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Part A: Rationale
Behavioral and Cognitive Psychology form the backbone of the discipline, so this is a crucial
unit for the course. Learning as a whole generally comes under the umbrella of both foundational
approaches, while memory is generally accepted to be exclusively cognitive. Instruction in
behaviorism--including classical and operant conditioning--is essential, as it was the whole of the field
for well over 50 years. Moreover, both conditioning and memory have day-to-day importance;
students are classically and operantly manipulated on an hourly basis, with biological reflexes, the
desire for reward, and the avoidance of punishment (conscious or unconscious) controlling the vast
majority of their decisions. Memory is accessed constantly and is repeatedly put to the test at school.
Helping students come to a better understanding of their behavior and ability to learn and remember
is critical to developing metacognitively aware students. Furthermore, the Case Study that shapes
this unit directly addresses this concern, asking students to critically examine their learning ability and
study habits, apply psychological principles to improve them, and utilize their skills on an assessment.
Long Term: I can synthesize Standard Area: Learning 4: Individual Development and
knowledge of the brains After concluding this unit, Identity
cognitive capacity to remember students understand: Personal identity is shaped by
and learn with that of my own Classical conditioning an individuals culture, by
study habits in order to develop Operant conditioning groups, by institutional
better metacognitive Observational and influences, and by lived
awareness and learning cognitive learning experiences shared with
practices. people inside and outside the
Standard Area: Memory individuals own culture
After concluding this unit, throughout her or his
students understand: development. Given the nature
Encoding of memory of individual development in a
Storage of memory social and cultural context,
Retrieval of memory students need to be aware of
the processes of learning,
I can demonstrate how humans Standard Area: Learning growth, and interaction at every
learn through association and I Content Standard 1: Classical level of their own school
can describe and apply the conditioning experiences. The examination
principles of classical Students are able to of various forms of human
conditioning. (performance standards): behavior enhances an
1.1 Describe the understanding of the
principles of classical relationships between social
conditioning. norms and emerging personal
identities, the social processes
I can describe clinical and Standard Area: Learning that influence identity
experimental examples of Content Standard 1: Classical formation, and the ethical
classical conditioning apply conditioning principles underlying individual
classical conditioning to Students are able to action.
everyday life. (performance standards):
1.2 Describe clinical and Essential Questions:
experimental examples How do individuals grow
of classical conditioning. and change
1.3 Apply classical intellectually?
conditioning to everyday Why do individuals
life. behave as they do?
What influences how
I can describe and apply the Standard Area: Learning people learn?
principles of operant Content Standard 2: Operant
conditioning. conditioning
Students are able to
(performance standards):
2.1 Describe the Law of
Effect.
2.2 Describe the
principles of operant
conditioning.
Part C: Assessments
Pre-Assessment: A short, timed, multiple-choice assessment is used to gauge students
knowledge of content before beginning the unit.
Accommodations: None; all students completed in allowed amount of time
Evaluation: Correct/incorrect evaluation. This was a no-stakes test, just a gauge of prior
knowledge.
1. In Pavlovs experiments, the tone started as a neutral stimulus, and then became a(n) __________ stimulus.
a. Conditioned
b. Operant
c. Primary
d. Respondent
2. Pavlovian conditioning is another term for ___________.
a. Cognitive restructuring
b. Operant conditioning
c. Integration
d. Classical conditioning
3. Emitted, voluntary behavior is BEST modified by ____________.
a. Operant conditioning
b. Trial and error
c. Classical conditioning
d. Voluntary behavior
4. Operant conditioning operates on the principle that behaviors occur more often when they are ________.
a. Reinforced
b. Punished
c. Modeled
d. Ignored
5. Any stimulus that follows a behavior and decreases the likelihood that the behavior will be repeated is called a(n)
_________.
a. Antecedent
b. Punisher
c. Cue
d. Negative reinforcer
6. When someone uses negative reinforcement to change a behavior, the behavior is likely to ________.
a. Occur less frequently
b. Occur more frequently
c. Occur at the same rate
d. Completely stop
7. Reinforcing successive approximations to a desired behavior is known as ___________.
a. Shaping
b. Modeling
c. Vicarious learning
d. Rote learning
8. Kevin is a good student. He studies hard because when he does he gets the teachers approval. His studying
behavior was probably learned through ____________.
