Personal Psychology 1: The Road to Self-Discovery
Unit 4: How You Learn
Class 1: Lesson 1
Unit Objectives
After studying this unit, you will be able to:
antisocial behavior
when an individual shows little to no regard for the feelings or rights of others and has little sense of right and wrong
associative learning
understanding that two events are related to one another
conditioned response (cr)
a learned response associated with a previously neutral stimulus
conditioned stimulus
a stimulus that triggers a response that before conditioning would not have aroused any behavior
encoding
when sensory information is converted into a form conducive to processing within the brain
explicit memories
information consisting of facts and experiences that we thoughtfully retrieve
implicit memories
learned skills or associations that are classically conditioned
long-term memory
information moved into storage for later retrieval
modeling
when behavior is observed and imitated
neutral stimulus (ns)
a stimulus that elicits no response before conditioning takes place
priming
unconsciously activating a component associated with memory
primary reinforcers
reinforcements that are correlated with biological needs
prosocial behavior
kind, uplifting, and helpful behavior that is considerate of the needs and feelings of others
secondary or conditioned reinforcers
linked with a primary reinforcer to increase a behavior
unconditioned response (ur)
a naturally, automatically occurring response
unconditioned stimulus (us)
a stimulus that naturally and automatically elicits a response
working memory
information that is used within a short amount of time to complete tasks and then discarded
Classical Conditioning
Lesson 1
Do You Hear What I Hear?
Classical Conditioning
Unconditioned stimulus (US): a stimulus that naturally and automatically elicits a response
Neutral stimulus (NS): a natural, automatically occurring response
Conditioned response (CR): a learned response now associated with a previously neutral stimulus
Conditioned stimulus (CS): a stimulus that triggers a response that before conditioning would not have led to any change in behavior
FL SS.912.P.7.1: Describe the principles of classical conditioning.
What examples of stimuli/responses �can you think of?
Conversation Starter
FL SS.912.P.7.3: Apply classical conditioning to everyday life.
School Bells
Stimuli/Response
Grades
FL SS.912.P.7.2: Describe clinical and experimental examples of classical conditioning.
Music
Stimuli/Response
Favorite Foods
FL SS.912.P.7.2: Describe clinical and experimental examples of classical conditioning.
Class 2: Lesson 2
Operant Conditioning
Lesson 2
Classical vs. Operant Conditioning
Classical
Both
Operant
Operant conditioning is also known as the _____ ___ __________.
1
What positive and negative reinforcers have you noticed in your own life?
Conversation Starter
FL SS.912.P.7.6: Describe clinical and experimental examples of operant conditioning.
FL SS.912.P.7.7: Apply operant conditioning to everyday life.
Reinforcement Schedules
Name | Description |
Fixed-ratio | Reinforcement is administered after a specific number of responses. Example: You do your chores every day for the week, on Saturday you get your allowance. |
Variable-ratio | Reinforcement occurs at an unpredictable time. Example: In gambling, you never know when the slot machine might start dumping money. |
Fixed-interval | Reinforcement is given only after a certain amount of time has passed. Learners know when to expect a reward, and their behavior increases as the time gets closer. Example: You really push hard the last week of school because you are working for a particular grade and any associated award that you’ll be given at the end of the semester. |
Variable-interval | Reinforcement occurs after an unpredictable number of responses. Example: You never know when you are going to get your next “like” on social media. As a result, the need to repeatedly check your social media feed is irresistible. � |
FL SS.912.P.7.6: Describe clinical and experimental examples of operant conditioning.
FL SS.912.P.7.7: Apply operant conditioning to everyday life.
Class 3: Lesson 3
Observational and Cognitive Learning
Lesson 3
In what situations have you observed what others were doing to learn how you should behave?
Conversation Starter
FL SS.912.P.7.8: Describe the principles of observational and cognitive learning.
FL SS.912.P.7.9: Apply observational and cognitive learning to everyday life.
Charades
Prosocial Behavior
Antisocial behavior
Kind, uplifting, and helpful behavior, considerate of the needs and feelings of others
Behavior in which an individual shows little to no regard for the feelings or rights of others and has little sense of right and wrong
Theories of Learning
Social Cultural Cognitive Theory
Developmental Theory
Information Processing Theory
Ecological Systems Theory
Class 4: Lessons 4 and 5
Encoding Memories
Lesson 4
Can you remember this?
What Impacts Encoding?
Acoustic
Visual
Semantic
High stress levels
Lack of sleep
Drug use
Lack of motivation
FL SS.912.P.11.1: Identify factors that influence encoding
Working vs. Long-Term Memory
Working Memory (explicit memories)
Long-Term Memory (implicit memories)
Information that is used and stored for a short amount of time to complete a task and then discarded
Information moved into storage for later retrieval
FL SS.912.P.11.4:Describe the differences between working memory and long-term memory.
Mnemonics
Chunking
Rhyming
Acrostics or acronyms
Visualization
FL SS.912.P.11.3: Discuss strategies for improving the encoding of memory.
FL SS.912.P.11.7: Discuss strategies for improving the storage of memories.
FL SS.912.P.11.12: Discuss strategies for improving the retrieval of memories.
Storage and Retrieval
Lesson 5
Memory Map!
Let's go on a road trip with your memories! Trace the paths of an explicit memory and an implicit memory from encoding to short- to long-term memory by labeling, at least, the following areas of the brain:
Hippocampus
Frontal lobe
Cortex
Cerebellum
Basal ganglia
FL SS.912.P.11.5: Identify and explain biological processes related to how memory is stored.
Improving Memory
Mindfulness and meditation
Exercise
Sleep
Create associations
FL SS.912.P.11.3: Discuss strategies for improving the encoding of memory.
FL SS.912.P.11.7: Discuss strategies for improving the storage of memories.
FL SS.912.P.11.12: Discuss strategies for improving the retrieval of memories.
Say it out loud
Practice
Bring the information to mind
Cue the memory
What is your earliest memory? �Was the memory affected by a video you may have seen of it or stories your family told you about it?
FL SS.912.P.11.11: Explain how memories can be malleable.
Was it False Recall?
Barlett study (1932)
"War of the Ghosts"
Differences in how people remembered the story
Criticism that the story was too weird to be reliable research
Spiro studies (1977, 1980)
Asked to recall story several weeks later
Participants invented details in their recollected versions to resolve the conflict in the story
FL SS.912.P.11.11: Explain how memories can be malleable.
Class 5: Lesson 6
Challenges in Memory
Lesson 6
Types of Amnesia
Post-traumatic amnesia
Infantile amnesia
Transient global amnesia
Dissociative amnesia
FL SS.912.P.11.11: Explain how memories can be malleable.
Dementia and Memory Loss Disorders
Lewy Body Dementia
Vascular Dementia
Frontotemporal Dementia
Mixed Dementia
FL SS.912.P.11.6: Discuss types of memory and memory disorders (e.g., amnesias, dementias).
Huntington's Disease
Alzheimer's
Parkinson's Disease
Encephalopathy
Traumatic Brain Injury
Let's Review!
Lesson 1: Classical Conditioning
Lesson 2: Operant Conditioning
Lesson 3: Observational and Cognitive Learning
Lesson 4: Encoding Memories
Lesson 5: Storage and Retrieval
Lesson 6: Challenges in Memory