (Sensory, body to the brain) vs. Efferent Neurons Motor, brain to the body)
Assimilation (All four-legged animals are "doggies") vs. Accommodation ("Doggies are different than "Kitties")
Concrete Operations (logical thinking) vs. Formal Operations (Philosophical thinking)
Sensation (Bottom-up Processing) vs. Perception (Top-Down Processing)
Rods (night vision) vs. Cones (color vision)
Classical Conditioning (Involuntary) vs. Operant Conditioning (Voluntary)
Positive Reinforcement (any reward following a desirable behavior that increases the behavior) vs. Negative Reinforcement (ending “time-out” for bad behavior in playtime increases good behavior in playtime)
Primacy Effect (first items remembered) vs. Recency Effect (last items remembered)
Proactive Interference (loss of the new info) vs. Retroactive Interference (loss of the old info)
Implicit Memory (nondeclarative; skills) vs. Explicit Memory (declarative, facts)
Recall Memory (no cues/fill-in) vs. Recognition Memory (Some hints/multiple choice, matching)
Midterm Review - Thursday, 1/12/12, lunches A&B
Period 2 Midterm - Monday, 1/16, 9:40-11:130
Period 3 Midterm - Tuesday, 1/17, 7:41-9:25
So, what do you need to know for the midterm? EVERYTHING! Bust out those index flashcards you've made for the prologue through chapter 9! But just to help you out, below are a few helpful review items...
The midterm will be 100 multiple choice questions (approximately 10 per chapter) and a free response question with 10 vocab terms.
Neurotransmitter Chart
http://docs.google.com/Doc?docid=0AYxdTlrmZTl3ZGR4dnE3dHpfMTZmOTZzd2Zucg&hl=en
Pun List Famous Psychologists
http://docs.google.com/Doc?docid=0AYxdTlrmZTl3ZGR4dnE3dHpfMTdkd25qY21jOQ&hl=en
Operant Conditioning Consequence Matrix
http://docs.google.com/fileview?id=0B4xdTlrmZTl3M2M4ZDJlYjItM2JiNi00NDc3LWJkYmUtYmFkZDE2NzAxYmQy&hl=en
Examples of Negative Reinforcers (remember, a reinforcer is a reward)
http://docs.google.com/fileview?id=0B4xdTlrmZTl3YTY0NjExMmQtNjkxNy00YzNhLTk5OGEtNTNjYTJiMDliZjJh&hl=en
Here are a few names to review...
Hawthorne Effect = Showed that factory workers had improved work performance with both improved and poor lighting. Conclusion was that they improved simply because they were being observed in the experiment.
Roger Sperry = The first to propose "split-brain surgery" to help epileptic patients.
Jean Piaget = Proposed four stages of cognitive development. (Remember the acronym Socks Pulled Over Cold Feet to remember these in order.) Sensorimotor, Preoperational, Concrete, and Formal Stages.
Erik Erikson = Proposed eight stages of psychosocial development. (KNOW THESE!!)
Lawrence Kohlberg = Proposed three stages of MORAL development. (all framed around the word conventional.) This theory was criticized as it only tested young children by framing hypothetical situations for them and their responses to these. It did not test cross-culturally and between the genders.
Konrad Lorentz = Imprinting studies. Showed how baby animals would follow the first object they saw after birth. Believed to be a built-in survival mechanism.
Jerome Kagan = Studies to indicate that in-born temperament may explain many behaviors.
Harry Harlow = Showed importance of physical touch over nourishment in infant monkeys.
Mary Ainsworth = Secure infants have good bonds with mothers. Reverse is also true.
Elenor Gibson = The "visual cliff experiment". Showed that depth perception cues are innate.
Hubel and Weisel = Studies with monkeys to show that they had specific FEATURE DECECTORS to aid them in visual processing. (Some for lines, bars, edges, shapes, etc.)
Ernest Hilgard = Studies showing that a hypnotic trance includes a "hidden observer' suggesting that there is some subconscious control during hypnosis.
Ivan Pavlov = Famous for his classical conditioning experiments.
Robert Rescorla = Proposed that there is conscious connection between the CS and the DCS in classical conditioning experiments. (A smoker is aware that a nausea-producing drug will affect his behavior.)
John B. Watson = Famous for the controversial Little Albert classical conditioning experiment.
