Unit 4: BRAIN, BEHAVIOUR & EXPERIENCE

AREA OF STUDY 1 Learning How do we learn? Why do some people learn faster than others? How important are role models in shaping behaviour? This area of study explores the characteristics of learning as a process that plays a part in determining behaviour. Students study the neural basis of learning, and examine different types of learning: classical conditioning, operant conditioning, observational learning and trial and error learning. Behaviour not dependent on learning is also explored. As students analyse and evaluate the contribution that classic and contemporary studies have made to this field of study, they consider the techniques used to gather data and the associated ethical implications. Students apply appropriate methods of psychological research and ethical principles when undertaking their own research investigations. Outcome 1 On completion of this unit the student should be able to explain the neural basis of learning, and compare and contrast different theories of learning and their applications. To achieve this outcome the student will draw on key skills and knowledge outlined in Area of Study 1.

Week Lesson Duration 1 1 50 minutes

Main Teaching Dot Point and key skills Dot Point: Behaviours not dependent on learning including reflex actions, fixed action patterns and behaviours due to physical growth and development (maturation) Key Skills: - process and interpret information, and make connections between psychological concepts and theories - apply understandings to both familiar and new contexts

Introductory Activity Brainstorm activity on the whiteboard about what learning is. Students to include ideas regarding what they already know about learning (5-7 minutes). Correct any misconceptions

Main Lesson Activity Listing behaviours not dependant on learning and creating poster and categorising accordingly. (30 minutes)

Resources Nelson Psychology VCE Units 3 & 4 Chapter 5 Learning: what is learning? Nelson Psychology VCE Units 3 & 4 Student Activity Manual backup activities

Homework Pre-Reading: Nelson Psychology VCE Units 3 & 4 Chapter 5 Learning: the physiology of learning

1 2 50 minutes

Dot Point Neural basis of learning: the development of neural pathways including the role of axons, dendrites, synapses and neurotransmitters

Recap on the formation of a neuron (as explored in unit 3 facilitates learning (3 minutes)

Student are to label the components of a neuron on a diagram and state their role in memory and learning Class discussion (30-40 minutes)

Nelson Psychology VCE Units 3 & 4 Chapter 5 Learning: the physiology of learning Nelson Psychology VCE Units 3 & 4 Student Activity Manual backup activities

Nelson Psychology VCE Units 3 & 4 Chapter 5 Check Your Understanding: 5.1 5.2

Key Skills - process and interpret information, and make connections between psychological concepts and theories - apply understandings to both familiar and new contexts Dot Point: Developmental plasticity and adaptive plasticity of the brain: changes to the brain in response to learning and experience; timing of experiences Key Skills: - use research literature to demonstrate how psychological concepts and theories have developed over time -apply understandings to both familiar and new contexts -communicate psychological information, ideas and

1 3 100 minutes

Check homework has been completed and go over answers.

Student to complete online research and create true/false questions for the class to answer in relation to developmental and adaptive plasticity. (3050 minutes)

Nelson Psychology VCE Units 3 & 4 Chapter 5 Learning: plasticity, rewiring the brain. Nelson Psychology VCE Units 3 & 4 Student Activity Manual backup activities

Nelson Psychology VCE Units 3 & 4 Chapter 5 Check Your Understanding: 5.3 5.4 Commence reading chapter 6 introduction from textbook.

2 1 50 minutes

research findings accurately and effectively Dot Point: Applications, and comparisons, of learning theories: classical conditioning as informed by Ivan Pavlov: roles of neutral, unconditioned, conditioned stimuli; unconditioned and conditioned responses Key Skills: - process and interpret information, and make connections between psychological concepts and theories -apply understandings to both familiar and new contexts -communicate psychological information, ideas and research findings accurately and effectively Dot Point:

Introductory You Tube clip on Ivan Pavlov experiment: http://www.youtube. com/watch?v=hhqum fpxuzI (3-4 minutes)

Fill in the blank activity sheet Elements of Classical Conditioning. Students to identify the UCS, UCR, NS, CS and CR in relation to Pavlovs dog experiment (30 minutes)

Nelson Psychology VCE Units 3 & 4 Chapter 6 Learning theories: The Basics of Learning Classical Conditioning Nelson Psychology VCE Units 3 & 4 Student Activity Manual backup activities Projector, laptop and speakers

If activity sheet is not completed, it is set for homework.

2 2 50 minutes

Revise the elements of

Scenarios of Classical

Nelson Psychology VCE

Nelson Psychology VCE

 classical conditioning as informed by Ivan Pavlov: roles of neutral, unconditioned, conditioned stimuli; unconditioned and conditioned responses Key Skills: - process and interpret information, and make connections between psychological concepts and theories -apply understandings to both familiar and new contexts Dot Point: classical conditioning as informed by Ivan Pavlov: roles of neutral, unconditioned, conditioned stimuli; unconditioned and conditioned responses applications of classical conditioning: graduated exposure, aversion therapy, flooding

Classical Conditioning, NS, CS, CR, UCS and UCR

Conditioning and students identify NS, CS, CR, UCS and UCR (30 minutes)

Units 3 & 4 Chapter 6 Learning theories: The Basics of Learning Classical Conditioning Nelson Psychology VCE Units 3 & 4 Student Activity Manual backup activities

Units 3 & 4 Chapter 6 Check Your Understanding: 6.1 6.2

2 3 100 minutes

Power point presentation introduction into the applications of classical conditioning.

FOLIO ACTIVITY 1 Classical Conditioning of an Eye-blink 50 minutes To be completed at beginning of lesson and the introductory activity to be competed afterwards

Nelson Psychology VCE Units 3 & 4 Chapter 6 Learning theories: The Basics of Learning Classical Conditioning Nelson Psychology VCE Units 3 & 4 Student Activity Manual backup activities Projector, laptop and speakers

- research methodologies and ethical principles associated with the study of learning Key Skills: - design and conduct investigations using experimental and nonexperimental methods such as observation studies, case studies and correlation studies - collect, record and summarise both quantitative and qualitative data - analyse and interpret data, and draw conclusions consistent with the research question - work independently and collaboratively as appropriate and within identified research constraints

-apply understandings to both familiar and new contexts -communicate psychological information, ideas and research findings accurately and effectively applications of classical conditioning: graduated exposure, aversion therapy, flooding Key skills: - process and interpret information, and make connections between psychological concepts and theories -apply understandings to both familiar and new contexts Dot Point: three-phase model of operant conditioning as informed by B.F. Skinner: positive and negative reinforcement,

3 1 50 minutes

Feedback for FOLIO ACTIVITY 1 advise students of where they went wrong and what things were done well

Students are given scenarios where each application would be used and are asked to describe or identify how it would be used in the scenario.

