Learning- a relatively permanent change in an organism’s behavior due to experience

Associative Learning- learning that certain events occur together, the events may be two stimuli (as in classical conditioning) or a response and its consequence (as in operant conditioning)

Classical Conditioning- a type of learning in which an organism comes to associate a stimuli, a neutral stimulus that signals an unconditioned stimulus begins to produce a response that anticipates and prepares for the unconditioned stimulus, normally with a stimulus and an independent variable so the two are not related

Operant Conditioning- a type of learning in which behavior is strengthened if followed by a reinforce of diminished followed by a punisher, there are both positive and negative reinforcers and the negative ones are not necessarily bad

Behaviorism- the view that psychology should be an objective science that studies the behavior with reference to mental processes

Observational Learning- learning by observing others

Ivan Pavlov’s Experiment (outline, goals)- the goal was to make the dog salivate to a tone before food was shown and the outline was use a tone before showing the dog food in order to have to dog realize that once the tone went off, food was coming

Findings of Pavlov’s Experiment (responses, stimulus)-the response of the dog was that once it understood what was going on, it would begin to salivate once it heard the tone because it knew food was coming, the unconditioned response was the salivation because it was the unlearned part, the unconditioned stimulus was the food

Acquisition-the initial stage in classical conditioning; the phase associating a neutral stimulus with an unconditioned stimulus so that the neutral stimulus comes to elicit a conditioned response, in operant conditioning, the strengthening of a reinforced response

Example of Classical Conditioning- when a teacher turns on the lights and hands the students a paper there is a test, therefore whenever the teacher gives the class paper and turns on the lights they will think that they have a test

Extinction- the diminishing of a conditioned response, occurs in classical conditioning when an unconditioned stimulus does not follow a conditioned stimulus; occurs in operant conditioning when a response is no longer reinforced

Spontaneous Recovery- the reappearance, after a rest period, of an extinguished conditioned response

Example of Observational Learning- I have two older brothers and after observing the oldest study very hard for school I learned that studying is very important in order to do well in school

Phase 2- Part 2

Explain Classical Conditioning using a scenario that YOU created.

A teacher grades a test and uses a red pen which leads to the student crying, this leads all the students to thinking that a red pen leads to crying. The unconditioned response is the teacher grading the tests because it is the unlearned part and the unconditioned stimulus is the red pen because it triggers a response which is crying

Explain Operant Conditioning using a scenario that YOU created.

A student is being annoying while they wait for the teacher to come help them, the teacher ignores that student and goes to help another which means the annoying student will no longer be annoying if they want the teachers help. This is also an example of a negative reinforce because the time with the teacher is being taken away from the student and taking away is a negative reinforcer

Compare Classical and Operant Conditioning. How are they the same? How are the different?

Classical and Operant Conditioning are the same because that both involve acquisition, extinction, spontaneous recovery, generalization and discrimination. They are different because Classical has an automatic response to some stimulus and Operant operates on environments to produce a reward or punishment, plus Operant Condition has positive and negative reinforcers while Classical does not.

Do you think either (Classical or Operant Conditioning) plays a role in how you respond to teachers and your academic role here at Wilson? Explain.

I think that all students have to been classically conditioned to get up and leave when the bell rings, despite if the teacher is done teaching. I also think that the way students work hard and receive good grades is an example of Operant Conditioning because the students work hard and receive a good grade, this could be a reward, or a positive reinforcer because the students are being given something. I think that despite students being conditioned to do something, it does not affect the way students respond to a teacher with Classical Conditioning.  As for Operant Conditioning, I do believe that it plays a role in how students respond to teachers and the academic role at Wilson. I think this because is a teacher is really mean and does not give in, the student will not complain because they know it will not help. As for your academic role, I do not think that Classical Conditioning plays a big role, but I do think that with rewards and reinforcers both negative and positive Operant Conditioning can make a student work hard if they know they will get a reward. So overall I think that both types of conditioning play a role in how you respond to a teacher but only Operant plays a role in your academic role.

Phase 2- Part 3

Consider the first two units that we discussed this year: the history of psychology and applying science to Psychology, how do they fit into our midterm project? Provide at least three examples to illustrate your point.

In the history of psychology unit we learned how people interact with one another, and how John Locke believed that experience was how we learned because we all started with a blank slate. Now with this midterm project we learn how everyone learns and how everyone has had different experiences which lead to everyone having a different mind. Also, in applying science to psychology, it can be compared to the midterm because everyone knows that biology is a type of science, and in the learning chapters we learn all about the brain, the parts, and their functions and how the brain transmits messages throughout the entire body, just like you learn in biology. Lastly, in the midterm we learn and have to create a way for people to successfully learn without rote memorization which means that we have to create a survey which is a type of experiment, and in the science of psychology chapter, we learned all about different types of experiments. Overall, both chapters that we have previously studied are just building blocks to help show us how the brain works, how messages are sent and how people learn, which is the point of the midterm. Without the other two units we would not know enough information to create a way for people to learn.

Real World Application:

What makes you data applicable not only to this project but to the real world? Who might find it useful and how would they use it?

The data that we found shows how most people like lectures and memorization as the way to learn; therefore it cannot be applied to this project because the point was to find other ways to teach, however we should not have included those as options in our survey to avoid this problem. Aside from people liking lectures and memorization the data can be applied to the real world because teachers, groups of students and professors can use the information accumulate new ways of teaching people in a way that they will enjoy and understand.

Are you going to share this data with any one of the people or groups of people listed above? Why or why not?

We can share this data with teacher in the Wilson high School because that way the teachers know how their students learn best, which will result in better grades for the students. If teachers know how kids want to learn, then they can apply it and offer their students a better learning environment in which they are not being forced to learn a way that they hate and don’t care for. If a student doesn’t enjoy a way of learning then they will most likely not learn very much. With the data we have collected, it can be useful for teacher to understand how students want to be taught, regardless of whether the teacher agrees with it or not because it is the students job to learn, not the teachers.

Lauren Lountzis Pd.7

Phase 2- Part 1