link
Link to our worksheets and essay.
Thursday, December 16, 2010
Wednesday, December 1, 2010
QUIZ
Here's the quiz:
http://www.bio.davidson.edu/courses/bio111/stdygd/Chapters/APP2009Fall.pdf
And this is where you put what you got:
Wednesday, November 24, 2010
Outline
Learning Strategies:
Teacher presentation of material in class
Teacher demonstration of material in class
Teacher's hand outs/textbooks
Asking teacher questions
Listening to others ask questions and listening to the answer
Asking other students
Group work
Personal research
Informal/formal discussion of topic in different setting
Essential Question:
How are we going to teach Neuroscience to all students with various learning styles without just having them memorize. Does the students environment and interests aid in their learning?
Key Questions: that we would ask in order to create the most effective learning style
How do you learn?
What learning style suits you best?
What enviroment do you learn best in? Loud, silent etc.
What kind of help do you need from the teacher?
Are you actually interested in Neuroscience?
If not what are you interested in?
Gardner’s Theory of Multiple Intelligences states that each person is intelligent and learns in a different way. We will attempt to help students discover what environment they learn best in and also pique their interests in psychology. We hypothesize that if the enviroment is conducive to the students personal learning style, the students will learn quickly and without just memorization. Unless that is how they learn best.
Bloom’s Taxonomy is a classification of learning objectives within education. We want students to move beyond the first stage of just remembering and end up reaching the stage analysis and evaluation.By making the students interested in the topic by relating it to their already existing interests, we will help them move up to deeper more analytical and natural learning.
Due to the interest in the material students will engage in learning outside the class room. The teachers role would be for clarification and answering questions, unless some students prefer the lecturing method.
Teacher presentation of material in class
Teacher demonstration of material in class
Teacher's hand outs/textbooks
Asking teacher questions
Listening to others ask questions and listening to the answer
Asking other students
Group work
Personal research
Informal/formal discussion of topic in different setting
Essential Question:
How are we going to teach Neuroscience to all students with various learning styles without just having them memorize. Does the students environment and interests aid in their learning?
Key Questions: that we would ask in order to create the most effective learning style
How do you learn?
What learning style suits you best?
What enviroment do you learn best in? Loud, silent etc.
What kind of help do you need from the teacher?
Are you actually interested in Neuroscience?
If not what are you interested in?
Gardner’s Theory of Multiple Intelligences states that each person is intelligent and learns in a different way. We will attempt to help students discover what environment they learn best in and also pique their interests in psychology. We hypothesize that if the enviroment is conducive to the students personal learning style, the students will learn quickly and without just memorization. Unless that is how they learn best.
Bloom’s Taxonomy is a classification of learning objectives within education. We want students to move beyond the first stage of just remembering and end up reaching the stage analysis and evaluation.By making the students interested in the topic by relating it to their already existing interests, we will help them move up to deeper more analytical and natural learning.
Due to the interest in the material students will engage in learning outside the class room. The teachers role would be for clarification and answering questions, unless some students prefer the lecturing method.
Phase II Part IV definitions 21-25
Echoic Memory: A phenomenon in which there is a brief mental echo that continues to sound after an auditory stimulus has been heard, like replaying a sound in the mind.
Long-term Potentiation (LTP): Long lasting enhancement in signal transmission between two neurons that results from stimulating them at the same time, similar to long-term memory.
Amnesia: A condition in which memory such as stored memories is disturbed or lost. Organic causes are things such as damage to the brain, while functional causes are things such as a mental disorder.
Implicit Memory: A type of memory in which previous experiences aid in the performance of a task without concious awareness of the previous experiences.
Explicit Memory: The conscious, intentional recollection of previous experiences and information.
Hippocampus: A component of the brain in mammals that belings to the limbic system. It plays important roles in long-term memory and spatial navigation. Alzheimer's Disease tends to affect the hippocampus, impairing memory.
Long-term Potentiation (LTP): Long lasting enhancement in signal transmission between two neurons that results from stimulating them at the same time, similar to long-term memory.