Nelson Psychology VCE Units 3 & 4 Chapter 6 Learning theories: Classical Conditioning Units 3 & 4 Student Activity Manual backup activities

Pre- Reading: Nelson Psychology VCE Units 3 & 4 Chapter 6 Learning theories: Operant conditioning

3 2 50 minutes

Introductory video to Skinner experiment and operant conditioning http://www.youtube. com/watch?v=I_ctJ qjlrHA

In groups, students are to come up with real world examples of operant conditioning for each type of reinforcement positive and negative

Nelson Psychology VCE Units 3 & 4 Chapter 6 Learning theories: Operant conditioning Nelson Psychology VCE Units 3 & 4 Student

Nelson Psychology VCE Units 3 & 4 Chapter 6 Check your understanding: 6.3 6.4

response cost, punishment and schedules of reinforcement Key Skills: - process and interpret information, and make connections between psychological concepts and theories -apply understandings to both familiar and new contexts Dot Point: three-phase model of operant conditioning as informed by B.F. Skinner: positive and negative reinforcement, response cost, punishment and schedules of reinforcement applications of operant conditioning: shaping, token economies Key Skills:

(4-8 minutes) allow time for questions

reinforcement and response cost and punishment. They are then to come up with real world examples of how the different schedules of reinforcement can fit into their original examples. (30 minutes)

Activity Manual backup activities

3 -3 100 minutes

Recap operant conditioning and schedules of reinforcement mix match definition to type of schedule

FOLIO ACTIVITY 2 Operant Conditioning investigating the effectiveness of different schedules of reinforcement 50 minutes FOLIO ACTIVITY completed in second half of lesson Students are given scenarios where each application would be used and are asked to describe or identify how it would be used in

Nelson Psychology VCE Units 3 & 4 Chapter 6 Learning theories: Operant conditioning Nelson Psychology VCE Units 3 & 4 Student Activity Manual backup activities

Preparation for FOLIO ACTIVITY 3

- design and conduct investigations using experimental and nonexperimental methods such as observation studies, case studies and correlation studies - collect, record and summarise both quantitative and qualitative data - analyse and interpret data, and draw conclusions consistent with the research question - work independently and collaboratively as appropriate and within identified research constraints -apply understandings to both familiar and new contexts -communicate psychological information, ideas and

the scenario

4 1 50 minutes

research findings accurately and effectively Dot Point: applications of operant conditioning: shaping, token economies Key Skills: design and conduct investigations using experimental and nonexperimental methods such as observation studies, case studies and correlation studies - collect, record and summarise both quantitative and qualitative data - analyse and interpret data, and draw conclusions consistent with the research question - work independently and collaboratively as appropriate and within

Students to commence FOLIO ACTIVITY immediately

FOLIO ACTIVITY 3 Application of Operant Conditioning Shaping 50 minutes

Nelson Psychology VCE Units 3 & 4 Chapter 6 Learning theories: Operant Conditioning

Pre-Reading: Nelson Psychology VCE Units 3 & 4 Chapter 6 Learning theories: Trial and Error Learning

identified research constraints -apply understandings to both familiar and new contexts -communicate psychological information, ideas and research findings accurately and effectively Dot Point: trial-and-error learning - research methodologies and ethical principles associated with the study of learning Key Skills: - process and interpret information, and make connections between psychological concepts and theories - analyse and interpret data, and draw conclusions consistent

4 2 50 minuets

Provide feedback from folio activity 2 and correct any common errors. (5-10 minutes)

Fill in the blank activity sheet regarding Edward Thorndikes findings and addressing research methods involved. (30 minutes)

Nelson Psychology VCE Units 3 & 4 Chapter 6 Learning theories: Trial and Error Learning Nelson Psychology VCE Units 3 & 4 Student Activity Manual backup activities

Check your Understanding: 6.5 Pre-Reading: Nelson Psychology VCE Units 3 & 4 Chapter 6 Learning theories: comparison of classical and operant conditioning

with the research question -apply understandings to both familiar and new contexts -communicate psychological information, ideas and research findings accurately and effectively Dot Points: comparisons of classical and operant conditioning in terms of the processes of acquisition, extinction, stimulus generalisation, stimulus discrimination, spontaneous recovery, role of learner, timing of stimulus and response, and nature of response (reflexive/voluntary) Key Skills - process and interpret information, and make connections between psychological concepts

4 3 100 minutes

Brainstorm on whiteboard students to contribute what they understood from the reading and what they can identify without instruction as the differences between operant and classical conditioning (5-10 minutes)

Create a flow-chart or table to outline the differences between operant and classical conditioning. (40-50 minutes)

Nelson Psychology VCE Units 3 & 4 Chapter 6 Learning theories: comparison of classical and operant conditioning Nelson Psychology VCE Units 3 & 4 Student Activity Manual backup activities

Check your Understanding: 6.6 Pre-Reading: Nelson Psychology VCE Units 3 & 4 Chapter 6 Learning theories: observational learning modelling

and theories -apply understandings to both familiar and new contexts Dot Points: observational learning (modelling) processes in terms of the role of attention, retention, reproduction, motivation, reinforcement as informed by Albert Banduras social learning theory - research methodologies and ethical principles associated with the study of learning Key Skills: - formulate research questions and construct testable hypotheses - process and interpret information, and make connections between

5 1 50 minutes

Introductory video to Bandura Bobo doll experiment - modelling http://www.youtube. com/watch?v=YclZBh n40hU Allow time for questions (5-8 minutes)

To learn the elements of Observational learning, students come up with their own experiment, formulate a hypothesis and explain how attention, retention, reproduction and motivation are addressed. Working in pairs. (40 minutes)

Nelson Psychology VCE Units 3 & 4 Chapter 6 Learning theories: observational learning (modelling) Nelson Psychology VCE Units 3 & 4 Student Activity Manual backup activities

Preparation for FOLIO ACTIVITY 4

psychological concepts and theories -apply understandings to both familiar and new contexts Dot Points: observational learning (modelling) processes in terms of the role of attention, retention, reproduction, motivation, reinforcement as informed by Albert Banduras social learning theory Key Skills: - design and conduct investigations using experimental and nonexperimental methods such as observation studies, case studies and correlation studies - collect, record and summarise both quantitative and qualitative data

5 2 50 minutes

FOLIO ACTIVITY to commence immediately

FOLIO ACTIVITY 4 Does Observation Enhance Ones Ability to Perform a Simple Task?