a. Classical conditioning
b. Generalization
c. Operant conditioning
d. Trial and error
9. Nagging someone to do something until they do it is an example of ___________.
a. Positive Reinforcement
b. Negative reinforcement
c. Aversive conditioning
d. Positive punishment
10. Thorndikes principle that behaviors followed by favorable consequences become more likely is known as what?
a. Operant conditioning
b. Shaping
c. Law of effect
d. Respondent behavior
11. The concept of working memory _____________.
a. Clarifies the idea of short-term memory by focusing on the active processing that occurs in this stage.
b. Splits short-term memory into two substages--sensory memory and working memory.
c. Splits short-term memory into two areas--working (retrievable) memory and inaccessible memory.
d. Clarifies the idea of short-term memory by focusing on space, time, and frequency
12. The hippocampus seems to function as a ____________.
a. Temporary processing site for explicit memories
b. Temporary processing site for implicit memories
c. Permanent storage area for emotion-based memories.
d. Permanent storage area for iconic and echoic memories
13. Dan had been drinking, so his girlfriend convinced him to get out of his car, and she drove him home in her car.
He could not remember where his car was parked when he got up the next morning, but after drinking some
liquor, Dan remembered where he left his car. This phenomenon best illustrates ___________.
a. The misinformation effect
b. Mood-congruent memory
c. The framing effect
d. State-dependent memory
14. Which of the following is an example of implicit memory?
a. THe ability to find a hidden Wheres Waldo? figure with practice
b. The ability to retrieve from memory the details of an assignment that is due tomorrow
c. The ability to vividly recall significant events like the 9/11 attacks in New York CIty and Washington, D.C.
d. The ability to remember the details of your last birthday party
15. Mnemonic devices are least likely to be dependent upon __________.
a. Imagery
b. Rhymes
c. Stories
d. Massed rehearsal
16. Which of the following illustrates the serial position effect?
a. Kim has trouble remembering information from the books first unit when she reviews for semester finals.
b. It is easy for Brittney to remember that carbons atomic number is 6 because her birthday is on is on
December 6.
c. Kyle was not able to remember the names of all his new co-workers after one week on the job, but he
could after two weeks.
d. Al is unable to remember the middle of a list of vocabulary words as well as he remembers the first or
last words on the list.
17. Specific odors, visual images, emotions, or other associations that help us access a memory are examples of
_________.
a. Relearning
b. Deja vu
c. Declarative memories
d. Retrieval cues
18. Ebbinghaus forgetting curve shows that after an initial decline, memory for novel information tends to
__________.
a. Increase slightly
b. Decrease noticeably
c. Decrease greatly
d. Level out
19. When forgetting is due to encoding failure, meaningless information has not been transferred from ___________.
a. The environment into sensory memory
b. Sensory memory into long-term memory
c. Long-term memory into short-term memory
d. Short-term memory into long-term memory
20. One reason false memories form is our tendency to fill in memory gaps with our reasonable guesses and
assumptions, sometimes based on misleading information. This tendency is an example of __________.
a. Proactive interference
b. The misinformation effect
c. Retroactive interference
d. The forgetting curve
Summative Learning & Memory Case Study: This is the guiding, authentic assessment of students
knowledge and progress in this course. The four phases add up to the culminating, summative grade.
Accommodations: Student with learning disability IEP was granted extra time to revise each part of
case study after receiving feedback.
Evaluation: Rubric (attached)
Learning & Memory Case Study
Learning Target: I can synthesize knowledge of the brains cognitive capacity to remember and learn with that of
my own study habits in order to develop better metacognitive awareness and learning practices.
Task: You are a cognitive psychologist taking on the role of examining how the human brain learns and remembers. With
your knowledge of the human cognitive system, you are going to develop an Individualized Learning Plan (ILP) that applies
the principles of learning to your own memory and study habits. An ILP is a system that you develop to apply
research-based facts of learning and memory to your own study habits. The goal is to make your learning the most
effective it can be.
