unit #4 – “learning and development” - georgia standards frameworks... · one stop shop for...

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The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and

Teacher Commentary for Psychology.

Georgia Performance Standards Framework for Psychology – 9th

–12th

Georgia Department of Education

Kathy Cox, State Superintendent of Schools

PSYCHOLOGY UNIT 4

July 21, 2009 of 19

Copyright 2009 © All Rights Reserved

UNIT #4 – “Learning and Development”

Elaborated Unit Focus

In this unit, students will explore and demonstrate their understanding of the major

theories of human development and learning/conditioning. Using the theme, Beliefs and

Ideals, students will develop their knowledge of human development through the study

of the theories of Piaget, Chomsky, Skinner, Whorf, Lenneberg, Erikson, and Kohlberg.

These models include cognitive, language, psychosocial, and moral development. Using

the theme, Human Environmental Interaction, students will build their knowledge of

the conditioning theories of Thorndike, Skinner, Watson, Pavlov, and Bandura. These

conditioning theories include operant conditioning, classical conditioning, and

observational learning.

Standards/Elements

*SSPBC1: The student will identify the characteristics of and major approaches to

learning. a. Identify learning as a relatively permanent change in behavior based on experience.

b. Explain the behavioral approach to learning.

c. Compare and contrast the paradigms of classical and operant conditioning.

d. Describe changes in behavior using the social learning theory.

*SSPBC3: Describe behavioral, social, and cognitive changes from the prenatal period

throughout the life span. a. Chart physical changes of a human being from conception through late adulthood.

b. Explain the developmental models of Freud, Piaget, Kholberg, and Erikson.

c. Compare and contrast the theories of language and language acquisition; include

Chomsky, Skinner, and Whorf.

d. Describe the role of critical periods in development.

Enduring Understandings/Essential Questions

HUMAN ENVIROMENTAL INTERACTION: The student will understand that

humans, their society, and the environment affect each other.

How do we know if learning has happened?

How is learning a product of environmental interaction?

What are the basic tenets of the perspective of behaviorism?

How did psychologists from the perspective of behaviorism define the role of the

environment in the development of a human being?

Which types of behaviors develop due to associations learned through classical

conditioning?

Which types of behaviors develop due to associations learned through operant

conditioning?

Which types of behaviors develop due to associations learned through

One Stop Shop For Teachers


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observational conditioning?

Are observable behaviors the only evidence that learning has occurred?

How do humans psychologically or physiologically change from conception to

adulthood?

Which changes or milestones in psychological and physiological development are

attributed to genetics and/or the environment?

Which human abilities are thought to go through a critical period and how are

these periods influenced by genetics and/or the environment?

BELIEFS AND IDEALS: The student will understand that the beliefs and ideals of a

society influence the social, political, and economic decisions of that society.

How did the stages and milestones in Jean Piaget‟s theories of cognitive

development affect the field of education?

What were Jean Piaget‟s basic beliefs concerning how a child thinks differently

than an adult about the world around them?

Which theories of cognitive development developed that contradicted Piaget?

What are the dominant theories concerning psychosocial development?

How are the milestones of all age groups showcased in these stage theories?

How does morality change and develop as a human ages?

How do the major theories concerning language development/acquisition differ?

Are the major theories of language development/acquisition complimentary or in

contention with each other?

Balanced Assessment Plan

Note: The Balanced Assessment Plan included in this unit is presented as a series of suggested activities.

It is not that the expected that teacher would completes all of these activities for a successful unit. These

activities provide for a formative assessment of student understanding for specific standards/elements. In

line with the idea of Understanding by Design, the Balanced Assessment Plan represents what students

are to be able to do. The instruction to prepare students for the task is to be determined by the teacher.