Nelson Psychology VCE Units 3 & 4 Chapter 6 Learning theories: observational learning (modelling)

Pre Reading: Nelson Psychology VCE Units 3 & 4 Chapter 6 Learning theories: Ethical issues in learning experiments Check your Understanding: 6.7

- analyse and interpret data, and draw conclusions consistent with the research question - work independently and collaboratively as appropriate and within identified research constraints -communicate psychological information, ideas and research findings accurately and effectively Dot Point: The extent to which ethical principles were applied to classic research investigations into learning including John Watsons Little Albert experiment - research methodologies and ethical principles associated with the study of learning

5 3 100 minutes

Introductory video of Little Albert and Learning: http://www.youtube. com/watch?v=e1g3y 0SRbVc

Ethics activity students are to explore the details of Little Albert experiment and identify the ethical issues that would lead to this experiment not being allowed to go ahead today.

Nelson Psychology VCE Units 3 & 4 Chapter 6 Learning theories: Ethical issues in learning experiments Nelson Psychology VCE Units 3 & 4 Student Activity Manual backup activities

Check your Understanding: 6.8

Key Skills: -process and interpret information, and make connections between psychological concepts and theories -apply understandings to both familiar and new contexts Revision and SAC week

6 1 50 minutes

On a piece of paper, students are encouraged to write down something they dont thoroughly understand. Teacher will collect and address in following lesson. (3 minutes)

6 2 50 minutes

Revision and SAC week

Recap areas students needed further clarification on (15-20 minutes)

Revision Game Study Design dot points are individually placed in a hat and students select a point. They are then to write 5 true/false statements regarding their topic to be placed in a hat. Students to participate in a true/false game using their statements (30-40 minutes) Rotating revision activity students work in groups to complete activities about learning theories (30 minutes)

Nelson Psychology VCE Units 3 & 4: Chapter 5 &6 Nelson Psychology VCE Units 3 & 4 Student Activity Manual

Revision activity at end of Chapter 6 in Nelson Text Book

Nelson Psychology VCE Units 3 & 4: Chapter 5 &6 Nelson Psychology VCE Units 3 & 4 Student Activity Manual Nelson Psychology VCE

Revision

6 3- 100 minutes

Revision and SAC week

Students have first half

FOLIO ACTIVITY 5: SAC

Commence pre-reading

of lesson to revise and ask the teacher questions.

50 minutes + 15 minutes reading time

Units 3 & 4: Chapter 5 &6 Nelson Psychology VCE Units 3 & 4 Student Activity Manual

on Mental Health chapter

Main Lesson Activity Outlines:

Week 1 Lesson 1 Students will be asked to individually list as many behaviours that they can identify which are not dependant on learning and will have the opportunity to share them with the class. Teacher is to ensure students are on the right track with their responses and correct any misunderstandings. The teacher will then go through a power point presentation informing the students of the different types of unlearned behaviours (reflex actions, fixed action patterns and behaviours due to maturation). Students will then be required to work in groups of 3 to create a poster that categorises the behaviours previously identified into either reflex actions, fixed action patterns and behaviours due to maturation. Students will be provided with A3 poster paper for students to use to complete this activity. The teacher will collect the posters at the end of the class to ensure all students categorised correctly. (30 minutes) Week 1 Lesson 2 Students will already be familiar with the components of a neuron from Unit 3 and the beginning of the lesson will be used to recap this information. Students will be given a diagram of a neuron on an A3 piece of paper and students will be required to label each component. Students are then to use their textbook and previous study notes and resources to add to the diagram with information on the processes of each component of the neuron in forming new long term memories and reflecting on previous terms used, such as memory trace. The teacher will use guiding questions to facilitate their understandings of the neural process in learning and the connections to what they already learnt in previous units. For example; From what you have learnt about the role of neurons in memory, what do you think occurs in the neurons when learning has occurred? Do you think the theories of forgetting apply to learning as it does to memory? These questions prompt students to reflect on previously learnt information and apply it in a different but similar way and creating deeper level understandings.

Week 1 Lesson 3 In pairs, students are directed to go to the following website www.faculty.washington.edu/chudler/neurok.html Students are required to explore the mechanisms involved in learning and understand the difference between developmental and adaptive plasticity in the brain. With the information the students discover, they will create true/false statements for the whole class to participate in answering. (20-30 minutes) Week 2 Lesson 1 After students watch the introductory video on Pavlovs experiment of classically conditioning students will be supplied with a fill in the blank work sheet to identify the elements of classical conditioning and identify how these elements apply to Pavlovs experiment. Students are to thoroughly breakdown the elements of Pavlovs experiment by identifying the Neutral Stimulus, Unconditioned Stimulus, Unconditioned Response, Conditioned Stimulus and Conditioned Response. Students will identify the Independent and Dependent variables in addition to formulating an operational hypothesis. Students will identify the findings of Pavlovs study and conclusions that were made. Group discussion will occur afterwards to ensure all students have clearly understood the study. Students will have the opportunity to clarify any misunderstood concepts. Week 2 Lesson 2 Students continue in developing an understanding of classical conditioning. They are required to complete a worksheet with a detailed list of scenarios in which they are required to determine the NS, UCS, UCR, CS and CR. For example, You eat a new food and then get sick because of the flu. However, you develop a dislike for the food and feel nauseated whenever you smell it. NS = UCS = UCR = CS= CR=

At the completion of this activity, the class will go through the answers together. Each student will have the opportunity to contribute an answer to the class and this also allows the teacher to assess that students have understood the theory and can apply to scenarios other than Pavlovs experiment. Week 2 Lesson 3 FOLIO ACTIVITY 1 - Classical Conditioning of an Eye-blink See assessment for more information. Week 3 Lesson 1 After students learn about the applications of classical conditioning they are presented with scenarios as follows: Describe the process by which someone with a fear of enclosed spaces (e.g. using a lift) overcome it using graduated exposure. OR Describe the process by which someone with a fear of heights would overcome their fear using flooding This activity allows students to apply the application of classical condition to real life and current examples. Week 3 Lesson 2 Operant Conditioning activity students are required to work in groups for this activity. Students are to think of real world examples where operant conditioning could be used and identify the A-B-C of the scenario. Further, they are to identify examples that involve the different types of reinforcement; positive and negative reinforcement and punishment and response cost. They are then to build on these examples by adding varying schedules of reinforcement; fixed interval, variable interval, fixed ratio, variable ratio By the end of the lesson, students will have a wide variety of examples to refer to so that their understanding of operant conditioning is deeper. Groups will share 5 examples to the class and the teacher will monitor that they are all correct. Week 3 Lesson 3