B.F. Skinner = Famous for me "Skinner Box to demonstrate operant conditioning in low level animals.
Albert Bandura = “Bo-Bo Doll" Experiment to demonstrate how children imitate anti-social behavior.
Confusing Pairs
Here are some terms that sound alike but mean different things. Review them!
Independent Variable (What is tested) vs. Dependent Variable (What is measured)
(Ex: Recess to test attention span; recess is independent, attention span is dependent)
Random selection (of subjects for a study) vs. Random Assignment (of subjects to experimental or control groups in a study)
Experimental Group (group that is tested) vs. Control Group (compared to the experimental, i.e. receives the placebo in a drug experiment.)
Left Brain (Language and Logic) vs. Right Brain (Creative and Spatial)
Corpus Callosum (divides the brain) vs. Cerebral Cortex (covers the brain)
Sympathetic Nervous System ("flight-or-fight") vs. Parasympathetic (calming)
Neurotransmitters (in the nervous system) vs. Hormones (in the endocrine system)
Broca's Area (makes words) vs. Wernicke’s Area (comprehends words)
Identical Twins (Same fertilized egg) vs. Fraternal Twins (Two separate eggs)
Afferent Neurons (Sensory, body to the brain) vs. Efferent Neurons Motor, brain to the body)
Assimilation (All four-legged animals are "doggies") vs. Accommodation ("Doggies are different than "Kitties")
Concrete Operations (logical thinking) vs. Formal Operations (Philosophical thinking)
Sensation (Bottom-up Processing) vs. Perception (Top-Down Processing)
Rods (night vision) vs. Cones (color vision)
Classical Conditioning (Involuntary) vs. Operant Conditioning (Voluntary)
Positive Reinforcement (any reward following a desirable behavior that increases the behavior) vs. Negative Reinforcement (ending “time-out” for bad behavior in playtime increases good behavior in playtime)
Primacy Effect (first items remembered) vs. Recency Effect (last items remembered)
Proactive Interference (loss of the new info) vs. Retroactive Interference (loss of the old info)
Implicit Memory (nondeclarative; skills) vs. Explicit Memory (declarative, facts)
Recall Memory (no cues/fill-in) vs. Recognition Memory (Some hints/multiple choice, matching)
Thursday, December 8, 2011
Unit 4 Sleep/Dream HW
1. Sleep Record
Create a CHART and record the following data for at least THREE (3) nights (be sure to record data from at least one non-school night where you can get up whenever you want in the morning):
Time you fall asleep
Time you woke up
Number of hours you slept total
Number of times you woke up during the night and why
Amount of caffeine in the hours before bed, and at what time(s) (one cola, etc.)
How you woke up: on your own or by alarm/other person
If you remember having any dreams on this night
2. Dream Journal
Be sure to write down at least ONE dream from this week in detail, then write five explanations for your one dream using each of the five dream theories. You may choose to use five different dreams, if you have that many.
Even people who claim they never dream will recall a dream if awakened during the REM sleep stage. Everyone dreams every night. You may have greater success remembering your dreams if you use these tips:
Keep a pen and paper next to your bed
At night before bed, tell yourself that you'll remember and write your dream in the morning
When you wake up, stay laying down with your eyes closed(remember context-dependent memory!) and think about what you were just dreaming
With the lights still dim, write whatever pieces of your dream you are remembering on the paper you have next to your bed
If you try the above one night and it doesn't work, try setting you alarm for ten minutes before you normally wake up the next day. You might be able to catch yourself in a the REM (dream) stage that way.
Sweet dreams!
Other HW: Read/cards Unit 7 pages 175-191 (the section on sleep, sleep disorders, and dreams!) by Monday
Create a CHART and record the following data for at least THREE (3) nights (be sure to record data from at least one non-school night where you can get up whenever you want in the morning):
Time you fall asleep
Time you woke up
Number of hours you slept total
Number of times you woke up during the night and why
Amount of caffeine in the hours before bed, and at what time(s) (one cola, etc.)
How you woke up: on your own or by alarm/other person
If you remember having any dreams on this night
2. Dream Journal
Be sure to write down at least ONE dream from this week in detail, then write five explanations for your one dream using each of the five dream theories. You may choose to use five different dreams, if you have that many.