Description of Assessment Standard/

Element

Type of

Assessment

The Heinz Dilemma: Have students, either individually or in

groups, analyze the Heinz Dilemma and the Brother‟s

Dilemma. They should make a moral decision about both of

the two scenarios while still remaining cognizant of which

perspective they are taking, e.g. Heinz and Alex (the younger

brother). Afterwards, stop and discuss the students‟ responses

to each of the dilemmas. Then explain or have students

research the three levels and six stages of Kohlberg‟s moral

ladder. Information about Kohlberg‟s levels and stages can be

found in almost an introductory psychology textbook and on

the internet. Afterwards, have students, either individually or

PBC3b Informal

Observation

Dialogue

and

Discussion



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collaboratively create their own moral dilemma with

appropriate moral decisions that match the six stages of

Kohlberg‟s moral ladder. [For example, students could pose

this dilemma: The key (answers) to really hard test has been

found by another student. You are tempted to cheat because

the test is worth a large portion of your grade and if you fail it,

you will more than likely fail the class. Should you ask the

other student for a copy of the key and cheat on the test?]

When finished, have students volunteer to share their moral

dilemmas with the class. The student can then share a few of

their moral decisions and the class can identify which of the

six stages of Kohlberg‟s moral ladder they fall under. (See

Heinz and Brother‟s Dilemmas Handouts)

Piaget’s Schema, Assimilation, and Accommodation Musk

Lifesaver Activity: This activity takes some forethought and

a minimal amount of funds on the part of the teacher. The

teacher must order enough musk lifesavers for the class (one

per student); this type of candy is common in the United

Kingdom, Australia, and New Zealand and is virtually

unknown in the United States. A good site to order these

Lifesavers from is www.aussieproducts.com. The teacher

should start this activity by asking the students to list all of the

candy flavors they can think of and the teacher should write

them on the board. Next, the teacher should ask the students to

create a hierarchy of candy flavors by deciding on

subcategories under which the more specific candy flavors will

fall. The most common subcategories include: fruit flavors,

mints, chocolate, and soda flavors. Next, without revealing its

flavor, teachers should let the students try a musk lifesaver.

After the students have tried the lifesaver, ask them if the

flavor fits any of the examples they chose to put on the board.

The answer to this question is always no. The teacher should

then ask if the new flavor of the lifesaver can at least fit into

one of the subcategories they have written on the board. The

answer will most likely be no again. Next ask the students to

come up with a new subcategory and a name for the flavor of

this new candy. Students often will come up with some very

comical ideas. For example, one student of mine came up with

the subcategory of “perfume” and the specific flavor of

“grandma.” Another student came up with the category of

“cleaning products” and the flavor “laundry detergent.”

Before revealing the flavor of the lifesaver, take this moment

to explain the concept of schema, which is a mental group.

Everything that is written on the board transitioning from one

PBC3b Informal

Observation

Dialogue

and

Discussion

No

Assessment

Required

http://www.aussieproducts.com/



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content requirement to the next) would be the class‟s schema

of candy flavors. Then explain that the students‟ attempt to fit

the foreign flavor into their preexisting schema of candy

flavors is a cognitive process that Piaget called assimilation.

The students‟ addition of new subcategories and flavors is a

cognitive process that Piaget called accommodation. Finally,

reveal the real candy flavor, musk.

Recommendations: 1) Order the lifesavers at least two weeks

prior to the desired date of the lesson. 2) Have a student

volunteer help write the candy flavors on the board; the class

will yell flavors out left and right and it can be difficult to keep

up with only one person.

Objective: Students will learn Piaget‟s concepts of

assimilation, accommodation, and schema while tasting a

foreign candy flavor which never fails to elicit a strong and

often comical response in the students.

Language Acquisition Parent Advice: Have the students

research the differing language acquisition theories of Noam

Chomsky and B.F. Skinner. Once students have a grasp of

these differing language models, have them come up with a list

of advice for parents who may want to improve and accelerate

the language skills of their children. (See Language

Acquisition Parent Advice Handout.)

