we talked about the impact of grades during Unit 2.  Do you think they fall into this unit at all? Why or why not?  I believe they do fit into this unit because good grades are conditioned reinforcers, and bad grades can been seen as a punishment for not doing all of your work.

-Paige Barbour (Period 8)

How do punishments impact your learning here in school? Punishments in school frustrate me because punishments are not necessarily telling me what behavior or action is desired, it is only punishing me for the action I chose to use.

-Paige Barbour (Period 8)

Do you think either plays a role in how you respond to teachers and your academic role here at Wilson?  i believe both influence me here at Wilson.  due to the fact that certain actions by the teachers signal that, for instance there will be a pop quiz today (classical conditioning), but also as students we know what behaviors are acceptable in class due to witnessing other student's or perhaps your own punishments or rewards (operant conditioning).

-Paige Barbour (Pd 8)

Provide one example of Observational Learning from your lifetime- One time I remember experiencing Observational Learning was when I went to Junior High.   watched my locker buddy open his locker next to mine, and then i mimicked his motions, but implemented my locker combination in order to open my locker.

-Paige Barbour (Period 8)

• Positive Reinforcement- the giving of something to increase a behavior. Ex- giving students more time to work on a project, due to diligent working in class.
• Negative Reinforcement- the taking of something to increase a behavior. Ex- Taking away a question on a test because no one in the class had enough time to answer it thoroughly.
• Primary Reinforcers- are innnately satisfying. Ex- eating food when hungry
• Conditioned Reinforcers- are learned; secondary reinforcers. Ex- money or praise
• Immediate Reinforcers- reinforcing something immediately after occuring; the desired behavior is more likely to continue to reoccur.
• Delayed Reinforcers- delaying allows other incidental behaviors to intervene and be reinforced.
• Continuous Reinforcement Schedules- desired Response is reinforced everytime it occurs; learning occurs rapidly.
• Partial (Intermittent) Reinforcement Schedules- responses are sometimes reinforced, sometimes not; produces greater persistance.
• Fixed Ratio Schedules- reinforced behavior after a set number of responses.
• Variable-Ratio Schedules- provide reinforcers after an unpredictable number of responses.
• Fixed Interval Schedules- reinforce the first response after a fixed period of time. Ex- constantly checking to see if the water in the pot has boiled.
• Variable-Interval Schedules- reinforce the first response after varying intervals. Ex- the "You've Got Mail" sound when your email is updated.
• Punishment- the opposite to that of reinforcement; punishment decreases a behavior, thus entails a consequence.
• Cognitive Map-a mental representation of one's environment.
• Latent Learning- learning that occurs, but is not apparent until there is an incentive to demonstrate it.
• Intrinsic Motivation vs. Extrinsic Motivation- Intrinsic motivation is a desire to perform a behavior for its own sake and for it to be effective; wheras, an extrinsic motivation is a desire to perform s behavior due to a promised reward ot threat of punishment.

• How does Cognition impact Operant Conditioning?  Cognition consists of all mental ctivities such as thinking and remembering;Operant Conditioning subjects associate behaviors with the consequences.  thus are taught to remember what happened to them before.

-Paige Barbour (Period 8)

Research Bloom’s Taxonomy of Educational Objectives and Gardner’s Theory of Multiple Intelligences. How do they tie into what you learned about human memory and also, how can they help you create an effective learning strategy? Provide 3 pieces of factual support for your reasoning.

Multiple Intelligences shows that everyone has some sort of intelligence, but maybe in not one way as another. Examples of this would be how some people are kinetically enhanced learners while others learn from memorization. With this, we can find that people need to learn in different ways because they are better at one way than another. We will take this into consideration and use many different learning strategies. Higher level learning is an objective of teachers in the research done by Bloom. There are standards that teachers set for students and the ultimate standard is when students can learn to analyze and interpret things they learn in school into everyday situations and larger global perspectives. In his debate he says that remembering, understanding, applying, analyzing,evaluating, and creating are the main points to learning with the latter being the most important. With this knowledge, our group will try to hold discussions on and have students speak about the learning so that they can create a wider view for themselves and for their classmates. It is then important that we have the students create something good out of the learning. So a project is a good idea for learning.

How can you use your knowledge of language acquisition, and the way that we read, speak and think to help create your learning strategy?

Knowing that humans think the way we do, and learn the way we do, this knowledge can be used to make our learning strategy because we know that students learn through repetition and example. Our survey showed this as well. We will create our learning strategy around these principles. We know how the brain functions and we take this into consideration with what our learning strategy will be. Knowing that people process language the way we do, we will use language acquisition. We have to know where everyone is coming from with their vocab. We have to use language that everyone understands and processes the same way. Everything like this is important in obtaining our learning strategy.

Summarize how you will use thinking and language in your learning strategy below. Make sure to include at least 6 different ways you are going to utilize this knowledge.

1. Questions and hypothesis - Asking questions and developing the way we understand something will help. With the formation of language, gradual changes will come in network connections in the brain.
2. Watch Movie – By watching a movie the eyes help interpret information
3.Take Notes on Movie and create your own questions – With repetition, mental rehearsal can help you achieve an academic goal.
4. Class Discussion based off of questions – This is another way that with the formation of language, gradual changes will come with brain connections.
5. Hands on Experiment- get in a group and create a short skit of your view of how neuroscience affects psychology in your lives. This will help because the more we act out information, the more we remember it.  6. Come up with algorithms – With algorithms, algorithms will help up know that there will always be a solution and it will help up remember to always search for the truth.

Any of these learning strategies will help students remember information and retain it. Some of these ways are new and should be used because they are different.

Megan Johnson, Pd. 7

Semantics: Semantics is how we find a meaning in language. A real world example is using –ing at the end of every word that describes something in action; or using -s at the end to make something plural.

Syntax: Syntax is the way we structure sentences so that they make sense. A real world example is using a verb in a sentence only if there is a clear noun.

Babbling stage: The Babbling stage is the first stage of language in babies where they slowly begin to make noises and comprehend how to make these noises and speak. A real world example is how when a baby is still cute and little it makes cute little noises that are unexplainable, but definitely cute!

One-word stage: The One-word stage of a baby is when they begin to be able to put little words together and speak them, but no sentences have been formed. A real world example is how parents wait for their child to say their first word, arguing over whether it will be mama or dada!

Two-word stage: The Two-word stage of a baby is when the baby’s speech is gathering further and he/she are able to speak in two-word now instead of one. A real world example is how a child may be able to say simple phrases like “Thank You” and “Good bye” but not full sentences yet.

Telegraphic speech: Telegraphic speech is another way of talking about the two-word stage where a baby can only put simple choppy words together. A real world example would be if a child wanted to be on the ground instead of held they may be able to cry, “No! Please!”

Linguistic determinism: Linguistic determinism is the hypothesis made my Benjamin Lee Whorf that the way we think is determined by language. A real world example would be that Americans who speak English live a completely different culture than say, Chinese people, who have different values and morals than Americans.

Megan Johnson, Pd. 7