As with the application of classical conditioning activity, students will be given scenarios and will be required to individually come up with ways to implement token economies or shaping. For example: Give an example of how token economies can be used to improve a students behaviour in the classroom 3. List at least five steps to shape behaviour in the following situations. a. Rose never participates in "Show and Tell". You have asked her to become involved, but she appears frightened to do so. You can select any reason for her failure to participate. Desired behaviour: Present behaviour: Sub-steps: (1) (2) (3) (4) (5) FOLIO ACTIVITY 2 - Operant Conditioning investigating the effectiveness of different schedules of reinforcement see assessment for more information Week 4 Lesson 1 FOLIO ACTIVITY 3 - Application of Operant Conditioning Shaping - see assessment for more information Week 4 Lesson 2 Trial and Error activity after watching Edward Thorndikes experiment, students complete a fill the blank activity sheet. The activity sheet will have students identify the elements of trial and error learning and the research methods involved. They will determine the aim of Thorndikes experiment, what was hypothesised and the conclusions found.

Students will submit the completed sheet to the teacher, who will review it to ensure students have recorded information correctly Week 4 Lesson 3 In comparing Operant and Classical conditioning, students will create a flow chart or table (whatever form they choose) to visually display the differences between the two theories and using examples. The flow chart should include processes of acquisition, extinction, stimulus generalisation, stimulus discrimination, spontaneous recovery, role of learner, timing of stimulus and response, and nature of response (voluntary/reflexive) Students are to complete individual work, however, they have the opportunity to collaborate in groups to think of creative ways of displaying the information that can act as a revision document for later use. Week 5 Lesson 1 After students watch the Bobo doll experiment and become familiar with the theory of Observational learning and its elements, students are to design their own experiment (not carry it out). They are to formulate an aim, operational hypothesis and a procedure. They are able to work in pairs to do this and incorporate elements of attention, retention, reproduction and motivation. The teacher will walk around the room to monitor how they are going and ensure they are on the right track. Students will share their ideas to the class in the last 10 minutes of lesson. Week 5 Lesson 2 FOLIO ACTIVITY 4 Does Observation Enhance Ones Ability to Perform a Simple Task? see assessment for more information Week 5 Lesson 3 After watching the Little Albert experiment, students explore the elements of the study.

As a class, we identify the aim of the experiment, what John Watson would have hypothesised and identify the IV and DV to operationalize the hypothesis. As a class, we identify and discuss the results and conclusions made and whether this is considered an ethical study. Students are then asked to investigate the ethical considerations that were not considered in this study to determine whether this experiment would be approved to go ahead toady. Week 6 Lesson 1 Revision Game individual dot points from the study design are cut up on small pieces of paper and students draw them from a hat. They are given 10 minutes to look over their notes and in their text books to formulate 5 statements that are either true or false. All statements are collected by the teacher and placed into a hat. Students are then issues with a piece of paper that says True on one side and False on the other. They are instructed to stand up and when a statement is read out either display true or false on their piece of paper with what they believe to be the correct answer. When they get the answer incorrect, they are to sit down. The last person standing wins a chocolate bar. When students are out and asked to sit down, they are still to participate in the game by answering the questions and to check their knowledge. Students are encouraged to take note of the questions they got wrong so that they know where to target their revision. Week 6 Lesson 2 Rotating revision activity Students are to work in groups to complete a rotating activity that tests the knowledge they have learnt about Learning theories throughout the unit. Refer below for detailed activity. Week 6 Lesson 3 FOLIO ACTIVITY 5 SAC see assessment for more information

Assessment
Prac 1: Classical Conditioning of an eye-blink

Prac 2: Operant Conditioning Investigating the Effectiveness of Different Schedules of Reinforcement

Prac 3: Application of Operant Conditioning: Shaping

Prac 4: Does Observation enhance Ones Ability to Learn a Simple Task?

Prac 5: SAC

Prac 1: Classical Conditioning of an eye-blink

Source: Grivas, J., Letch, N., Down, R., & Carter, L. (2010). Psychology: VCE Units 3 & 4 (4th Ed). Melbourne: Macmillan Education. Pg 457 459. The following two stimuli will be paired to create a conditioned eye-blink response: a puff of air (blown through a drinking straw and directed at the bridge of a participants nose) a tapping sound (made by your knuckle or a pencil on a table). Working in groups of three (one person as experimenter, one person as participant and the third as an observer and recorder of responses) you will take turns to apply the conditioning procedure outlined below. Stage 1 The experimenter should tap the pencil at random intervals without adding the puff of air in order to get the participant habituated to the tapping alone so that they no longer respond by blinking. When the participant shows no sign of blinking to the tapping alone, the experimenter can begin conditioning. Stage 2 There will be a total of 25 trials. In trials 1 to 15, present the tapping sound, then immediately blow a puff of air through the straw, aiming at the bridge of the participants nose. The tap and air-puff pairings should be presented at random intervals within a time period of about 90 seconds. This allows an average time of just 3 seconds for each trial. In trials 16 to 25, present only the tapping sound (i.e. no air-puff) for the five trials asterisked in Table 1. If the participant blinks in all of these five trials then the response can be said to be conditioned. Stage 3 Tap without the air puff several times at random intervals until the eye-blink response no longer occurs (is extinguished). Results Table 1 Individual data recording sheet Trial no. Eye-blink response (Y/N) Trial Number Participant 1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Participant 2

Participant 3

16* 17 18* 19 20 21* 22* 23 24* 25 *Tapping sound alone presented on these trials. Analysis and interpretation 1 Construct an operational hypothesis. It is hypothesised that pairing the tapping sound with the puff of air to the bridge of the nose will lead to the participant to blink at the tapping sound and hence be classically conditioned to expect the puff of air to occur. 2 Compare your data with those of your two partners. Combine the class data and evaluate it in terms of theoretical expectations. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 3 Represent the combined class data in Table 2. Table 2. Class Data for Conditioned Eye blink Experiment Trial Number Percentage that Blinked Percentage that did not Blink 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16* 17 18* 19 20 21*

22* 23 24* 25 *Tapping sound alone presented on these trial 4 Describe the results evident in the combined data. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 5 What is the purpose of presenting the tapping sound alone for five of the 25 trials? In order to test if the participant has been classically conditioned to blink at the tapping sound with the expectation of the puff of air to follow 6 Identify the UCS, CS, UCR and CR in the procedure used for this activity. UCS: Puff of air CS: tapping sound UCR: Blink CR: Blink 7 What conclusion(s) can be drawn from the results obtained from this experiment? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 8 Identify and explain any extraneous variables that might have influenced the results. Distractions in the room as there are several groups completing the same activity/experiment, students may blink at the sounds of other groups tapping and react accordingly