PBC3c Informal

Observation

Dialogue

and

Discussion

If Desired,

Graded for

Content

Critical Period Hypothesis of Language Development, Case

Study of Feral Children: An excellent website is available

for the study of feral children and Lenneberg‟s critical period

hypothesis of language acquisition. The website

www.feralchildren.com provides case studies, including the

tragic case of Genie, and a list of the psychological and

physiological outcomes of children being subjected to these

depraved and abusive circumstances. There is a handout

available at the end of the unit which covers the content

available on this website. One of the more important questions

on the handout concerns whether feral children provide more

evidence for the nature or the nurture perspectives in the

development of language. Often times, students initially state

that feral children provide more evidence for nurture, since

they were obviously deprived of environmental exposure, but

most students quickly change their minds when they consider

that a critical period is genetically programmed window of

opportunity. Teachers can do one of the following: 1) review

the answers to the handout with the entire class, 2) circulate

from small group to group, or 3) collect and grade individual

PBC3d Informal

Observation

Dialogue

and

Discussion

If Desired,

Graded for

Content

http://www.feralchildren.com/



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student work. I prefer to let the students work in small groups

and circulate to each group to check on comprehension. (See

Feral Children Handout.)

Internet Activity: Paired Associates Learning, the Shortfalls

of Behaviorism, and the Rise of Cognitivism: This activity

encourages students to develop definitions of the concepts of

behaviorism, cognitivism, and learning. Students can either

complete this five-step activity online at

http://www.sciencecases.org/behaviorism/behaviorism.asp or

teachers can access the PDF version instead.

PBC1a &

b

Informal

Observation

Dialogue

and

Discussion

If Desired,

Graded for

Content

Conditioning Business Proposal: This review activity should

be assigned at the end of the learning section of this unit. This

activity can either be completed individually or in small

groups. The Business Proposal activity evaluates the basic

concepts of operant conditioning, classical conditioning, and

observational learning by applying these concepts to the field

of marketing and industrial/organizational psychology. The

students will apply the concepts of classical conditioning to

create a marketing campaign with the desired result

(conditioned response-CS) of consumers buying their product.

The students will then apply the concepts of operant

conditioning to increase worker productivity. And finally, the

students will apply the theories of observational learning to

either of the aforementioned areas. (See Business Proposal

Handout.)

Recommendations: 1) Allow the students freedom and

creativity in selecting their products and name of their

company. The more the laugh, the more they retain. 2)

Consider allowing a peer evaluation and/or review of the other

groups‟ proposals. Have each group check the other groups‟

proposals for correctness. 3) This assignment could easily

lend to a larger project. The students could create a

commercial or a poster with an advertisement which could

then be hung around the classroom.

PBC1c

and d

Informal

Observation

Dialogue

and

Discussion

If Desired,

Graded for

Content

Token Economy: To review the concept of a token economy

and hopefully increase student motivation in the process,

teachers can create a token economy in their classroom. This

activity could be finished within one period or spread

throughout an entire unit. Teachers should provide a small

“token” for good behavior. An effective and inexpensive

token can be raffle tickets which can be purchased at any

office supply store. Good behavior can include, but is not

PBC1b Informal

Observation

Dialogue

and

Discussion

Points

Earned

Equal a

http://www.sciencecases.org/behaviorism/behaviorism.asp



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limited to: completing homework assignments, answer a

question correctly in class, asking an insightful question in

class, working well in small groups, staying on task, being

prepared for class, being respectful to a peer, etc. At the end

of the day or unit, tickets should be submitted for a larger,

more tangible reinforcer. If the token economy is only

implemented for a day, a good reinforcer could be candy. For

a unit-long token economy, an appropriate and effective

exchange can be extra credit points or points added to an

assessment. At the end of the token economy, the teacher

should lead a class discussion on the positives and negatives of

the concept of the token economy. The teacher could ask the

following questions:

“Did you enjoy the token economy? Why or why not?”

“Did you feel more motivated in class? Why or why not?”

“Do you think a token economy was an effective method for

controlling and/or changing behavior?”

“Which type(s) of conditioning (classical, operant, or

observation) does a token economy fall under? Explain how it

resembles this specific type of conditioning.”

Recommendations: 1) Give an envelop or plastic Ziploc bag to

students to keep tickets in. 2) Establish the exchange rates at

the beginning of the token economy, for example ten tickets =

one point added to a test. 3) Have students write their names

on the tickets when they earn them. This will return lost

tickets to their rightful owner. 4) You may want to make a

connection at the end of the token economy between this

behavioral technique and the term overjustifcation effect.

Some students may have suffered from this phenomenon

during the token economy.