Rationale: As a human being, you are expected to learn every single day. That learning is formalized in school. This case
study provides an opportunity for you to investigate your own learning and make it better both in school and beyond.
Tackling this case study will require that you not only understand the content of this unit, but apply it to enhance your
learning experience.
Assignment:
Phase 1: Principles of Learning (25% of Summative Grade)
For each learning target on your learning target tracker, you must determine the associated Principle of Learning,
explain it, and come up with a way to apply your new knowledge to your own ability to learn. Principles of
Learning are research-based facts about learning and memory that you can use to improve your studying. This
will be incorporated into a chart that follows the model below. This chart asks you to write down the days learning
target, define and explain the Principle(s) of Learning taught in that class (there may be more than one per day),
and brainstorm ways to apply that Principle to your studies. DUE 3-23 BUT you should work on this every day
of class and fill it in as you go. Time will be built into class.
Principles of Learning
Learning Target
Associated Principle of
Learning
Explanation
Tracking My Learning
Todays Date
Principle of Learning
Application (How did you
use it today)
Partner names:
Step 1: Determine a naturally occurring stimulus and response that you can condition. This
means that the response you will be training must be something the person already does in
the presence of a stimulus. Choose something that is nonviolent, cannot hurt anyone
physically or emotionally, and that is school appropriate.
Unconditioned Stimulus:
Unconditioned Response:
Step 2: Determine the neutral stimulus that you will introduce to the learner and condition
them to respond to.
Neutral stimulus:
Step 4: Write a paragraph explaining the methods of your experiment. This should be a
detailed overview of how the experiment will be carried out. Include, each partner's role, the
process of conditioning (i.e. how many times will you use the NS and UCS to condition the
person before you try just the CS), and the anticipated outcome.
Step 5: Conduct your experiment. You are to venture out into the school and find someone to
participate in your experiment. You may choose a peer or a faculty member if they are willing
to participate. In order to make this work, you need to present yourself professionally. You
should tell the participant that they will be participating in an experiment on learning for your
Psychology class. Do not tell them why you are testing them or the anticipated outcome of
your experiment. This may make them behave in an unnatural way. Give them an estimated
time frame for the experiment. If they agree, proceed with the experiment. If you have short
experiment, find multiple people. Make sure you have someone designated to film the
experiment on an iPad.
Step 6: Results and Reflection. Explain your results in paragraph form. Be sure to clearly
identify the NS, UCS, UCR, CS, and CR.
Discussion Post: Take a Stand -- In this application, students were engaged in classroom
research on the impact of viewing violence on TV or through video games on rates of
aggression in children and adults. After reading diverse literature, they were asked to physically
and verbally take a stand. The verbal portion was the discussion post. They had to take a
position on the issue and then argue their case using the research we completed in class. They
needed three pieces of evidence and were required to write at least a paragraph.
Accommodations: Extra time provided for student with IEP
Evaluations: Completion, inclusion of three pieces of evidence
Learning Quiz -- In this quiz, students completed a low stakes short answer quiz that checked
their understanding of the learning/behaviorism half of the unit before we moved into the second
half, centered on memory and cognition. Data from this formative was compared to pre-test data
to determine students progress.
Accommodations: Extra time provided for student with IEP.
Evaluation: Correct/incorrect; half credit was given for identifying the correct type of
conditioning, the other half credit was given for labeling the parts of the conditioning.
Learning Quiz
Instructions: For each of the following learning situations, indicate whether classical or
operant conditioning best applies. Then, follow the appropriate instructions below:
1. If you decide the situation is an example of classical conditioning, you should label the
UCS, UCR, CS, and CR.
2. If you decide the situation is an example of operant conditioning, you should decide
which of the following principles best fits: positive reinforcement, negative
reinforcement, positive punishment, or negative punishment
Q1: Fred leaves his clothes and toys all over his room It seems that the only time he cleans
up his room is when his mother yells at him. WHen she yells at him, Fred picks up his clothes
and put away his toys.
Q2: When a mother strokes her infants skin, the stroking creates pleasure responses in the
baby. After this goes on for many days, the baby begins to show pleasure responses simply
at the sight of her mother (even before being touched).
Q3: Imagine you have a friend who keeps the temperature in her home so high that each
occasion on which you visit her you find yourself perspiring. The last time you visited her, you
noticed that you began to perspire and become uncomfortable as soon as you saw her house
(even before you got inside).
Q4: A very bright (mildly painful) light is turned on a rat. The rat has learned that he can turn
off the light by pressing a lever on the other side of his cage. As soon as the light comes on,
the rat runs across its cage and presses the lever.
Q5: A patient in a mental hospital is very disruptive at mealtimes. She grabs food from the
plates of those sitting near her and tries to cram the food in her mouth. Because this behavior
of stealing food is very undesirable, a plan is developed whereby every time the patient steals
food from other plates, she is immediately taken to a room without food.
Week One
Day M&L Day 1 (3/6) M&L Day 2 (3/8) M&L Day 3 (3/9)
Learning I can demonstrate how I can describe clinical and I can describe and apply
Target humans learn through experimental examples of the principles of operant
association and I can classical conditioning conditioning
describe the principles of apply classical I can differentiate classical
classical conditioning. conditioning to everyday and operant conditioning
life. and understand the
correct usage of each.
Do Now Unit 3 Pretest 15 Define and provide the 7 Get out your learning target 5
Take the test to the best of -20 example from Pavlovs min tracker [Unpack learning min
your ability. Do not worry if min experiment: Neutral target]
you don't know Stimulus, Unconditioned
something--90% of this Stimulus, Unconditioned
material should be Response, Conditioned
completely unfamiliar. When Stimulus, Conditioned
you are finished, pick up a Response
learning target tracker from
the front of the room.
Week Two
Day M&L Day 4 (3/13) M&L Day 5 (3/15) M&L Day 6 (3/16)
Learning I can describe and apply I can describe clinical and I can describe the
Target the principles of operant experimental examples of principles of observational
conditioning. operant conditioning and and cognitive learning and
apply operant conditioning apply them to everyday
I can describe clinical and to everyday life. life.
experimental examples of
operant conditioning and I can differentiate classical
apply operant conditioning and operant conditioning
to everyday life. and understand the
correct usage of each.
Do Now Pull out your learning target 5 Get out your learning target 5 Get out your learning target 5
tracker [unpack learning min tracker [unpack learning min tracker [unpack learning min
target] target]. Submit your classical target]
conditioning experiment to
schoology.
Application Operant Conditioning 15 Classical vs. Operant 20 Take A Stand: Does viewing 32
Practice min Conditioning A Peaceful min violent movies/shows and min
1. Revisit the Family Reunion playing violent video games
Classical vs. 1. Find a partner not make a person more violent?
Operant sitting at your table. 1. Take your initial
Conditioning 2. Read the given stand
Scenarios sheet scenario. 2. Read through the
from last class 3. Determine whether two provided
(Thursday) it will be more research articles,
2. For every scenario appropriate to use looking for evidence
that you operant or classical that both supports
determined was conditioning. If your and disproves your
operant organism is likely to personal viewpoint
conditioning, do the appropriate 3. Complete the
determine the behavior and you guided reading that
behavior being can reinforce it, goes with both.
modified as well as then use operant. If 4. Take a second
how that is being you will be creating stand and be sure
done a new association to be ready to
(positive/negative between two back your position
reinforcement, previously with evidence. Did
positive/negative unrelated stimuli to you move? Why?
punishment). Be cause the learning 5. Explain your
sure to write it to tape place, then position in a
down. use classical. discussion post.
4. Figure out the [Formative assessment]
pieces of your
behavior
modification
experiment. Make
sure you will be
able to apply all
appropriate
vocabulary terms
(on slides).
5. Be ready to share
out.
Debrief Record the Principles of 5 Case Study Workday 20- Record the Principles of 5
Learning we reviewed min 1. If you havent 30 Learning we reviewed today. min
today. created your Phase min
I chart, do so now.
2. Enter in any of the
Principles of
Learning we have
covered so far. Be
detailed in your
explanation!
Next Steps 1. Classical Conditioning 1. Learning Formative quiz 1. Learning Formative quiz
Experiment video due next on next Monday, 3-20 NEXT class (Mon. 3-20)
class (Wed. 3-15) 2. Discussion post due Wed.