Prac 2: Operant Conditioning Investigating the Effectiveness of Different Schedules of Reinforcement

Source: Milesi, P. (2011) The Psych Book VCE Units 3 & 4: Activities, Outcomes and Assessment 4th Ed). Australia: Nelson Cengage Learning Pty Limited. Pg 148-150. AIM The aim of this experiment is to measure the effectiveness of the different schedules of reinforcement, and to determine which schedule is the most resistant to extinction. Method Materials: A jar of chocolate buttons or jelly beans to be used as positive reinforcers. Data recording graph Timer Two pens /pencils (different colours) Procedure: The desired response to be demonstrated by the participant is to recite the alphabet backwards Step 1. Participants are divided into four groups and will be allocated a different schedule of reinforcement. Over a 10 minute time period, the correct response rate of the task will be recorded and the resistance to extinction will also be measured. Participants are to work in groups of three within the four groups. One person will be the experimenter, one will be the participant and the third person will observe and record correct responses and periods of reinforcement on the graph. Group 1 is to be reinforced using a fixed-ratio schedule of reinforcement. (A reward should be given after the correct response has been demonstrated 3 times) Group 2 is to be reinforced using a variable ratio schedule of reinforcement. (A reward should be given after ever three correct responses on average) Group 3 is to be reinforced using a fixed-interval schedule or reinforcement (A reward should be given every 60 seconds precisely). Group 4 is to be reinforced using a variable ratio schedule of reinforcement. (A reward is to be given every 60 seconds on average) Step 2. Continuous reinforcement will be given during the acquisition phase of the learning process and until some learning of the task has occurred. The participant should recite the alphabet backwards 5 times and receive a reward after each correct response. Step 3. The groups should then commence partial reinforcement with their allocated schedule over a 10-minute time period. On the data recording graph, the observer should mark the graph with a dot every time the participant elicits a correct response over the 10-minute period. A dash in a

different colour should also be pencilled in on the graph whenever reinforcement is distributed by the experimenter. Step 4. Collate the class results and compare the different schedules of reinforcement.

1. Formulate an operational hypothesis based on the information provided. It is hypothesised that participants in Group 1 and using a fixed-ratio schedule of reinforcement will be more effective in completing the task of stating the alphabet backwards and most resistant to extinction compared to all other groups. 2. What is the IV The schedule of reinforcement 3. What is the DV The amount of correct responses

Figure 1. Correct Responses by subject for reverse alphabet recall

Discussion 1 Based on the results obtained, was the hypothesis supported? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

_______________________________________________________________ Which partial schedule of reinforcement was the most effective in terms of the speed with which the response was acquired? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 3 Which reinforcement schedule seemed to be most resistant to extinction? Measure this by observing which schedule produced the highest number of cumulative responses over the time period. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ Which reinforcement schedule produced the most steady, consistent response rate? Suggest a reason for your answer. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ Which reinforcement schedule produced the most erratic response rate (i.e. the participants rate of response increased and decreased intermittently over the time period)? Suggest a reason for your answer. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ Was the reinforcer used an effective incentive for the participant? If you answered no, explain how this may have confounded the results of the experiment. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 6 5 4 2

Prac 3: Application of Operant Conditioning: Shaping

Source: Grivas, J., & Lawrie. P. (1991). Psychology Experiments and Activities. Sydney: Harcourt Brace Javanovich. Pg 199 & 200. AIMS 1. To demonstrate how behaviour can be shaped by rewarding successive approximations 2. To illustrate principles of operant conditioning PROCEDURE Step 1 Ask for two student volunteers to act as experimental rats and have them leave the classroom. While they are out of the room, have the class decide on a behaviour for the participants to perform (but do not tell the participants what it is). For example it could be as simple as turning a page of a book or as complex as cleaning the board in a particular way. The rest of the class should call out the word cheese whenever the participants makes a positive move in the direction of the required task or behaviour. As the participants moves about the room, she or he will make many responses. The shapers must reinforce the appropriate behaviour when it has been displayed. Incorrect use of reinforcement will confuse the participant. It is important that the participant can associate the desired response with the reinforcer. Two students are to be appointed as time keepers to record how long it takes for the participant to display the desired behaviour. Step 2 Bring the first participant just inside the classroom and give her or him these instructions: In your new role as an experimental rat you may explore your new environment, groom yourself, listen to strange noises, smell strange smells and generally potter about. You are required to complete a task but will not be told what it is. Instead, you will receive a verbal reinforcement the word cheese whenever your behaviour indicates a move towards the tasks completion. Step 3 The time keepers should record the starting time and the participant is asked to explore the environment. Initially, the participant is to be rewarded for simply looking in the right direction. Also, for learning to be most effective, the reward must be presented almost simultaneously with the appropriate response. When the participant actually performs the desired behaviour, call goal and stop timing. Record the time taken in Table 1

Table 1.

Shaping DATA Sheet Time Trial 2

Participant 1 2

Trial 1

Difference

Step 4 Return the participant to the starting point. Repeat Step 3. Record the time taken in Table 1.

Step 5 Repeat the procedures with the other participant. DISCUSSION 1. Compare within and between individual differences in task completion. What factors may account for any variations? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 2. What problems occurred in the shaping procedure? Was cheese an effective reinforcer? Were there any unexpected reinforcers? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 3. Describe the process exhibited by the experimental rats in relation to the Three-Phase model of operant conditioning (S = Stimulus, R = Operant Response, C = Consequence) and suggest the effect of this activity on the participants future behaviour. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

Prac 4. Does Observation enhance Ones Ability to Learn a Simple Task?

Source: Milesi, P. (2011) The Psych Book VCE Units 3 & 4: Activities, Outcomes and Assessment 4th Ed). Australia: Nelson Cengage Learning Pty Limited. Pg 139-147. INTRODUCTION In this experiment, human participants will have to complete a simple maze to demonstrate their ability to learn. The maze has been constructed such that: AIM The aim of this experiment is to explore whether observational learning would facilitate the performance of a simple learning task. The desired response is for the participant to correctly navigate his or her way through the maze as quickly as possible. RULES Begin at the entry (the mouth) and are not to work backwards (from the exit) You are not to lift the pen off the page You must not cross over any of the lines If you make an error or go up a blind alley, then you must return to the point where the error was made without lifting your pen off the page You are to perform the task as quickly as possible The path goes from left to right, which means that right-handed subjects would obscure most of the figure as they progress through the maze Different solutions are possible

METHOD Materials: At least 5 copies of the maze for each pair of participants Pen or Pencil Stopwatch or timer

Procedure: Step 1 Explain the process to the participants Step 2 Randomly allocate participants to work together in pairs and inform the pairs that they will each take the role of experimenter and subject. Ask them to quickly organise who will take each role.