Larger,

Tangible

Reward

Sample Culminating Performance Task

Enduring Understandings:

HUMAN ENVIROMENTAL INTERACTION: The student will understand that humans, their

society, and the environment affect each other.

BELIEFS AND IDEALS: The student will understand that the beliefs and ideals of a society

influence the social, political, and economic decisions of that society.

Standards:

*SSPBC1: The student will identify the characteristics of and major approaches to learning. a. Identify learning as a relatively permanent change in behavior based on experience.

b. Explain the behavioral approach to learning.

c. Compare and contrast the paradigms of classical and operant conditioning.



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d. Describe changes in behavior using the social learning theory.

*SSPBC3: Describe behavioral, social, and cognitive changes from the prenatal period throughout

the life span. a. Chart physical changes of a human being from conception through late adulthood.

b. Explain the developmental models of Freud, Piaget, Kholberg, and Erikson.

c. Compare and contrast the theories of language and language acquisition; include Chomsky, Skinner,

and Whorf.

d. Describe the role of critical periods in development.

Students will compose a creative short story from the perspective of a developmental psychologist

conducting a case study of a fictional child. Though out the story, the student will display

understanding of the various learning and developmental models covered in this unit. This story can

pull from either autobiographical or creative sources (or a combination of the two). The case study

fictional child, the main character of the story, will pass through selective stages of cognitive,

psychosocial, moral, and language development. In addition, the character will be conditioned through

association and observation. The students will be required to mention the following elements in their

story which will occur in the development of the focus of his or her case study: 1) at least two of

Piaget‟s stages of cognitive development and two milestones (i.e. object permanence), 2) at least three

stages of Erikson‟s psychosocial development, 3) at least two stages of Kohlberg‟s moral development,

4) one theory of language development (either Skinner, Chomsky, or Whorf), 5) one critical period, 6)

at least one instance of classical conditioning, 7) at least on instance of operant conditioning, and 8) at

least one instance of observational learning. The number of items for these eight requirements is

arbitrary and of course amendable. For instance, the teacher could require four stages of Erikson‟s

psychosocial development instead of three. The story should be typed, double-spaced, with one inch

margins, and twelve-point font. The students should provide a title for their stories and should edit

their work before submitting it for review.

Recommendations: 1) The student should not be required to mention the stage or theory by name (this

might sap the creativity and natural flow of the story). It should be clear through context if they are

addressing one of the required elements by providing a distinctive and descriptive situation during

which the main character goes through a developmental stage or is conditioned. 2) Other options than

writing a short story can be provided for those students who may be identified as ESOL or having

special needs. The teacher may want to consider a photo album with captions or teachers can alter the

number of content requirements as well. For the artistically talented students, teachers may want to

provide the options of creating a graphic novel, video diary, composing and performing a song, or

writing a play.

Objective: Students will apply their grasp of the various developmental and conditioning models by

extracting information from their own lives during which development and learning occurred or

creating fictional situations that show students can apply this knowledge.



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Learning and Development Culminating Performance Task

Student Handout

Directions: You will be writing a creative short story using the elements and theories you have learned in

this unit. You will be taking the perspective of a developmental psychologist who is conducting a case

study of a maturing human being. The fictional character that you create will need to experience the

following developmental stages/milestones and learning paradigms during the duration of your story:

A Minimum of 2 of Piaget‟s Stages of Cognitive Development and 2 Milestones (i.e. Object

Permanence, Conservation, Theory of Mind, etc.)

A Minimum of 3 of Erikson‟s Stages of Psychosocial Development

A Minimum of 2 of Kohlberg‟s Stages of Moral Development

A Minimum of 1 Theory of Language Development (either Skinner, Chomsky, or Whorf)

A Minimum of 1 Critical Period

A Minimum of 1 Instance of Classical Conditioning

A Minimum of 1 Instance of Operant Conditioning

A Minimum of 1 Instance of Observational Learning

Your paper should be typed, double-spaced, and well edited. There is no length requirement for this

paper; your grade is instead based on the required content. That being said, your paper should smoothly

transition from one content requirement to the next. Your story should follow the character

chronologically and the developmental stages and milestones should match the age at which they typically

occur. Instances of conditioning can fall at any point in the story since these types of learning are not age

specific. Remember, you are taking the perspective of a developmental psychologist and should maintain

a professional and articulate voice throughout the paper. As a professional, you should integrate

psychological jargon whenever appropriate. Remember as a developmental psychologist, you are the

evaluator of the theories associated with your discipline. You can be critical of the theories you are

addressing if it is appropriate in the context of your story. Your paper should be written primarily in third

person (he, she, it, they, Joe, etc.) since you are showcasing the development of another character.