Amnesia: A condition in which memory such as stored memories is disturbed or lost. Organic causes are things such as damage to the brain, while functional causes are things such as a mental disorder.
Implicit Memory: A type of memory in which previous experiences aid in the performance of a task without concious awareness of the previous experiences.
Explicit Memory: The conscious, intentional recollection of previous experiences and information.
Hippocampus: A component of the brain in mammals that belings to the limbic system. It plays important roles in long-term memory and spatial navigation. Alzheimer's Disease tends to affect the hippocampus, impairing memory.
Tuesday, November 23, 2010
Definitions 7-12 and Questions 2 and 3
Ivan Pavlov’s Experiment (outline, goals): to prove or disprove the theory that a neutral stimulus, when paired with an unconditioned reflex, would cause dogs to salivate
Findings of Pavlov’s Experiment (responses and stimulus): In the experiment, Pavlov created a conditioned stimulus by associating it with the natural reflex of salivation, causing the dogs to salivate when they heard the metronome.
Acquisition: the early stages of learning in which a conditioned response is established; In Pavlov’s experiment, this would be salivation when the dogs heard the metronome.
Provide an example of classical conditioning not found in your book: Someone can overcome his or her fears by pairing something scary with surrounding that are pleasant. For example, going to the dentist may be a fear for many people. However, this can be reversed with a relaxing environment, which would replace the fear.
Extinction: The point when the conditioned response decreases because an unconditioned stimulus is no longer paired with a conditioned stimulus; with Pavlov’s dogs, if the metronome was no longer introduced before the dogs were fed, the dogs would eventually stop salivating in response to the metronome.
Spontaneous Recovery: when the conditioned response begins to reoccur, which happens soon after a conditioned response and an unconditioned response are disassociated from each other
2. Explain Operant Conditioning using a scenario that you have created. Do not use the book lists. Try to explain this type of conditioning using something that is relevant to your life: school, home, or work could all be areas you can pull from.
Reinforcement and punishment in school are examples of operant conditioning in everyday life. Positive reinforcement for good behavior could be extra credit in class. Negative reinforcement would be taking away homework for good behavior. However, bad behavior might result in punishment involving either giving a student a detention or taking away certain privileges. All of these methods are used in the hopes that students will learn that their behavior is either good or bad, and that they will either increase or decrease it accordingly.
Phase II, Part 4: Definitions 11-20, Question 2
Ebbinghaus’ retention curve: Ebbinghaus created this curve to observe the relationship between the number of times he rehearsed a set of nonsense syllables and the time it took to recall them the next day. He found that the more he rehearsed the syllables, the less time it took to remember them. This principle can then be transferred to many other scenarios. EXAMPLE: If a ballerina only rehearses her dance routine once during a practice session, she will recall little of it the next time she practices. However, if she rehearses it repeatedly, it becomes more deeply encoded in her memory, and she will be able to remember the majority of it the next time she dances.
Spacing Effect: When information is rehearsed repeatedly over a long span of time, it is easier to retain than if it was rehearsed all at once. EXAMPLE: If a student studies their notes every night for a week, they will be able to retain the information better when taking a test than a student who only studied for 5 hours the night before.
What We Encode: When a brain encodes information, it is storing it in its memory for later recollection. However, what is encoded may not necessarily be what was presented. EXAMPLE: After hearing a catchy song on the radio, you find yourself humming the melody a few hours later without recalling the title, artist, or lyrics. What was encoded in this situation wasn't the song exactly as it was presented, but instead it was just the melody.
Kinds of Encoding: There are three kinds of encoding, visual, acoustic, and semantic. Visual is images, acoustic is sounds, and semantic is meaning. EXAMPLE: After seeing a play, visual encoding would be remembering the sets and the faces of the actors, acoustic encoding would be remembering how the actors said they're lines, and semantic encoding would be remembering the themes of the plot.
Levels of Processing: While visual and acoustic encoding provide some means for later recognition, semantic encoding is what really embeds a concept in someone's memory. EXAMPLE: If a person listens to a song while reading the lyrics, they may be able to recall bits of each, but not a majority of them. However, if that person can find meaning in the song, they will be much more likely and willing to remember more of it.