Even people who claim they never dream will recall a dream if awakened during the REM sleep stage. Everyone dreams every night. You may have greater success remembering your dreams if you use these tips:
Keep a pen and paper next to your bed
At night before bed, tell yourself that you'll remember and write your dream in the morning
When you wake up, stay laying down with your eyes closed(remember context-dependent memory!) and think about what you were just dreaming
With the lights still dim, write whatever pieces of your dream you are remembering on the paper you have next to your bed
If you try the above one night and it doesn't work, try setting you alarm for ten minutes before you normally wake up the next day. You might be able to catch yourself in a the REM (dream) stage that way.
Sweet dreams!
Other HW: Read/cards Unit 7 pages 175-191 (the section on sleep, sleep disorders, and dreams!) by Monday
Thursday, November 17, 2011
Ch. 5/6 SENSATION FAIR... it's sensational!!!
The 3rd Annual Stranahan Classic Sensation Fair 2011
ANNOUNCEMENT: 2ND PERIOD WILL HAVE BOTH SENSATION FAIR AND TEST ON THE SAME DAY THIS FRIDAY DEC. 1. WE HAVE AN EXTENDED PERIOD SO BE PREPARED FOR SENSATION FAIR AND TEST 5/6. DO YOUR ONLINE QUIZZES AND BRING COMPLETED FLASHCARDS WITH YOU!
SENSATION FAIR INFO:
You and your group will be assigned a station based on one of the senses. The purpose of each station is to give a better perspective on sensation and perception.
Projects are due on Wednesday, November 30 for period 3
and Friday, December 2 for period 2. On this day we will hold the Sensation Fair! You will have 10 minutes for setup and the fair will run for the rest of the period. Feel free to invite teachers or other faculty members to participate!
Sensation Fair Instructions for Individual and Group Grades:
Group responsibilities:Create labeled visuals that show how your sense works and display them at your booth. Include:
a. a visual that shows how the sensation is detected (sense organ) as well as
b. one that shows how the sense is perceived (pathway/structures involved in brain).
c. visual(s) that are useful to understand your research (optical illusions if your question is about optical illusions, etc)
Individual responsibilities:
I. Create a FUN ‘sensory experience’ or demonstration of some sort that demonstrates the biological principles associated with the sense. The demonstration should be one that people can participate in or try when they come to your booth at the sensation fair! It should only take two minutes maximum to complete your demonstration. Directions for each station are recommended; please print them out so that fair-goers can travel through your station quicker. Two people in a group may work together to prepare a demo. There must be at lease two activities per group.
III. Research a question regarding your assigned sense. Ideally your question and demonstration will match.
Display the question and your research findings at your station, along with two (2) sources you use to answer your question!
Research must be typed, cite sources APA style, and be at least one page. (times, double spaced, 1 inch margins)
One good question for all senses could be: How is the development of (your sense) affected by nature and how is it affected by nurture?
Your question can be anything related to the sense that is of interest to you.
Below are more sample questions to research - you may use one of these or choose your own.
SIGHT
- Why do some people need glasses? How do glasses improve vision?
- What causes nearsightedness? How is it different from farsightedness?
- How does corrective laser eye surgery work? How does it improve vision? What risks are involved?
- Why are some people colorblind?
- How do optical illusions work? How do they “fool” your brain?
- How do red-and-blue “3D glasses” work?
HEARING
- How do sounds reach the brain?
- Why do some sounds have a low pitch, while others have a high pitch?
- Why are animals such as dogs able to hear sounds that humans cannot?
- When someone is “hard of hearing,” what are some possible causes?
SMELL
- Why do certain smells instantly evoke specific memories or feelings?
- How are the senses of smell and taste related?
- If you hold your nose while eating, how are tastes affected? Why?
TASTE
- How do taste buds work? How does the tongue recognize different tastes, such as the bitterness of a lemon or the sweetness of sugar?
- Which taste cannot be detected by the tip of your tongue: bitter, sour, salty, or sweet? Why?
-What does it mean to be a "super taster"?
TOUCH
- How does your hand tell the difference between hot and cold surfaces?
- How do blind people use braille to read?
Note
If you need a laptop at your station for your visual or for your demo, please let me know in advance! If your demo involves sound, please bring headphones that go outside of the ears for your peers to use :)
Other announcements:
-Notecards (Vocab cards and concept cards for each objective) for ch. 5 & 6 are due on Monday when we return from TG break.