Be creative and have fun with your story. You are welcome to incorporate pictures if you believe they

add depth and meaning to your character and your story.

Date Assigned: _______________________________________

Date Due: ___________________________________________

Grade Assigned to the Project: ___________________________



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Content Rubric for the Culminating Performance Task Scale Criteria 1 (Below Standard) 2 (Needs

Improvement)

3 (Meets Standard) 4 (Exceeds Standard)

Integrates at least

two stages and two

milestones from

Piaget’s theories of

cognitive

development.

Incorrectly integrates

two of Piaget‟s

stages of cognitive

development. Age

and/or milestone are

incorrectly matched

with the cognitive

stage.

Correctly integrates

one of Piaget‟s

stages of cognitive

development. But,

age and/or milestone

are incorrectly

matched with the

cognitive stage.


two of Piaget‟s

stages of cognitive

development. Age

and/or milestone are

correctly matched

with the cognitive

stage.

In addition to

everything in 3

(meets standard):

Infers that Piaget‟s

stages of cognitive

development are

based on maturation.

Integrates at least

three stages from

Erikson’s theories of

psychosocial

development.


three of Erikson‟s

stages of

psychosocial

development. Age

and/or social crisis

are incorrectly

matched with the

psychosocial stage.


one to two of

Erikson‟s stages of

psychosocial

development. Age


are correctly

matched with the

psychosocial stage.


three of Erikson‟s

stages of

psychosocial

development. Age


are correctly

matched with the

psychosocial stage.

In addition to

everything in 3

(meets standard):

Infers that Erikson‟s

stages of

psychosocial

development

originate from

physiological

development.

Integrates at least

two stages from

Kohlberg’s theories

of moral

development.


two of Kohlberg‟s

stages of moral

development.


one of Kohlberg‟s

stages of moral

development.


two of Kohlberg‟s

stages of moral

development.

In addition to

everything in 3

(meets standard):

Infers that

development beyond

the preconventional

level of morality

requires abstract

thinking and

empathy.

Integrates the three

learning models:

classical

conditioning,

operant

conditioning, and

observational

learning.


the three learning

models: classical

conditioning, operant

conditioning, and

observational

learning.


one to two of the

three learning

models: classical


conditioning, and

observational

learning.


the three learning

models: classical


conditioning, and

observational

learning.

In addition to

everything in 3

(meets standard):

Infers that learning is

the product of

associations.



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Product Rubric for the Culminating Performance Task Scale Criteria 1 (Below

Expectations)

2 (Needs

Improvement)

3 (Meets

Expectations)

4 (Exceeds

Expectations)

Organization,

Grammar, and

Spelling

The short story does

not have a title and

does not follow the

format required

(typed,12-point font,

double-spaced).

The short story

contains numerous

grammar and

spelling errors.


have an appropriate

title and does follow

the format required


double-spaced).

The short story

contains sporadic

grammatical and

spelling errors.


have an appropriate

title and does follow

the format required


double-spaced).

The short story

contains rare

grammatical and

spelling errors.

In addition to

everything in 3

(meets standard):

The paper is clean

of any grammar and

spelling errors.

Creativity,

Integration of

Content into the

Short Story, Flow

(transitioning from

one part of the story

the next)

The short story lacks

creativity. Student

provides

disconnected

situations to

integrate content.

The short story lacks

flow and continuity.

The short story

shows a minimal

amount of creativity

through original

thought and

interesting

storytelling

methods. Student

attempts to connect

situations that

integrate content.

The short story

contains some flow

and continuity.