2. Keep your Principles of 3-22
Learning chart updated. 3. Stay on top of your Phase
I chart--due in ONE WEEK
(next Thursday, 3-23)
Week Three
Day M&L Day 7 (3/20) M&L Day 8 (3/22) M&L Day 9 (3/23)
Learning I can explain the process I can explain the process I can explain the process
Target of encoding memory. of encoding memory. of the retrieval of memory.
Do Now Learning Formative Quiz 15 Get out your Learning Target 5 Get out your Learning Target 5
When finished, get out your min Tracker [unpack learning min Tracker [unpack learning min
learning target tracker. target] target]
[Formative assessment]
Primacy Effect
Recency Effect
Serial Position Curve
(See slides)
Next Steps 1. Viewing Violence 1. Case Study Part I due 1. Case Study Part I
discussion post due. Wed. TOMORROW at 11:59pm (Principles of Learning
2. Case Study Pt. I Chart) is due TODAY
(Principles of Learning 2. After tonight, begin logging
Chart) due by 11:59pm on your use of 3-5 principles
Thurs., 3-23. in your Case Study Part II
chart (Due next Thurs.
3-30)
3. Summative multiple choice
on Thurs. 3-30
Week Four
Day M&L Day 7 (3/20) M&L Day 8 (3/22) M&L Day 9 (3/23)
Learning I can explain the reasons for To be created! Long Term: I can synthesize
Target forgetting. knowledge of the brains cognitive
capacity to remember and learn
with that of my own study habits in
order to develop better
metacognitive awareness and
learning practices.
Do Now Get out your learning target 5 Get out your learning target 2 Turn in Case Study Part II 5
tracker and a rubric out of min tracker and a rubric out of min right now, before we start the min
the basket in the center of the basket in the center of test. When youre done,
your table and begin looking your table and begin looking clear everything off of your
over it. over it. table except a pencil.
Construction:
1. Write I CAN big on
the board
2. Find the most
agreed with VERB
and add it to the
statement.
3. Find the most
agreed with GOAL
and add it to the
statement.
4. Find the most agree
with key terms that
are related to the
goal and make
them the criteria for
success
Application On piece of white paper... 15 Memory Construction 24 Multiple Choice Test 30-
1. Generate an min Modified Jigsaw min 1. We are reusing our 45
example of when 1. Individually, read an scantrons from the min
you relearned article of your pre-test. Just turn it
something quickly choice article over to the the
after you forgot it provided for you. blank side and start
2. Generate one Underline with #51
example of when information that will 2. Good luck!
you experienced enable you to meet
proactive todays learning
interference target.
3. Generate one 2. With your table,
example of of discuss the
when you important
experienced takeaways from
retroactive your reading. Keep
interference. in mind the criteria
4. Using these for success that we
examples, draw a just created! Did
picture that can any of them show
help you up in your reading?
remember these 3. Be ready to share
three terms. Its out with the class.
easy to confuse You are responsible
proactive and for their learning, so
retroactive make sure youre
interference (is that paying attention to
a type of what you read.
interference?),
so draw something
with a lot of
meaning to you
-Ex. to remember
retroactive, I might
draw myself
walking into high
school, then cross
out high school
and write college.
This demonstrates
how my college
experience might
make it harder for
me to remember
my high school
experience.
5. Remember, this is
a chance to be
creative AND we
learned last week
that turning
information into an
image is an
effortful processing
strategy
Next Steps Case Study Phase II (Learning 1. Case Study part II due Case Study Part IV (Reflection) due
Tracker) and Phase III (multiple TOMORROW at the Thurs., 4/6. You have an entire
choice test) on THURSDAY, 3-30. beginning of class. week!
Keep Studying! 2. Multiple choice test
TOMORROW
Materials 1. Rubrics (on schoology and TED Talk 1. Submission for Part II in
hard copies) Viewing Guide Schoology
2. Whiteboards 3 big pieces of chart paper 2. Multiple choice test
3. Expo markers Markers 3. Scantrons (reuse from
4. Slides Jigsaw articles pretest)
5. White paper & markers
6. Prize for getting rubric
question correctly