Below you will find some sentence starters to assist with your writing! 

 

SENTENCE STARTERS for the WRITE UP: IMPACTS on CONDITIONING

You can use these sentence as they appear or adapt them to be more in your own voice.
When a slash is used, you have to choose which concept you want to write about.

When the parentheses or ellipses are used, you have to use your own words to write in your own ideas.

*slash = /

*parentheses = ( )

*ellipses = ...

• Starting a claim that introduces the overall topic and tells about the impact of cognition on classical conditioning:
  Humans learn in many ways including through classical and operant conditioning. Classical conditioning works when… but it is influenced by cognition because...

• Introducing evidence about cognition’s impact on classical conditioning:
  One example that clearly shows the influence of cognition on classical conditioning is included in the class (identify the resource) when it says, “quote.”
  
  
• Develop your link to more directly explain the evidence and how the example makes classical conditioning work differently than it should.
  
  
• Transition from Paragraph 1 to Paragraph 2:
  In addition to classical conditioning seeming flawed, operant conditioning is also flawed and cannot be perfectly controlled in every situation.
  
  
• Starting a claim about the impact of biology on operant conditioning:
  The goal of operant conditioning is... but it is limited by the biology of the human or the animal because...
  
  
• Introducing evidence about biology’s impact on operant conditioning:
  An example to illustrate the impact of biology on operant conditioning is shown in the class (identify the resource) as it says, “quote.”
  
  
• Develop your link to clarify the evidence and tell more about how the example shows the limit of operant conditioning.
  
  
• Conclusion in Paragraph 2 must include the statement that shows which type of conditioning is most affected by biology or most affected by cognition.

Neither type of conditioning can be perfectly controlled all the time. It appears though that operant/classical conditioning is more altered because…

BE SURE TO PROOFREAD BEFORE TURNING IN YOUR WORK. Make sure that your written ideas make sense and are free of spelling errors that can be corrected when typing.

As we power through our following WebQuest activity, please use the following link to help guide you through #5 of our activity:

 

 

As we enjoy our three day weekend, please use your time wisely and be efficient with your homework! Our homework for the weekend is to complete the "Review for Classical and Operant Conditioning"

Use the following PDF file to assist with your Classical Conditioning review and/or SQ3R

Use the following reading on Operant Conditioning to assist with Wednesday's SQ3R activity.

Please finish this activity for Wednesday's homework due next class meeting. 

As we begin to wrap up Unit 3, we will now transition into Unit 4: Learning!

For your first homework assignment, please refer to the following PDF readings that align with the activities listed in the first few pages of your Unit 4 packet. 

 

1. "Classical Conditioning"

 

2. "Operant Conditioning"

 

3. "Learning by Insight and Observation"

In order to better prepare for your upcoming exam, please refer to your "SQ3R: Thinking and Creativity" in your Unit 3 packet. Below is a PDF file on the reading we did in class, but this is posted here to help you study for next week's exam.

Hey everybody, so in preparation for your unit exam, I found some websites relating to Cognition that will definitely help you study over the weekend! Feel free to try these flashcards and online practice quizzes!

 

1. https://quizlet.com/4002236/cognition-flash-cards

 

2. https://quizlet.com/205994460/psychology-cognition-flash-cards/

 

 

For your CEL (Intro)/ CELEL (Honors) paragraph, please review the following steps in order to be successful when finalizing your draft.

 

1. Heading in the upper left corner of your paper

 

2. size 12 professional font throughout

 

3. double spaced!

 

4. please review the rubric before turning your final draft in

 

5. Use the following link to the article:

 

6. **please remember to print your work

Along with your CEL/CELEL paragraph, please remember to submit your Unit 3 test corrections.

 

**Make sure to provide not only the correct answer, but write out the correct response and provide either an example or go further on the concept that proves your understanding of the content. 

 

In your Academic Support Packet, please read+annotate and answer the questions on pages 18-19 "Understanding Charts and Graphs."

 

We will need this information for Wednesday's class lecture

 

1. "The Truth About Flashbulb Memories" http://www.apa.org/monitor/2011/09/memories.aspx

 

 

 

 

 

In order to properly finalize your Cornell Notes from today's lesson, please follow these three steps:

 

1. Highlight subheadings and key terms and add any missing/additional information.

 

2. Create at least one higher level question per subsection. (Please refer to your academic support packet)

 

3. Create a summary with at least one solid sentence per subsection.

Use the following PDF reading to help complete your "SQ3R: Influencing Memories"

Please type and print your final CEL paragraph and turn it in by Wednesday 10th by 2:00pm

Please make sure you use a professional font, size 12, double spaced, and center the title. Also, please make sure to set the heading and paragraph to the left. 

 

Below is the link to the PDF reading on "Characteristics of Each Type of Research Design" (Ch. 2.2)

For follow up on the Jigsaw videos, please watch the Experimental Videos in preparation for your upcoming quiz!

 

 

 

Video 1: https://www.youtube.com/watch?v=1jdOoxnr7AI

Video 2: (Graphic Content) https://www.youtube.com/watch?v=sZwfNs1pqG0&t=28s&has_verified=1

 

III. Asch’s Line Experiment

Video: (Introduced by Zimbardo) https://www.youtube.com/watch?v=NyDDyT1lDhA

 

Video 1: (English and Spanish) https://www.youtube.com/watch?v=M0yhHKWUa0g

Video 2: https://www.youtube.com/watch?v=BLtQaRrDsC4

Please review the following Module 6: Correlation and Experimentation reading.

*Note that you now only have to focus your reading on the "Correlation Research" section of the chapter (pages 46-50). This section of the reading will help you prepare for your upcoming quiz.

Directions: Please annotate and read the following Module 6: Correlation and Experimentation. Remember to complete your KWL chart and SQ3R assignments. 

Directions: Please annotate and write questions as you read the following Module 5: The Scientific Method and Description. Make sure to complete your KWL and SQ3R activities. 

-When test corrections are done, you will staple them to your original test and earn a passing grade while you review the content! 

 

 

 

Review your Unit 1 Packet Pages 10-14 and practice each set for Unit 1 on Quizlet.

To add yourself to the correct Psychology period, click on the correct link for your class:

The Unit 1 Test is coming up. Work to understand and to remember the details for each School of Psychology and each key psychologist. Focus on packet pages 10-12 as you study tonight!!

Complete Schools of Psychology Theory Practice (Page 10 of the Unit 1 packet)

 

Refer to your notes (pages 6-9) from presentations and do additional research if needed. You can also refer to the word bank provided below. Use each listed school of psychology one time:

 

WORD BANK:

• Biopsychology
• Behaviorism
• Psychoanalysis
• Humanism
• Cognitive Psych.
• Social Psych.

PREPARE FOR OUR FIRST ORGANIZATION CHECK.

• Prepare talking points on note cards.
• Include bullet points to guide your speaking. You will NOT READ from the cards. You WILL REFERENCE the cards to guide your presentation.
• Include article and website titles from your research. This is the PROOF that you used at least two reliable web sites.

 

 

Guidelines for Research: