Ivan Pavlov:
1. What was Pavlov actually studying when he developed his theory of classical conditioning?
= He was studying salivation in dogs.
2. Explain (in detail) how Pavlov's experiment was conducted.
=Pavlov put his dogs in an experimental chamber, were presented with meat powder and they had their saliva collected via a surgically implanted tube in their saliva glands. Over time, he noticed that his dogs who begin salivation before the meat powder was even presented, whether it was by the presence of the handler or merely by a clicking noise produced by the device that distributed the meat powder.
Fascinated by this finding, Pavlov paired the meat powder with various stimuli such as the ringing of a bell. After the meat powder and bell were presented together several times, the bell was used alone. Pavlov’s dogs, as predicted, responded by salivating to the sound of the bell without the food. The bell began as a neutral stimulus. However, by pairing the bell with the stimulus that did produce the salivation response, the bell was able to acquire the ability to trigger the salivation response.
3. Identify the conditioned stimulus, the unconditioned stimulus and the conditioned response from Pavlov's experiment.
= The meat powder is considered an unconditioned stimulus (UCS) and the dog’s salivation is the unconditioned response (UCR). The bell is a neutral stimulus until the dog learns to associate the bell with food. Then the bell becomes a conditioned stimulus (CS) which produces the conditioned response (CR) of salivation after repeated pairings between the bell and food.
4. Explain what extinction means in relation to classical conditioning.
= In relation to classical conditioning extinction is when Classical Condition is absence from the unconticional statement. The Conditional statement loses the capacity to cause conditional response. This is also called spontaneous recovery.
5. Explain what stimulus generalization means in relation to classical conditioning.
= Stimulus generalization is when the tendency for the conditioned stimulus to suggest similar responds for the ones who have been conditioned.
6. Explain what stimulus discrimination means in relation to classical conditioning.
= Stimulus Discrimination means that the organism's ability to perceive differences among stimuli and respond to only one or a few such stimuli. Discrimination produces signals the behavioral course proper to the situation.7. Explain at least two limitations of this experiment.= -He only worked with dogs
-He required surgical procedure
8. Explain what Pavlov theorized about how we learn.= Pavlov said that when a natural stimulus is paired with a neutral the neutral is learned providing the natural stimulus evoking the responds of the neutral.
John B. Watson:
1. Explain (in detail) how Watson's "Little Albert" study was conducted.
=Watson studied Albert, an 11 month old infant child. The goal of the study was to condition Albert to become afraid of a white rat by pairing the white rat with a very loud, jarring noise. First, Albert showed no sign of fear when he was presented with rats, but once the rat was repeatedly paired with the loud noise, Albert developed a fear of rats. It could be said that the loud noise induced fear. The implications of Watson’s experiment suggested that classical conditioning could cause some phobias in humans.
2. Identify the conditioned stimulus, the unconditioned stimulus and the conditioned response from Watson's study
= (CS)— Rat
(UCS)- Loud noise
(UCR)-Fear
3. Explain at least two limitations of this study.= -He only used one baby.
-There were other sounds around.
4. Explain Watson's law of frequency.= Watson’s law of frequency stated that the more often two things are linked the association will be more powerful.
5. Explain Watson's law of recency.= Watson’s law of recency states that responds occur immediately after the stimulus.
6. Explain the basic assumptions of behaviorism according to Watson.= He said that all behavior can be reducing to its basics components.
http://www.learning-theories.com/classical-conditioning-pavlov.html
http://wiki.answers.com/Q/Pavlov's_Classical_Conditioning-definition
http://www.jstor.org/pss/1423074
Friday, November 19, 2010
Thursday, November 4, 2010
Articles about sleep
The study was conducted by Barbara Phillips, MD, director of the UK Healthcare Good Samaritan Sleep Center in Lexington, Ky. The study was developed making two surveys, the second one two years later of the first one. School times during the first year were 7:30 a.m. for high schools and 8 a.m. for middle schools. In the second one high schools and middle schools started one hour later at 8:30 a.m. and 9 a.m. The results when school started one hour later was that students had from 12 to 30 minutes more self-reported nightly sleep. The percentage of students who got at least eight hours of sleep per weeknight increased significantly from 35.7 percent to 50 percent. Students who got at least nine hours of sleep also increased from 6.3 percent to 10.8 percent. I personally prefer to start school earlier for having an earlier dismissal, but it is true that starting one hour later will allow me to sleep more.
Judith A. Owens, M.D., M.P.H., of the Hasbro Children's Hospital, Providence, and colleagues was responsible for conducting thsi study. She studied 201 students in grades 9 through 12 attending high school in Rhode Island. For the purposes of the study, class start time was procrastinated from 8 a.m. to 8:30 a.m. Also, students were required to complete the online retrospective Sleep Habits Survey before and after the change in school start time. Students reported more satisfaction with sleep and experienced improved motivation. Daytime sleepiness, fatigue and depressed mood were all reduced, the percentage of students getting less than seven hours of sleep decreased by 79.4 percent, and those reporting at least eight hours of sleep increased from 16.4 percent to 54.7 percent. I personally like to be satisfied with my sleep and also things are done better with motivation, so I like this study because it suggests school directives a simple way of havin happier students.
The study was conducted by Antoine Viola, Derk-Jan Dijk, and colleagues at the University of Surrey's Sleep Research Center. In the study scientist and psychologists compared how individuals possessing only the longer gene variant and those possessing only the shorter one coped with being kept awake for two days, including the intervening night. Researches found that a genetic difference in gene in period 3, makes some people particularly sensitive to the effects of sleep deprivation. The results were shown mostly between 4 and 8 a.m., during which individuals with the longer variant of the gene performed very poorly on tests for attention and working memory. I personally didnt know about this, its interesting and I hope they continue doing this type of works.Monday, November 1, 2010
Depression
1. The biological causes of depression are physical changes in the brain, which can be caused by problems with the neurotransmitters and neurons. Also changes in the body's balance of hormones, which can be a result of problems in the thyroid, menopause, or other condition. Inherited traits are also involved in causes of depression.
2. The environmental causes of depression are life events such as the death or loss of familiars of loved ones, financial problems, and high stress. Early childhood traumas can be also a cause of depression, traumatic events during childhood such as abuse or loss of a loved one which can cause permanent changes in the brain.
3. Cognitive causes of depression are learned through relationships, unfavorable life situations often in childhood and the formative years. People view the world in a negative way, this negative view is usually a distortion of reality.
4. The Cognitive Triad is based in 3 beliefs that can cause depression and affect each other. These things are negative views of the self, the world, and to the future. As an example if a soccer player fails a penalty will believe he is a failure, then will believe everyone is against him, and finally he will believe he will fail in a future and would never be good at something.
http://www.thestudentroom.co.uk/showthread.php?t=564306
http://www.md-phc.com/puntil/ccausesof.htm
http://www.personalityresearch.org/papers/allen.html
http://www.allaboutdepression.com/cau_04.html
2. The environmental causes of depression are life events such as the death or loss of familiars of loved ones, financial problems, and high stress. Early childhood traumas can be also a cause of depression, traumatic events during childhood such as abuse or loss of a loved one which can cause permanent changes in the brain.
3. Cognitive causes of depression are learned through relationships, unfavorable life situations often in childhood and the formative years. People view the world in a negative way, this negative view is usually a distortion of reality.
4. The Cognitive Triad is based in 3 beliefs that can cause depression and affect each other. These things are negative views of the self, the world, and to the future. As an example if a soccer player fails a penalty will believe he is a failure, then will believe everyone is against him, and finally he will believe he will fail in a future and would never be good at something.
http://www.thestudentroom.co.uk/showthread.php?t=564306
http://www.md-phc.com/puntil/ccausesof.htm
http://www.personalityresearch.org/papers/allen.html
http://www.allaboutdepression.com/cau_04.html
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