Observational Learning Stuff - In Case You Missed It

Hi all,

In one of my classes today, we ran out of time before the final two slides were shown. Although I am confident you can get what you need from reading on Observational Learning, I thought I'd post them here you those students don't feel like they are at a disadvantage for having missed them going into tomorrow's test.

The two slides (plus title slide) are below, followed by a video clip hyperlinked in the first slide that shows footage of the model and one participant in Bandura's Bobo Doll study.

Below is the video clip demonstrating what was seen in Bandura's study: If children watch an adult model beating up the poor "Bobo Doll," they imitate the behavior. This research provided support for the idea that aggression can be learned through observation.

Study Resources for the Learning Unit

Hi all!

Preparing for your FRQ Test on Learning will require you to exhibit mastery of the three major approaches to learning: Classical Conditioning, Operant Conditioning, and Observational Learning. Because it is possible that you would be asked to write about ANY term, concept, or researcher from this unit, you may want to approach this topic differently than you have approached previous units.

Here's what I would do:

1. Review the Learning Objectives for this unit. These are the things you would want to be prepared to discuss/describe/apply on the FRQ.
2. To test for basic understanding of these concepts, you could start by trying the practice multiple choice questions you were given in class on Monday, or you could try these. Whichever ones you use, pay attention to which items you are answering correctly v. incorrectly. If you repeatedly miss items on, say, reinforcement schedules, that signals a need to review that content. (If you find need a quick review of some big ideas, see the links below or go to the "Study Resources" page of the blog).
3. When you move on to vocabulary review on Quizlet, focus on generating EXAMPLES or APPLICATIONS of each term, idea, or person, since this is what you will be asked to do on the FRQ (in addition to knowing the definitions). A good use of Quizlet this unit would be to review the flashcards (term first), and WRITE the definition as best you can from memory, AND an accompanying example. If you can do this for every term in the set, you are probably ready for tomorrow's test.
4. If possible, you should try to make the study session tonight, especially if you want to see examples of what the FRQ might look like tomorrow. Obviously, the practice questions we use will not be on the test, but you'll get a sense of what it feels like to try to apply these terms.
5. Review the FRQ Writing Tips you received earlier this year. It is always good to remind yourself of what quality FRQ writing is (and is not), but it is especially important when the bulk of your score will be determined by the quality of your FRQ, as on this test.

Good luck with your preparation! Don't be afraid to ask questions (of me or of your peers)!

Other Helpful Study Resources for this Unit:

• Overview of Classical Conditioning - from Education Portal Academy
• Great 4-min video outlining the Differences Between Classical and Operant Conditioning.
• Schedules of Reinforcement - very basic overview from Education Portal Academy
• Schedules of Reinforcement - more in-depth explanations
• Bobo Doll Study footage - Original footage of this important study on learned aggressive behavior.
• Student-made video on Higher Order Learning (a.k.a Second Order Conditioning) - Yeah...it's set to an annoying song, but there are a lot of examples...so deal with it?
• Practice MC Items on Learning - for more testing of your understanding

Study Resources for Developmental Psychology

Oh man! We've got challenges ahead on Developmental Psych test, so here are some resources for you to use as you rise to meet those challenges.

FIRST...be sure to review the unit objectives for Developmental Psych because they will provide you with an overview of what you will need to know for Tuesday's test. With so many theories, theorists, and developmental stages to remember (from both the book and in class), it is easy to "miss" a big idea just by forgetting to study that topic. If you can do all of the things on that list, you'll be in good shape.

(Note: you can always find the unit objectives for any course unit in two places: by clicking the "Unit Objectives" tab at the top of this page, and they are always printed on the last page of your study guide.)

NEXT:

1. Make sure you've got your vocabulary down. Lots of terminology this unit that you will need to know how to apply to examples. Make Quizlet your friend. 
2. If you haven't already, carefully go through your printed Study Guide (you picked it up after the quiz), treating it like a practice test. If you are getting all of these right, move on to more difficult challenges. If you are missing questions, look up the answers on the page numbers provided for you, or see me for an explanation.
3. If you think you know all there is to know about developmental psych, try some more of these practice multiple choice questions. Or maybe these. 
4. Come to the study session on Monday evening from 5-7 PM. We'll put your knowledge to the test and work through some practice FRQs.

Happy Studying! Let's start Second Quarter with a great first test performance!

Overview: Kohlberg's Theory of Moral Development

On Thursday in class we will be discussing and applying Kohlberg's ideas about how people develop in their moral thinking (FYI: moral thinking means "how we determine right and wrong"). In preparation, I'd like you to view the video below and add Kohlberg's three levels of moral development to your notes (if they are not already there from your textbook reading). You'll need to have these handy for an activity we will do in class.

Remind 101

New quarter, new gizmos! I've been meaning to try out this free one for some time, and I get the impression that some of my students will benefit as well. Remind 101 is a text messaging service that allows teachers to send messages to their classes while maintaining privacy for all parties involved. I never get your phone number, and you never get mine. But I can send you quick reminders about upcoming quizzes or assignments (and I promise to do so sparingly). Parents can subscribe, too, (though I would hope my AP Psych students are self-sufficient enough to manage their own coursework...some are better at this than others) because sometimes parents like to know what's going on, too.

Click here for a printable set of directions, or use the picture below. Regular text message rates apply, however, so if you're on a limited plan choose carefully. You can unsubscribe at any time. :)

Brain Food Contest

On Friday, Nov. 1, Psychology Club hosted its annual Brain Food Contest. Entrants were challenged to construct an edible representation of some aspect of neuroanatomy, with labeled component parts. Guest judges determined winners based on accuracy in labeling and creativity.

This year's judges were faced with some some very difficult choices. For starters, we had a whopping 43 different entries! Perhaps as a result, this year I got the most diverse range of top picks from judges that I have ever seen: there were so many great entries that votes were spread out among many different contenders. We ended up with a 3-way tie for 1st place, so those three top winners were recognized with certificates.

Congratulations to all of our participants! A great year for Brain Food!

Brandon & his watermelon brain

Reggie & her candy neuron

James & his neuron cake