| Mon | Tues | Wed | Thurs | Fri |
|---|---|---|---|---|
| Oct. 30 (A)
|
Oct. 31 (B)
Learning 01 Classical Conditioning |
Nov. 1 (A)
|
Nov. 2 (B)
Learning 02 Classical Conditioning |
Nov. 3 (A)
|
| Nov. 6 (B)
Learning 03 Operant Conditioning |
Nov. 7 (A)
|
Nov. 8 (B)
Learning 04 FRQ 6: Training a Cat Essay (in class) |
Nov. 9 (A)
|
Nov. 10 (B)
Learning 05 |
| Mon | Tues | Wed | Thurs | Fri |
Assignments
Worksheet 06.01 - Classical Conditioning
Worksheet 06.03 - Operant Conditioning
Worksheet 06.04 - The Big Conditioning Theory (Watch Psycho Vox 06.04 to complete)
Worksheet 06.05: Extending Skinner’s Understandings and Observational learning
Professor Murphy's PsychoVox Podcast Season Six
Episode 06.01: Chapter Six Overview and Classical Conditioning
Episode 06.02: iPotty
Episode 06.03: Operant Conditioning
Psycho Vox 06.04 is a Video Podcast. You must watch this in order to answer the questions for worksheet 6.04 The Big Conditioning Theory. The questions are directly related to the video. If the embedded window is giving you troubles, HERE IS A DIRECT LINK.
Episode 06.05: Extending Skinner’s Understandings and Observational learning
Other Videos and Podcasts of Interest
The difference between classical and operant conditioning
How to practice effectively . . . for just about anything
Mastering any physical skill takes practice. Practice is the repetition of an action with the goal of improvement, and it helps us perform with more ease, speed, and confidence. But what does practice actually do to make us better at things? Annie Bosler and Don Greene explain how practice affects the inner workings of our brains.
Is there such a thing as a memory athlete? Turns out, there is. They can memorize the order of a deck of playing cards in under 20 seconds or 200 new names and faces in a matter of minutes. But are their brain structures significantly different than us "regular folk?" Not really. Listen to this story to find out what the difference is.Classical Conditioning in High School
Exam Scoring:
1 POINT: a discussion on OPERANTCONDITIONING as applied to the experiment.
1 POINT: Identification of the OPERANT BEHAVIOR
1 POINT: a discussion of the LAW OF EFFECT
1 POINT: the process of SHAPING
1 POINT: the APPLICATION SHAPING TO THE EXPERIMENT
1 POINT: what is being utilized as the REINFORCER
1 POINT: the presence of a POZITIVE (or possibly NEGITIVE) REINFORCER
1 POINT: The REWARD SCHEDULE and the logic for using that schedule.
8 points possible