The short story

shows creativity

through original

thought and

interesting

storytelling

methods. Student

connects situations

that integrate

content. The short

story contains flow

and continuity.

In addition to

everything in 3

(meets standard):

Story should be

considered for

publication.

Perspective and

Maintaining

Continuity of Case

Study Character

The student fails to

take the perspective

of a developmental

psychologist and the

case study character

lacks continuity and

roundness of

character.

The student takes

the perspective of a

developmental



maintains

continuity, but the

story does not

maintain and 3rd

person perspective.

The student takes

the perspective of a

developmental



maintains continuity

and a 3rd

person

perspective.

In addition to

everything in 3

(meets standard):

The developmental



are believable and

authentic within the

context of the story.



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Resources for Unit

Musk Lifesaver Activity and Examples of Assimilation, Accommodation, and Schemas

www.ups.edu/facultypages/cjones/piaget-examples.doc

Paired Associates Learning, the Shortfalls of Behaviorism, and the Rise of Cognitivism

by Elizabeth J. Meinz Psychology Department Southern Illinois University Edwardsville


http://www.ups.edu/facultypages/cjones/piaget-examples.doc


One Stop Shop For Educators

The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for Psychology.


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Student Name ________________________________________________

The Heinz and Brother’s Dilemma

Kohlberg interviewed children and young adults and presented them with a total of ten moral dilemmas. Kohlberg collected and compared the

children’s answers to develop the levels and stages of his moral ladder. Presented below are two of his most famous and cited moral dilemmas,

the Heinz Dilemma and the Brother’s Dilemma. Read each of the situations and answer the question posed at the end. Make sure to justify or

explain your decision.

Heinz Dilemma

“In Europe, a woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of

radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging 10 times what

the drug cost him to make. He paid $200 for the radium and charged $2000 for a small dose of the drug. The sick woman‟s husband, Heinz, went

to everyone he knew to borrow the money, but he could only get together about $1000, which is half of what it cost. He told the druggist that his

wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said, „No, I discovered the drug and I‟m going to make

money from it.‟ So Heinz got desperate and broke into the man‟s store to steal the drug for his wife. Should the husband have done this?” (pg. 17)

________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________

The Brother’s Dilemma

“Joe‟s father promised he could go to camp if he earned the $50 for it, and then changed his mind and asked Joe to give him the money he had

earned. Joe lied and said he had only earned $10 and went to camp using the other $40 he had made. Before he went, he told his younger brother,

Alex, about the money and about lying to their father. Should Alex tell his father?” (pg. 17) ________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________

Source

Kohlberg (1964). Development of moral character and moral ideology. In H. Hoffman & L. Hoffman (Eds.), Review of child development

research (Vol. 1). New York: Russell-Sage Foundation.



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Stages of Moral Reasoning

Movement through the Stages Much like Jean Piaget‟s theories of cognitive development and Erik Erikson‟s theories of psychosocial development, Kohlberg‟s morality theories

are based on stages. Kohlberg believed that individuals develop morally in a sequential, set order, but unlike Piaget and Erikson, Kohlberg‟s

moral development is not based on age or maturation. Kohlberg believed that developing humans cannot skip stages and literally cannot

cognitively grasp more than one stage above the one they currently are in. For example, a child who bases moral decisions on Stage 1:

Punishment-Obedience Orientation, can understand, or at least try to understand Stage 2, but any stage above is beyond his or her reasoning

abilities. Parents and educators should take these limitations into consideration while aiding their children in students in moral decision making

and development. Development occurs when an individual reaches a point at which he or she begins to feel that their current methods for

managing moral dilemmas is insufficient and experiences cognitive dissonance; the dissonance in turn pushes the individual to move on to the next

stage.

Level One:

Pre-conventional Morality

Stage 1: Punishment-Obedience Orientation

Stage 2: Instrumental Relativist Orientation

Level Two:

Conventional Morality

Stage 3: Good Boy-Nice Girl Orientation

Stage 4: Law and Order Orientation

Level Three:

Post-Conventional Morality

Stage 5: Social Contract Orientation

Stage 6: Universal Ethical Principle Orientation

http://www.vtaide.com/png/Kohl1.htm

http://www.vtaide.com/png/Kohl1.htm#S2







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Create Your Own Moral Dilemma Directions: Write a moral dilemma. Write six possible answers, one for each of the six stages of Kohlberg’s moral ladder.