Imagery and Memory: Experiences and words that lend themselves to vivid mental pictures are much easier to recall than anything abstract. This is because concrete nouns and events contain both semantic and visual encoding (they can be understood and seen by the mind). When something is reinforced by two types of encoding, it makes the memory of it that much stronger. EXAMPLE: When comparing the words clarinet and theme, clarinet is much easier to remember because it is something that can be seen and touched. There is one distinct image that goes along with it, which is the instrument itself. Conversely, theme is an abstract concept that is completely ambiguous. It could be the theme in a song, a book, a play, anything. It cannot be seen or touched. There is no image to associate with it. Without a clear image, a concept is much harder to remember.
Mnemonics: These are devices used to aid memory. They are usually associated with vivid imagery and are organizational. EXAMPLE: In elementary school we were taught the mnemonic device "My Very Educated Mother Just Served Us Nine Pizzas" in order to memorize the order of the planets (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto).
Ways to Organize Information for Encoding: Two ways to organize information are chunking and hierarchies. Chunking consists of forming information into groups that are meaningful. EXAMPLE: To remember the notes in the spaces of a treble clef staff (F, A, C, & E) you can simply use the word FACE./ Hierarchies start with the broadest concept in the set of information and break it down into specific topics. The same is then done with these next topics until the information is broken down into its simplest components. EXAMPLE: A hierarchy that starts with the word "cells" could be broken down into the topics "animal" and "plant." These topics could then be further broken down into their separate parts contained within one cell.
Memory Trace: Information is retained through a process completed by the brain. Each memory is recalled through a series of cues that bring it back. EXAMPLE: If someone walks past a wet floor sign in a grocery store and then proceeds to fall and sprain their ankle, when they see a wet floor sign in a grocery store their memory of spraining their ankle will be recalled. The wet floor sign and the grocery store acted as the triggers for the memory, and, therefore, the memory can be traced through those.
Iconic Memory: A quickly disappearing, yet photographic memory. It only lasts fractions of a second, but in that time, a memory can be recalled in exact detail. EXAMPLE: After witnessing a car accident, for a tenth of a second afterward, someone could recall every detail from the direction the car flipped to the moment that windshield began to crack perfectly. However, the memory wouldn't last long enough for them to communicate it.
2. How is the human mind faulty in remembering information? Explain how that could impact the construction of your learning strategy (provide 3 examples)
Absent-mindedness causes forgetfulness due to inattention to detail. This would affect the construction of our learning strategy because we need to be sure that the details of each topic are impossible to look over. They would have to be as big of a part of the studying as the main concepts. Transience makes memory faulty because information that isn't used eventually fades. This creates the need for the learning strategy to include repetition. Repetition will ensure that the information continues to be used, so it won't be forgotten. Blocking is the inability to access information. This could be avoided by including imagery in the learning strategy. If the concepts are accompanied by a vivid image, they will be easier to remember and more accesible.
Spacing Effect: When information is rehearsed repeatedly over a long span of time, it is easier to retain than if it was rehearsed all at once. EXAMPLE: If a student studies their notes every night for a week, they will be able to retain the information better when taking a test than a student who only studied for 5 hours the night before.
What We Encode: When a brain encodes information, it is storing it in its memory for later recollection. However, what is encoded may not necessarily be what was presented. EXAMPLE: After hearing a catchy song on the radio, you find yourself humming the melody a few hours later without recalling the title, artist, or lyrics. What was encoded in this situation wasn't the song exactly as it was presented, but instead it was just the melody.
Kinds of Encoding: There are three kinds of encoding, visual, acoustic, and semantic. Visual is images, acoustic is sounds, and semantic is meaning. EXAMPLE: After seeing a play, visual encoding would be remembering the sets and the faces of the actors, acoustic encoding would be remembering how the actors said they're lines, and semantic encoding would be remembering the themes of the plot.
Levels of Processing: While visual and acoustic encoding provide some means for later recognition, semantic encoding is what really embeds a concept in someone's memory. EXAMPLE: If a person listens to a song while reading the lyrics, they may be able to recall bits of each, but not a majority of them. However, if that person can find meaning in the song, they will be much more likely and willing to remember more of it.
