Do Now Quiz

1. Do Now Quiz • LEVEL 0!! • Nothing on your desk except a pen/pencil. • Everything under your seat. • 3.1 – Learning • Associative, Latent, and Observational Learning • Classical / Operant Conditioning and Schedules of Reinforcement • Keep sheets face down. • 8 questions in 6 minutes • http://www.online-stopwatch.com/full-screen-stopwatch/ • Ration your time well. • Last Day to Retake: Monday, 11/18

2. Trade and Grade!! All or nothing. 100% 3 pts.

3. Today, I will be able to… Interpret graphs that exhibit the results of learning experiments. Apply learning principles to explain emotional learning, taste aversion, superstitious behavior, and learned helplessness.

4. Agenda Don’t be this guy: • DNQ • Learning Recap • Memory Lecture • Return Work • Group Work Corrections • Note-taking and Notecards • Homework • Myers, 325-333 by Friday • Retakes will be posted. • Notecard Corrections due Tuesday, 11/19 • New list will come out tomorrow. • Make a plan to change your life.It’s Monday. I’m sure you could use the extratime to plan.

5. Associative Learning

6. Associative Learning • Acquisition: Learning to associatestimuli or strengthening a reinforcedresponse. • Extinction: The forgetting of aresponse or association or nolonger reinforcing a response. • Spontaneous Recovery: The remembering ofpreviously extinct memories. • Generalization: The ability to group exemplarsinto categories. • Discrimination: The ability to describe thedifference between exemplars.

7. Associative Learning Classical Conditioning Operant Conditioning • Simple Associations • Unconditioned Stimulus • Unconditioned Response • Neutral Stimulus • Conditioned Stimulus • Conditioned Response • How does the neutral stimulus turn into a conditioned stimulus? • Behavior Modification • Positive Reinforcement • Negative Reinforcement • Positive Punishment • Negative Punishment • Edward Thorndike

8. Associative Learning Conditioning Schedules of Reinforcement • Classical • Unconditioned Stimulus • Unconditioned Response • Neutral Stimulus • Conditioned Stimulus • Conditioned Response • Operant • Positive Reinforcement • Negative Reinforcement • Positive Punishment • Negative Punishment • Variable Ratio • Fixed Ratio • Variable Interval • Fixed Interval • B. F. Skinner

9. Non-Associative Learning Latent Learning Observational Learning • Learning that occurs without reinforcement. • Edward Tolman • Cognitive Map • Social Learning Theory - Humans learn language and behavior through modeling. We do what we see others doing. • Albert Bandura • Bobo Doll Experiment

10. Biological Constraints Belongingness Naturally Adaptive • If the US “belongs” with the CS, it does not have to immediately follow the CS. • Ex: Taste and sickness • If the US does NOT “belong” with the CS, it MUST immediately follow the CS because the association will be difficult to learn. • Ex: Light and sickness • John Garcia • Biological constraints predispose organisms to learn associations that are naturally adaptive. • Other primates are not physically capable of mimicking our verbalizations. Sign language has been a major break through.

11. Introduction to Memory Memories are information that have been stored and can be retrieved. • Evidence of learning: • Recall • Recognition • Relearning • Types of memories • Explicit / Semantic • generalized memory, such as knowing the meaning of a word without knowing where or when you learned that word • Implicit / Procedural • Automatic skill and classically conditioned associations

12. Memory Models • Information Processing Model: Memories are encoded, stored, and retrieved at a later time. • Atkinson-Shiffrin Model: We process memory in stages. The difference betweenautomatic processing andSTM is the level ofprocessing. 01010001101001 Automatic Processing Sensory Memory Working Memory (STM) LTM

13. Sensory memory Instructions • Letters are going to appear on the screen. They will appear and quickly disappear. • 1st round: You need to write down all the letters that you remember seeing.

14. Sensory Memory • Round 1 C O B K Z R S G N A J D C W Q Z B I L N X H U K Q B T A Z V P G T D E F

15. Sensory memory Instructions • Letters are going to appear on the screen. They will appear and quickly disappear. • 2nd round: I will indicate only which row you need to write.The letters will appear and I will indicate whichrow you should pay attention to. Try to writeonly the letters that were in that row.

16. Sensory Memory • Round 2 K Z R Q B T S G N A J D D E F Z B I M G N H U K C W Q A Z V P G T C O B

17. Sensory memory Instructions • Letters are going to appear on the screen. They will appear and quickly disappear. • 3rd round: Repeat 2nd round. Ms. Mosier willdelay the announcement of the row.

18. Sensory Memory • Round 3 C O B K Z R S G N A J D C W Q Z B I Q B T L N X H U K P G T D E F A Z V

19. Sensory Memory • Iconic memory • George Sperling - Visual memory exists for approximately half a second. • How many could you remember the first time around? About 50%? • When I indicated the row, could you remember accurately all 3 letters? • Was it harder to remember when I waited to announce the row?

20. Sensory Memory • Iconic memory • George Sperling - Visual memory exists for approximately half a second. • Visuospatial Sketchpad • Echoic memory • Lasts 3-4 seconds • Phonological Loop

21. We’ll finish up with working memory tomorrow….

22. Here is Your work back.Let’s discuss some of the answers.

23. Going over old work. • Circadian Rhythm • Drugs and Consciousness • 101713 Sensation and Perception Stations • Gestalt Principles • Important Figures • 102113 Stations were not the ones in Gradebook.

24. Now it’s time to look at ourreflections and study habits. Group Work - Corrections

25. Use what we just learned aboutSensory Memory… • How long do these memories tend to stay around? • How helpful is it for you to look over your notes and notecards? • Use the word “iconic memory” in your answer. • How helpful is it for you to recite your notes 5 minutes before the test? • Use the word “echoic memory” in your answer. • Wouldn’t using a phonological loop help you? • Use the word “rote rehearsal” in your answer.Is rote rehearsal good for long term storage?

26. Given What We Just Learned Let’s come up with ways to review what we’ve learned thus far. • The Forgetting Curve shows us we need to study ON THE DAILY. • This does not mean: • Re-reading the BUDDY or lecture notes. • Staring at notecards. • This DOES mean: • Make the material meaningful • Use retrieval cues & minimize interference • Sleep after studying (or study before you sleep) • Summarize in notes • Bullet points of important information • Highlighting during review • Adding definitions on the side of vocab words • Make questions or answer questions in book

27. How to write a proper notecard. Question on one side, answer on the other. Front Word Back Something from the book/lecture. Something in your own words. Hint/picture.

28. How to write a proper notecard. Question on one side, answer on the other. Front Independent Variable Back Variable manipulated by scientist. Changed, manipulated. Usually on the X-Axis!

29. How to write a proper notecard. Question on one side, answer on the other. Front Question Back Answer

30. How to write a proper notecard. Question on one side, answer on the other. What are the organs, receptors, and brain structures for each of the senses? Eye Photoreceptors  Occipital Lobe Rods & Cones Visual Cortex . Ear Cochlea  Hair Cells  Temporal Lobe Nose Olfactory Cilia  Olfactory Bulb Tongue Taste buds  Insular Cortex Skin Skin Receptors  Parietal Lobe Somatosensory Cortex

31. How to write a proper notecard. Question on one side, answer on the other. • Notecards don’t help, you say? • Are you the type to spend all weekend on the internet? • Do some fly-by studying!! • http://quizlet.com/18087735/flashcards • http://quizlet.com/18087735/learn • http://quizlet.com/18087735/scatter What are the organs, receptors, and brain structures for each of the senses? You could even make a chart!!

32. Taking Notes Cornell Notes Side by Side Notes