-Test Chs. 5 & 6:
per. 3 on Thursday Dec. 1
per. 2 on Monday Dec. 5
HAVE FUN! PLEASE POST YOUR FIRST NAME, PERIOD, AND IDEA BELOW, I WILL CHECK PERIODICALLY AND COMMENT! THIS WAY WE WILL AVOID TWO PEOPLE IN A GROUP HAVING THE SAME QUESTION.
ANNOUNCEMENT: 2ND PERIOD WILL HAVE BOTH SENSATION FAIR AND TEST ON THE SAME DAY THIS FRIDAY DEC. 1. WE HAVE AN EXTENDED PERIOD SO BE PREPARED FOR SENSATION FAIR AND TEST 5/6. DO YOUR ONLINE QUIZZES AND BRING COMPLETED FLASHCARDS WITH YOU!
SENSATION FAIR INFO:
You and your group will be assigned a station based on one of the senses. The purpose of each station is to give a better perspective on sensation and perception.
Projects are due on Wednesday, November 30 for period 3
and Friday, December 2 for period 2. On this day we will hold the Sensation Fair! You will have 10 minutes for setup and the fair will run for the rest of the period. Feel free to invite teachers or other faculty members to participate!
Sensation Fair Instructions for Individual and Group Grades:
Group responsibilities:Create labeled visuals that show how your sense works and display them at your booth. Include:
a. a visual that shows how the sensation is detected (sense organ) as well as
b. one that shows how the sense is perceived (pathway/structures involved in brain).
c. visual(s) that are useful to understand your research (optical illusions if your question is about optical illusions, etc)
Individual responsibilities:
I. Create a FUN ‘sensory experience’ or demonstration of some sort that demonstrates the biological principles associated with the sense. The demonstration should be one that people can participate in or try when they come to your booth at the sensation fair! It should only take two minutes maximum to complete your demonstration. Directions for each station are recommended; please print them out so that fair-goers can travel through your station quicker. Two people in a group may work together to prepare a demo. There must be at lease two activities per group.
III. Research a question regarding your assigned sense. Ideally your question and demonstration will match.
Display the question and your research findings at your station, along with two (2) sources you use to answer your question!
Research must be typed, cite sources APA style, and be at least one page. (times, double spaced, 1 inch margins)
One good question for all senses could be: How is the development of (your sense) affected by nature and how is it affected by nurture?
Your question can be anything related to the sense that is of interest to you.
Below are more sample questions to research - you may use one of these or choose your own.
SIGHT
- Why do some people need glasses? How do glasses improve vision?
- What causes nearsightedness? How is it different from farsightedness?
- How does corrective laser eye surgery work? How does it improve vision? What risks are involved?
- Why are some people colorblind?
- How do optical illusions work? How do they “fool” your brain?
- How do red-and-blue “3D glasses” work?
HEARING
- How do sounds reach the brain?
- Why do some sounds have a low pitch, while others have a high pitch?
- Why are animals such as dogs able to hear sounds that humans cannot?
- When someone is “hard of hearing,” what are some possible causes?
SMELL
- Why do certain smells instantly evoke specific memories or feelings?
- How are the senses of smell and taste related?
- If you hold your nose while eating, how are tastes affected? Why?
TASTE
- How do taste buds work? How does the tongue recognize different tastes, such as the bitterness of a lemon or the sweetness of sugar?
- Which taste cannot be detected by the tip of your tongue: bitter, sour, salty, or sweet? Why?
-What does it mean to be a "super taster"?
TOUCH
- How does your hand tell the difference between hot and cold surfaces?
- How do blind people use braille to read?
Note
If you need a laptop at your station for your visual or for your demo, please let me know in advance! If your demo involves sound, please bring headphones that go outside of the ears for your peers to use :)
Other announcements:
-Notecards (Vocab cards and concept cards for each objective) for ch. 5 & 6 are due on Monday when we return from TG break.
-Test Chs. 5 & 6:
per. 3 on Thursday Dec. 1
per. 2 on Monday Dec. 5
HAVE FUN! PLEASE POST YOUR FIRST NAME, PERIOD, AND IDEA BELOW, I WILL CHECK PERIODICALLY AND COMMENT! THIS WAY WE WILL AVOID TWO PEOPLE IN A GROUP HAVING THE SAME QUESTION.
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