Imagery and Memory: Experiences and words that lend themselves to vivid mental pictures are much easier to recall than anything abstract. This is because concrete nouns and events contain both semantic and visual encoding (they can be understood and seen by the mind). When something is reinforced by two types of encoding, it makes the memory of it that much stronger. EXAMPLE: When comparing the words clarinet and theme, clarinet is much easier to remember because it is something that can be seen and touched. There is one distinct image that goes along with it, which is the instrument itself. Conversely, theme is an abstract concept that is completely ambiguous. It could be the theme in a song, a book, a play, anything. It cannot be seen or touched. There is no image to associate with it. Without a clear image, a concept is much harder to remember.
Mnemonics: These are devices used to aid memory. They are usually associated with vivid imagery and are organizational. EXAMPLE: In elementary school we were taught the mnemonic device "My Very Educated Mother Just Served Us Nine Pizzas" in order to memorize the order of the planets (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto).
Ways to Organize Information for Encoding: Two ways to organize information are chunking and hierarchies. Chunking consists of forming information into groups that are meaningful. EXAMPLE: To remember the notes in the spaces of a treble clef staff (F, A, C, & E) you can simply use the word FACE./ Hierarchies start with the broadest concept in the set of information and break it down into specific topics. The same is then done with these next topics until the information is broken down into its simplest components. EXAMPLE: A hierarchy that starts with the word "cells" could be broken down into the topics "animal" and "plant." These topics could then be further broken down into their separate parts contained within one cell.
Memory Trace: Information is retained through a process completed by the brain. Each memory is recalled through a series of cues that bring it back. EXAMPLE: If someone walks past a wet floor sign in a grocery store and then proceeds to fall and sprain their ankle, when they see a wet floor sign in a grocery store their memory of spraining their ankle will be recalled. The wet floor sign and the grocery store acted as the triggers for the memory, and, therefore, the memory can be traced through those.
Iconic Memory: A quickly disappearing, yet photographic memory. It only lasts fractions of a second, but in that time, a memory can be recalled in exact detail. EXAMPLE: After witnessing a car accident, for a tenth of a second afterward, someone could recall every detail from the direction the car flipped to the moment that windshield began to crack perfectly. However, the memory wouldn't last long enough for them to communicate it.
2. How is the human mind faulty in remembering information? Explain how that could impact the construction of your learning strategy (provide 3 examples)
Absent-mindedness causes forgetfulness due to inattention to detail. This would affect the construction of our learning strategy because we need to be sure that the details of each topic are impossible to look over. They would have to be as big of a part of the studying as the main concepts. Transience makes memory faulty because information that isn't used eventually fades. This creates the need for the learning strategy to include repetition. Repetition will ensure that the information continues to be used, so it won't be forgotten. Blocking is the inability to access information. This could be avoided by including imagery in the learning strategy. If the concepts are accompanied by a vivid image, they will be easier to remember and more accesible.
Phase II Part II 3 & 4
Classical Conditioning: involves neutral simulus along with a stimulus of some significance. The neutral stimulus may be any even that does not result in an overt behavioral response from the subject.
Operant Conditioning: the use of a behaviors consequence to influence to occurance and form of behavior. Unlike Classical conditioning, operant conditioning deals with the modification of voluntary behavior. It uses the environment and is maintained by its consequences, while classical conditioning deals with the conditioning of reflex behaviors and are not maintained bysonsequences.
Do you think either plays a role in how you respond to teachers and academic role here at Wilson? Yes. If we know we will have a consequence, we will not act out or do anything innapropriate.
Operant Conditioning: the use of a behaviors consequence to influence to occurance and form of behavior. Unlike Classical conditioning, operant conditioning deals with the modification of voluntary behavior. It uses the environment and is maintained by its consequences, while classical conditioning deals with the conditioning of reflex behaviors and are not maintained bysonsequences.
Do you think either plays a role in how you respond to teachers and academic role here at Wilson? Yes. If we know we will have a consequence, we will not act out or do anything innapropriate.
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