Advise the experimenter that they are to watch the subject closely follows the rules and to get an exact time, which the experimenter is to record after each attempt with the maze. Step 3 The experimenter supplies the subject with a copy of the maze and a pencil and records the time it takes for it to be completed (in seconds) and then collects the completed maze and covers it up. Step 4 The subject repeats the maze for the remaining four trials, with the experimenter collecting the completed mazes at the end of each trial and recording the time (in seconds) on the table below. Step 5 Once the subject has completed all 5 trials, the roles are reversed and Steps 3 & 4 are repeated. Step 6 Collate the data for each group of participants. Calculate the mean time for each trial for each group, and record this in the table provided. RESULTS TRIAL # Mean time taken (seconds) for Group 1 (initial subject) Mean time taken (seconds) for Group 2 (initial experimenter observer) 1 2 3 4 5

1. Formulate an operational hypothesis based on the information in the introduction and aim. It was hypothesised that the participant who was able to observe the maze being completed will perform the task in a lesser amount of time (in seconds) than the initial subject. 2. What is the IV? Whether the participant had the opportunity to observe the task being done before attempting it. 3. What is the DV? Time (in seconds) to complete the maze

DISCUSSION 1. What did the results show? Did your data support the hypothesis? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

2. Did the progress shown in each subsequent trial indicate gradual learning for all subjects? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

3. What approach to learning is best illustrated within the early trials of this experiment? Explain. Having never observed the task being completed, it is likely that Trial and Error learning was utilised to complete the maze by the initial subject. 4. Was there a difference between the first group (model) and the second group (observer)? If so, how? How could you account for any differences between the behaviour displayed by the two groups? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

5. Did the second group follow the same path as those they observed from the first group? If so, what would this demonstrate? Explain. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

Maze Example

Unit 4 Psychology SAC 1 Outcome 1 2013 Test on AOS 1 Learning

Name: ____________________________ Teacher:___________________________

Task Description: Time Allowed: Conditions:

Test covering content from AOS 1: Learning 50 minutes +15 minutes reading time Exam conditions Circle the correct answer or each multiple choice question on the Multiple Choice Answers section of this page. Answer all questions on the pages provided

SECTION A: Multiple Choice Questions 20 questions /20

SECTION B: Short Answer Questions 14 Questions /30

Total Marks:

_______/50 Multiple Choice Answers

_______%

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

A A A A A A A A A A

B B B B B B B B B B

C C C C C C C C C C

D D D D D D D D D D

11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

A A A A A A A A A A

B B B B B B B B B B

C C C C C C C C C C

D D D D D D D D D D

SECTION A: Multiple Choice Questions

Question 1 The role of neurotransmitters in learning is to A. transmit electrical impulses along the axon of a neuron. B. receive chemical messages from the synaptic gap between neurons. C. transmit chemical messages across the synaptic gap between neurons. D. inhibit transmission of electro-chemical impulses across the synapse between neurons. Question 2 As a result of learning and new experiences, the brain modifies its neural pathways by A. increasing the number of neurons. B. decreasing the number of neurons. C. changing the structure of the axons within neurons. D. changing the strength of the synaptic connections between neurons. Question 3 John Watson classically conditioned the response of fear in the 11-month-old child Little Albert. With regard to current ethical standards, a major ethical concern regarding the Little Albert research would be that A. there was no control condition in the study. B. Little Albert was too young to give informed consent. C. Little Albert was deceived about the nature of the research. D. Little Albert demonstrated severe distress and Watson made no attempt to end the experiment. Question 4 A fixed action pattern is useful behaviour because it A. prevents cross-mating of species B. is species specific C. ensures the animal has the capacity to meet a survival need D. does not depend on a reflex response

Question 5 Behaviour that occurs due to maturation may be said to be A. learned through observation B. a fixed action pattern C. a reflex action D. unlearned Question 6 Which of the following is not considered a fixed action pattern? A. a spider weaving a web B. sneezing to clear the nose C. a dog shaking itself after a bath D. birds migrating in winter Question 7 A child learning to walk is an example of A. learning B. fixed action pattern C. maturation D. reflex action Question 8 Classical conditioning could easily account for how a young child might learn to A. walk. B. feed himself. C. pick up his toys. D. fear going to school.

Question 9 In classical conditioning, a conditioned response is A. an unlearned reaction to a stimulus. B. a learned reaction to a stimulus. C. a stimulus that evokes a response. D. a previously neutral stimulus that has acquired the capacity to evoke a learned response Question 10 Which of the following statements is correct for both classical conditioning and operant conditioning? A. both require reinforcement to be given before the desired response B. both require reinforcement to be given each time after the desired response C. both involve only voluntary responses D. both can produce stimulus generalisation and stimulus discrimination Question 11 When we eliminate unsuccessful responses and continue to explore the environment for responses that achieve our goals, we are undertaking A. operant conditioning B. classical conditioning. C. trial and error learning. D. observational learning Question 12 Fiona takes her dog for a walk each night after dinner. Before going for the walk, she gets the leash from the cupboard. Now she notices that every time she opens the cupboard, the dog rushes to the front door excitedly. In this example, opening the cupboard is A. an unconditioned response. B. a conditioned response. C. an unconditioned stimulus. D. a conditioned stimulus.

