Preview p.20

1. Preview p.20 Without looking at your notes… List all of the MAJOR theorists and/or theories from each chapter and their associated psychological phenomenon

2. Learning & Memory ReviewAP Test Format Notebook p. 21

3. Classical Conditioning • Application: Treating Phobias • Flooding: repeated/excessive exposure • Counter-conditioning: learning of a new conditioned response opposite of original learned response • Systematic desensitization: gradual learning of a new conditioned response to replace fear/anxiety • Aversive Conditioning: associate unwanted behavior with unwanted feeling

4. Conditioned Taste Aversion • Many hospital patients drink meal replacement shakes, such as Boost while they are receiving treatment. When they leave the hospital and are later presented with Boost, they show obvious discomfort and dislike for the drink. Use classical conditioning to explain why.

5. Classical Conditioning • An individual receives frequent injections of drugs, which are administered in a small examination room at a clinic. The drug itself causes increased heart rate but after several trips to the clinic, simply being in a small room causes an increased heart rate.

6. Classical Conditioning • 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.

7. Operant Conditioning • Positive vs. Negative • Punishment vs. Reinforcement

8. Schedules of Reinforcement • You check the coin return slot on a pay telephone and find a quarter. You find yourself checking other telephones over the next few days. • Getting paid $20 per hour • Catching a fish off of a pier • Waiting for the traffic light to turn green • Kicking a goal in soccer

9. Schedules of Reinforcement • Kindergarteners get a sticker for every 5 positive behaviors • Waiting to see a shooting star in the night sky • Waiting for the school bell to ring

10. Latent Learning • Cognitive maps & rats

11. Observational Learning • Modeling • Mirror neurons

12. Long Term Potentiation • As we acquire new experiences, information, and memories, our brains create more and more synaptic connections. Essentially, the brain is able to rearrange itself, establishing new connections while weeding out old ones.

13. Memory & Brain • Hippocampus – Explicit Memory • Cerebellum – Implicit Memory • Amygdala – Emotional Memory

14. AP Test Format p.21 • Multiple-Choice • Five possible answers • No deduction for wrong answers (if you don’t know, guess!) • Best answer, EXCEPT, analysis/application questions • Free-Response (FRQ) • No introduction, conclusion, or thesis • Short-answer format • Bulleted responses in complete sentences are acceptable. • Specific answers • Accurate information in clear, concise prose.

15. AP Test Format • AP Test Format • 100 multiple-choice questions; 70 minutes • 2 free-response questions; 50 minutes • AP class Test Format • 50 multiple-choice question; 35 minutes • 1 free response question; 25 minutes

16. Vocabulary for Free-Response Questions • Define means to state the meaning of a word or phrase or to give a specific example. • Usually just one sentence. • Identify means to select a factor, person, or idea, and give it a name. • Explain why/explain how means to give a cause or reason

17. FRQ Practice • Roger is at a wedding reception where he has been introduced to over 50 guests whom he has never met. He can remember only a handful of names. Describe the role that sensory storage, short-term memory, and long-term memory play for Roger in this situation. • Analyze what is happening in terms of the three stages of the information processing model of memory: encoding, storage and retrieval. • Finally, identify strategies Roger might use to improve his ability to remember names.

18. Part 1 • Sensory storage works for a very brief period of time until information is either processed or discarded. The names that Roger hears at the wedding will be briefly stored in his echoic memory. • Short term storage works to process information we are currently thinking about. The names that Roger consciously rehearses will remain in his phonological loop as part of his working memory. • The names that Roger is able to effectively encode will remain in his long term memory storage for later retrieval.

19. Part 2 • A number of factors will influence the encoding of names into Roger’s LTM. For example, Roger may use maintenance rehearsal by repeating new names until he is able to recall them later. • Roger must space out his introductions because his short-term memory storage will be limited to approximately 7 names. • Roger may experience some issues with the retrieval of newly remembered names. For example, he may experience proactive interference if names of people he met at a previous wedding intrude with the recall of names of people he is meeting at the current wedding.

20. Part 3 • If Roger wants to remember the names of guests at the wedding he should use elaborative rehearsal techniques. Such as making associations between the guests and friends he has with the same names. • Roger may also choose to use mnemonic devices to remember names. For example, “Paul is tall” is rhyming association that will increase the likelihood that Roger will recall Paul’s name

21. Sample Free-Response Question • Discuss how the research conducted by each of the following theorists may explain the acquisition of a spider phobia. • John B. Watson • B.F. Skinner • Albert Bandura

22. Sample Free-Response Question • 1 point for identifying the research conducted by each theorist • 2 points for explaining the spider phobia with regard to each theorist. • 9 point question

23. Sample Free-Response Question • John B. Watson would argue that a phobia of spiders would be the result of classical conditioning. The unconditioned stimulus (UCS), such as being bitten by a spider, would produce an unconditioned response (UCR) of screaming or feeling pain. The neutral stimulus (NS) is the spider. Because the spider bit a person, it now becomes the conditioned stimulus (CS), which produces fear (CR).

24. Sample Free-Response Question • B.F. Skinner would argue that a phobia of spiders is the result of operant conditioning. Screaming and showing fear of a spider elicits attention from others. Therefore, by continuing to scream or show fear in the presence of a spider, the behavior will continue. In addition, Skinner may argue that in removing the aversive stimulus (fear or discomfort) every time a spider is removed from the situation, the fear would increase.

25. Sample Free-Response Question • Albert Bandura would argue that a phobia is the result of observational learning. The person would model what he or she has seen others do when encountering a spider (or insect), and would therefore display that behavior if put in a similar situation.

26. Jeopardy!

27. Process p.20 • What areas will you focus on to prepare for the test? i.e. What are you practicing TONIGHT?