Dilemma:________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________

Level One:

Pre-conventional Morality

Stage 1: Punishment-Obedience Orientation

Answer: _________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

Stage 2: Instrumental Relativist Orientation

Answer: _________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

Level Two:

Conventional Morality

Stage 3: Good Boy-Nice Girl Orientation

Answer: _________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

Stage 4: Law and Order Orientation

Answer: _________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

Level Three:

Post-Conventional Morality

Stage 5: Social Contract Orientation

Answer: _________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

Stage 6: Universal Ethical Principle Orientation

Answer: _________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________









–12th



PSYCHOLOGY UNIT 4

July 21, 2009 of 19


Student Name _____________________________________

Language Acquisition Parent Advice Skinner’s Theory of Language Acquisition: Chomsky’s Theory of Language Acquisition

Describe Skinner‟s Theory of Language Acquisition:

Describe Chomsky‟s Theory of Language Acquisition:

If Skinner‟s theory was correct, what advice would you give to

parents who wish to improve or accelerate their child‟s language

development?

If Chomsky‟s theory was correct, what advice would you give to

parents who wish to improve or accelerate their child‟s language

development?



–12th



PSYCHOLOGY UNIT 4

July 21, 2009 of 19


Student Name ________________________

Business Proposal Directions: You and associate will come up with a proposal to start a new business.

Product:

Name of Company:

Consumer Base:

Directions: Using the theories of Ivan Pavlov in his studies of classical conditioning, construct a

marketing campaign that will target your consumer base. Fill out the following table.

Classical Conditioning in Marketing

Pavlovian Element Name the Element the Will be Used in Your Business

UCS ( unconditioned stimulus)

UCR ( )

CS ( )

CR ( )

Pavlovian

Term

Equation How you will make it happen or how you will prevent it

in order to encourage more sales of your product.

Association Example:

UCS+CS=CR

Acquisition

Generalization

Discrimination

Extinction

Spontaneous

Recovery



–12th



PSYCHOLOGY UNIT 4

July 21, 2009 of 19


Workforce:

You and your associate must design how you will inspire your workforce. Think about how you might

pay or award positive behavior.

Operant Conditioning and Worker Productivity

Operant Behavior What you have your workforce do…

Respondent Behavior

Reinforcer

Shaping

Successive Approximations

Primary Reinforcer

Secondary Reinforcer

Continuous Reinforcement

Partial Reinforcement

FR (fixed ratio)

VR ( )

FI ( )

VI ( )

One of your partners, Albert Bandura, has an idea. Summarize it for the board or directors.



–12th



PSYCHOLOGY UNIT 4

July 21, 2009 of 19


Student Name ___________________

Feral Children Website Research

http://www.feralchildren.com/en/dwarfism.php

Feral Children What are they three types of feral children?

What was Psammetichus‟ Forbidden Experiment?

What is the critical period hypothesis?

What is the Kaspar Hauser syndrome of Psychosocial Dwarfism?

Which side of the nature vs. nurture do feral children seem to strengthen and why?

Genie Describe what environment Genie was in before the age of thirteen.

When was Genie discovered by the outside world?

Describe the environment Genie was in after the age of thirteen.

http://www.feralchildren.com/en/dwarfism.php



–12th



PSYCHOLOGY UNIT 4

July 21, 2009 of 19


Was Genie able to develop any language skills while she was with the Genie Team?

What were some of the theories about why Genie was suffering from language deficiency?

How did they know that Genie was not mentally retarded?

What happened to the Genie Team after five years? What happened to Genie?

Other Feral Children

Describe the stories of two other feral children? How were their circumstances similar or different from

Genie?

Hollywood Feral Children

According to what you have learned about feral children and language acquisition today, do you believe

characters like Tarzan or Mowgli could actually exist as they are portrayed in the movies?

unit #4 – “learning and development” - georgia standards frameworks... · one stop shop for...

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