Learning – 7 days
Objectives
Thursday,
Oct. 16
Friday, Oct.
17
Monday,
Oct. 20
Tuesday ,
Oct. 21
Wednesday,
October 22
Lesson
Development Test
1. Explain how to classically
condition an organism.
2. Identify the following as they
relate to classical conditioning
(acquisition, extinction,
spontaneous recovery,
discrimination, generalization)
3. Identify the UCS, UCR, CS,
and CR in a classical conditioning
example
1. Explain how cognitive
processes affect classical
conditioning.
2. Describe evidence for
biological limits on classical
conditioning.
3. Give examples of practical
applications of classical
conditioning.
1. Assign Social Norm Project
2. List the two differences
between operant and classical
conditioning and be able to
recognize examples of each.
3. Distingush between different
types of reinforcement (primary v.
conditioned, immediate v.
delayed, partial v. continuous)
1. Distinguish between positive
and negative reinforcement and
* Introduce conditioning as a type of learning.
* Classical Conditioning Powerpoint
* begin Practice WS “Classical Conditioning”
Homework
Write discussion section of
paper.
Read pp. 287-300.
Write abstract for paper.
* Finish Classical conditioning WS.
* Finish powerpoint on classical conditioning (cognitive
processes, biological dispositions, and applications,
Watson on childcare)
Finish Research Project Due
tomorrow!
* Collect Research Projects, share interesting results
* Assign social norm project (due Nov. 7?)
* Begin Operant vs. Classical Powerpoint (part I)
Study for quiz on Classical
Conditioning.
Read pp. 300-307.
Be able to distinguish
between the following type
of reinforcers:
- primary and conditioned
- immediate and delayed
- partial and continuous
* Classical Conditioning Quiz
* * Reinforcement vs. Punishment WS
Work on college applications
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Ask for teacher
positive and negative punishment.
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ThursdayFriday, Oct.
23-24
Monday,
Oct. 27
Tuesday,
Oct. 28
1. Recognize that fixed ratio
reinforcement schedules elicits
higher responses than fixed
interval schedules and explain
why.
2. Recognize that variable
schedules of reinforcement are
more resistant to extinction.
4. Define shaping.
5. Explain how cognitive
processes influence the
effectiveness of rewards, as in the
overjustification effect.
6. Define pro and antisocial
models and observational
learning,
7. Describe Bandura’s experiment
on modeling aggression.
8. Discuss limitations of
behavioralism.
1. Review for the test.
recommendations.
Begin completing applications.
Sign up to attend college visits at
school.
Register for December SAT II
Subject Tests (if needed)
Complete Early Action/Early
Decision applications.
* Operant conditioning Powerpoint (through schedules)
* Reinforcement Intervals activity
* Reinforcement schedules WS
* Shaping demo
* finish Operant Conditioning powerpoint
* Tell stories of Walden Two, Los Horcones, and Twin
Oaks if time.
Give out review sheet
Read pp. 307-315.
Be able to define:
- latent learning
- cognitive map
Be able to describe at least
one practical application of
operant conditioning
presented in the reading.
Be able to:
- define observational
learning, pro and
antisocial models.
- Describe Bandura’s
experiment on
modeling aggression.
*Operant Quiz
* Assign social norm project
* Red-black game
Test.
Study for test