Question 13 If you wanted a rat in a Skinner Box to respond with a high and steady rate (without pauses), which schedule of reinforcement would you use? A. xed interval B. variable interval C. xed ratio D. variable ratio Question 14 Thorndikes law of effect A. is based on the process of instrumental learning. B. directly led to Pavlovs research on classical conditioning. C. explains only the strengthening of behaviours. D. explains only the effect of annoying consequences of behaviour Question 15 In Skinners original experiments, the behaviour of an animal when rst placed in an operant chamber was A. instrumental. B. random. C. reinforced. D. punished. Question 16 Jamie has a part-time job in a local takeaway food store. She is paid every second Thursday. This is an example of a ___________ schedule of reinforcement. A. xed ratio B. xed interval C. variable ratio D. variable interval

Question 17 A token economy is most effective when A. tokens are given for successive approximations towards more complex desired behaviour. B. a penalty system is put in place that makes it very easy to lose tokens. C. many tokens are required to reach an award. D. each token is received in the form of a favourite food. For example, each token is a lolly. Question 18 Punishment A. aims to remove desirable behaviours without necessarily replacing them with undesirable ones. B. can lead to aggressive behaviour. C. should not be administered consistently and immediately for maximum effect. D. does not lead to the reduction of undesirable behaviours. Question 19 Banduras Bobo doll experiments found that children were more likely to imitate the aggressive behaviour of a model if A. the model was seen to be reinforced after behaving aggressively. B. other adults showed disapproval of the aggressive behaviour of the model. C. other children did not imitate the aggressive behaviour of the model. D. the model was punished after behaving aggressively. Question 20 One of the key differences between classical and operant conditioning is that
A. in classical conditioning responses can be extinguished, while in operant conditioning responses cannot be extinguished. B. in classical conditioning responses cannot be extinguished, while in operant conditioning responses can be extinguished. C. in classical conditioning learning is based on a reexive response, while in operant conditioning learning is based on voluntary behaviour. D. in classical conditioning learning is based on voluntary behaviour, while in operant conditioning learning is based on a reexive response.

SECTION B: Short Answer Questions

Question 1 What is the difference between a reex action and a xed action pattern? A fixed action pattern is instinctive but usually involves a complex sequence of responses a reflex action is a simple response to a stimulus. The same reflex action (for example, blinking at a puff of air on the eyeball) may be shown by many different species of animal fixed action pattern is species specific (2 marks) Question 2 In the context of Pavlovs original experiments, describe an example of spontaneous recovery. After the dog has been conditioned to salivate at the sound of the bell, the bell being the conditioned stimulus (CS), extinction occurs after repeated exposure to the CS without the unconditioned stimulus (UCS), the food. That is, the dog fails to produce the conditioned response (CR), salivating, upon presentation of the CS alone without the UCS. After a time gap, the CS is presented again, without the presentation of the UCS, but the CR (salivation) occurs. We say that it has spontaneously recovered; the CR re-occurs after it has been previously extinguished. (2 marks) Question 3 Lucas and Jamie argued loudly because they both wished to play with the same toy. The noisy argument annoyed their father. Eventually, their father sent Lucas to his room (against his liking) and let Jamie happily play with the toy. The noise stopped, which pleased their father. In terms of operant conditioning, state what type of consequence was received by Lucas: Punishment/Response Cost Jamie: Positive Reinforcement Lucas and Jamies father: Negative Reinforcement (3 marks) Question 4 Aversion therapy was developed to deal with habits and addictions. a. Using the language of classical conditioning, describe an example of how this therapy may be used to help someone give up smoking. Pair the unwanted stimulus (the cigarette Conditioned or Neutral Stimulus) with a stimulus (an electric shock Unconditioned Stimulus) that reflexively produces an unwanted response (pain Unconditioned Response). After several pairings, the Conditioned Stimulus (the cigarette) will produce the same response (Conditioned Response) even when it is not paired with the Unconditioned Stimulus (the electric shock). (2 marks) b. Outline one major criticism of aversion therapy.

failure to generalise outside the clinical situation overgeneralisation (want to give up drinking alcohol develop aversion to drinking) ethical considerations; specifically, causing physiological or psychological harm to patient extinction without repeated administrations of the UCS + CS pairing (1 mark) Question 5 Alexandra is a nurse at a country hospital. Billey, an 8-year-old boy, attends the hospital each fortnight for treatment. On his rst visit, Alexandra gave him an injection which was very painful. Now he screams when he is approached by a nurse, even if he does not need an injection. According to the classical conditioning model of learning, identify the i. unconditioned stimulus: Needle ii. conditioned stimulus: Nurse iii. unconditioned response: Pain/Screams iv. conditioned response: Fear of Pain due to approach of Nurse/Screams 6(4 marks) Question 6 Why is Banduras theory of observational learning often referred to as a form of operant conditioning? In observational learning we learn through observing the consequences of others behaviours, whether they are reinforced or punished. Learning in which behaviour becomes controlled by its consequences is called operant conditioning (1 mark) Question 7 Jodie wants her daughter to learn how to cook. Describe how Jodie could teach her daughter cooking skills, using all the elements of observational learning. Attention: Her daughter should actively watch when Jodie is cooking. Jodie should point out her actions. Retention: The daughter must remember the actions that Jodie performed in her cooking, especially by doing a step at a time. Reproduction: Her daughter must have the ability to perform the cooking. It must not be too complex for her. Motivation: The daughter must want to cook. Jodie should encourage her to repeat the cooking behaviour she has seen. Reinforcement: When her daughter cooks something, Jodie should praise her to encourage her to cook again (5 marks)

Question 8 With reference to Thorndikes puzzle box experiments, explain the relationship between trial and error learning and instrumental learning. Initially, Thorndikes cat tried to escape the puzzle box using trial and error (random voluntary movements) trying many techniques until it accidentally pulled the string and the door opened so that it could reach its reinforcement (food). After several trials, the cat learned to pull the string to escape the box and reach the food. Thorndike concluded that the cat had learned the association between its behaviour (pulling the string) and the consequences (reaching the food). This is instrumental learning. (2 marks) Question 9 Joe and Georgia have a two-year-old son. One morning the two year old misbehaves and Georgia tells him to wait until your father gets home. Later that evening, when Joe arrives home from work, he takes his son aside and smacks him for his poor behaviour earlier that day. a. With reference to operant conditioning, give two reasons why Georgia and Joes punishment of their son is most likely to be ineffective For punishment to be effective, it should be presented immediately following the undesirable behaviour it was several hours before John inflicted his punishment For punishment to be effective, it must be clearly linked with the undesirable behaviour in the mind of the learner (child) The punishment (smack) may not be appropriate or seen as a punishment by the toddler; that is, it may give him attention that he craves from his father Physical punishment such as a smack may cause the toddler to feel aggressive or resentful towards his father Punishment does not give alternative ways of behaving, so the misbehaviour is likely to be replaced by another unwanted behaviour. (2 marks) b. Give an example, using positive reinforcement; that Joe and Georgia could use to deal with their sons behaviour. Jackie and John could give their son tokens or rewards for positive behaviour, such as giving him a cuddle when he behaves, telling him he is a good boy, etc. (1 mark) Question 10 Identify five ethical guidelines that John Watson failed to consider when conducting the Little Albert Experiment He may have suffered lasting psychological harm as a result. There was no informed consent was obtained and withdrawal rights were not explained.

Watson did not debrief either Albert or his mother, to extinguish the conditioned fear response Watson failed to follow the ethical principles of confidentiality. He published results of his experiment without ensuring that Little Albert would remain anonymous. (5 marks)

END OF TEST

Revision rotating activity

The following activity is designed for students to apply the knowledge they have gained through the unit and in preparation for the final SAC. Students will get into groups of 4 and participate in one of 5 activities. Students will have approximately 10 minutes to work on each activity before they rotate to the next activity. (It is likely that students will only have time to complete 3 of 5 activities) The activities involve students being presented with a scenario where by the students will need to identify what theory is being referred to and answer subsequent questions. Students are to complete individual copies of the activities to retain for revision purposes. The teacher will be walking around the classroom helping students and answering any questions. At the end of the class, a discussion will be held to share the answers obtained and ensure all students have the correct answers. See following pages for activity and possible answers.

REVISION ROTATING ACTICITY #1

Read the scenario below and answer the following questions:
Every time someone flushes a toilet in the apartment building, the shower becomes very hot and causes the person to jump back. Over time, the person begins to jump back automatically after hearing the flush, before the water temperature changes. Question 1 - What type of learning has occurred? Classical conditioning Question 2 List the elements of this type of learning Neutral Stimulus, Un-Conditioned Stimulus, Un-Conditioned Response, Conditioned Stimulus, Conditioned Response Question 3 Identify the elements of this type of learning as they are relevant to this scenario NS Toilet Flush UCS Hot water UCS Jump back CS Toilet Flush CR Jump Back Question 4 Who discovered this learning theory? Ivan Pavlov Question 5 What was the experiment that he conducted in relation to this theory and identify the elements of the experiment? Pavlovs dog experiment on Saliva NS- Bell UCS- Meat powder UCR- Salivation CS- Bell CR- Salivation

REVISION ROTATING ACTICITY #2

Read the scenario below and answer the following questions:
John Watson conducted an experiment with a boy named Albert in which he paired a white rat with a loud, startling noise. Albert now becomes startled at the sight of the white rat. Question 1 - What type of learning has occurred? Classical conditioning Question 2 List the elements of this type of learning and identify them as they are relevant to this scenario NS White rat UCS- Loud noise UCR- Fear/Crying CS-White rat CR-Fear crying Question 4 Albert expressed fear when faced with similar objects, such as a white fluffy toy. What is the term used to describe why this occurred? Stimulus generalisation Question 5 What ethical considerations did John Watson fail to consider when conducting his experiment with Little Albert? He may have suffered lasting psychological harm as a result. There was no informed consent was obtained and withdrawal rights were not explained. Watson did not debrief either Albert or his mother, to extinguish the conditioned fear response Watson failed to follow the ethical principles of confidentiality. He published results of his experiment without ensuring that Little Albert would remain anonymous.

REVISION ROTATING ACTICITY #3

Read the scenario below and answer the following questions:
A professor has a policy of exempting students from the final exam if they maintain perfect attendance during the semester. His students attendance increases dramatically. Question 1 What type of learning has occurred? Operant conditioning Question 2 What are the elements of this type of learning? Elements of Operant Conditioning: Positive/Negative reinforcement Punishment/Response Cost Schedules of Reinforcement: Fixed ratio/interval, Variable ratio/interval, Continuous Question 3 What does the exception from the final exam act as in this scenario and why? Negative reinforcement something unpleasant is removed and increases the desired behaviour

REVISION ROTATING ACTICITY #4

Read the scenario below and answer the following questions:
In an experiment to investigate learning, a hungry cat was put in a box with a fish placed just out of reach. Through voluntary movements, the cat attempted to get out of the box without success, however, when accidently pulled a string, it allowed the cat to get out of the box and obtain the fish. When the cat was placed back into the box, once again it went through a series of incorrect responses before pushing the lever to get out of the box. The cat became progressively quicker at escaping with fewer incorrect responses. Question 1 What experiment is the above scenario referring to and who was the experimenter? Edward Thorndikes trial and error Puzzle-Box experiment Question 2 What are the elements of trial and error learning? A number of attempts and errors before behaviour is learnt motivation exploration reward Question 3 What acts as motivation in this experiment? The fish Question 4 What did the experimenter conclude? The Law of Effect behaviour that is followed by a satisfying consequence is more likely to be strengthened and behaviour followed by an annoying consequence is weakened

REVISION ROTATING ACTICITY #5

Read the following and answer the questions below Bobo Doll Experiment
Question 1 Who conducted the above experiment? Albert Bandura Question 2 What was the aim of the experiment? The aim of Banduras experiment was to demonstrate that if children were passive witnesses to an aggressive display by an adult, they would imitate the behaviour if given the opportunity. Question 3 What was the IV and the DV? IV = the condition the children were exposed to, the gender of the adult and the gender of the child DV = the level of aggression the child displayed toward the Bobo Doll Question 5 What type of learning is this theory testing? Observational learning or Modelling Question 6 What are the elements of this learning theory? Attention Retention Reproduction Motivation Reinforcement

References Grivas, J., & Lawrie. P. (1991). Psychology Experiments and Activities. Sydney: Harcourt Brace Javanovich. Pg 199 & 200. Grivas, J., Letch, N., Down, R., & Carter, L. (2010). Psychology: VCE Units 3 & 4 (4th Ed). Melbourne: Macmillan Education. Pg 457 459. Milesi, P. (2011) The Psych Book VCE Units 3 & 4: Activities, Outcomes and Assessment 4th Ed). Australia: Nelson Cengage Learning Pty Limited. Pg 139-147. Milesi, P. (2011) The Psych Book VCE Units 3 & 4: Activities, Outcomes and Assessment 4th Ed). Australia: Nelson Cengage Learning Pty Limited. Pg 148-150. Van Iersal, H, Bradley, K., Coon, D., Kdendall, K., Koerner, J., Nailer, S., Pringle, R., & Rossborough, A. 2011, Nelson Psychology VCE Units 3 & 4, 2nd edn, Nelson, Melbourne. Van Iersal, H, Bradley, K., Coon, D., Kdendall, K., Koerner, J., Nailer, S., Pringle, R., & Rossborough, A. 2011, Nelson Psychology VCE Units 3 & 4: Student Activity Manual, 2nd edn, Nelson, Melbourne. Victorian Curriculum and Assessment Authority. (2012). Psychology - Exams and Exam Assessment Reports. Available: http://www.vcaa.vic.edu.au/Pages/vce/studies/psycholog y/exams.aspx. Last accessed 29th July 2013.