unit title: beauties of the brain: brain structures...

Sara Sanchez Unit Plan Prof. Norkus Unit Title: Beauties of the Brain: Brain structures, Learning, and Memory Subject: Psychology I Grade Level: 10th to 12th grade students Place: Grandville high school; 50 min. periods Overview: 1. Neural System: Neurons 2. Older Brain Structures 3. Cerebral Cortex 4. Learning: Classical Conditioning 5. Learning: Operant Conditioning 6. Memory: Introduction 7. Memory: Encoding/Storage 8. Memory: Retrieval 9. Review Game 10. Summative Assessment (Test Day) Theme For this unit we will be learning about the intricacies of the brain, regarding its structures and functions, as well as taking into account learning and memory. We will be discussing various studies and scientists that have paved the way for the knowledge that we have now. We will also be discussing how these factors influence our daily life and how to apply practical implications to our lives. We will be taking advantage of technology, poetry, music, etc. in order to maximize the learning about these topics. Goals At the end of this unit, I hope to see my students achieve knowledge and mastery of this information:

• Students will be able to draw and label a neuron as well as explain the process of communication.

• Students will be able to label the different structures of the brain • Students will be able to label and identify the functions of the lobes in the cerebral cortex. • Students will know the fathers of classical conditioning and operant conditioning. • Students will define the differences between operant and classical conditioning. • Students will know the three stages of memory. • Students will be able to list various ways of how to improve their own studying based of

past studies. Standards Standards Area: Biological Bases of Behavior 1. Structure and function of the nervous system in human and non-human animals

1.1 Identify the major divisions and subdivisions of the human nervous system. 1.2 Identify the parts of the neuron and describe the basic process of neural transmission. 1.3 Differentiate between the structures and functions of the various parts of the central nervous system. 1.4 Describe lateralization of brain functions. 1.5 Discuss the mechanisms of, and the importance of, plasticity of the nervous system. Standard Area: Learning 1. Classical conditioning

1.1 Describe the principles of classical conditioning. 1.2 Describe clinical and experimental examples of classical conditioning.

2. Operant conditioning 2.2 Describe the principles of operant conditioning. 2.3 Describe clinical and experimental examples of operant conditioning.

Standard Area: Memory 1. Encoding of memory

1.1 Identify factors that influence encoding. 1.2 Characterize the difference between shallow (surface) and deep (elaborate) processing. 1.3 Discuss strategies for improving the encoding of memory.

2. Storage of memory 2.1 Describe the differences between working memory and long-term memory. 2.2 Identify and explain biological processes related to how memory is stored. 2.4 Discuss strategies for improving the storage of memories.

3. Retrieval of memory 3.2 Explain the role that interference plays in retrieval. 3.3 Discuss the factors influencing how memories are retrieved. 3.5 Discuss strategies for improving the retrieval of memories.

Bibliography

Fisher, D., Brozo, W. G., Frey, N., & Ivey, G. (2011). 50 instructional routines to develop

content literacy. Boston: Pearson Education.

Goldstein, E. B. (2011). Cognitive psychology (3rd ed.). Belmont, Calif.: Wadsworth, Cengage

Learning.

Myers, D. (2011). Psychology (9th ed.). New York, NY: Worth Publishers.

Romano, T., & McMahon, J. (2000). Psychology and you (3rd ed.). Chicago, IL: National

Textbook Company.

Lesson 1 Lesson Title: The Nifty Neurons: Studying the building blocks of our brain Vocabulary Neuron Sensory Neuron Motor Neurons Dendrite Axon Myelin Sheath Action Potential

Threshold Synapse Neurotransmitters Nervous System Central Nervous System Peripheral Nervous System Nerves

Somatic Nervous System Autonomic Nervous System Sympathetic Nervous System Parasympathetic Nervous System

Materials Materials Teacher Needs:

• Laptop • Projector • Speakers • Markers • Poster Paper • Pencil

Materials Students Need:

• Writing utensil • Notebook or paper for notes • Students will be asked to read pgs. 45-57 prior to class • A curious and willing mind

Learning Objectives and Standards

• Students will be able to draw the breakdown of the six components of the nervous system o 1.1 Identify the major divisions and subdivisions of the human nervous system.

• Students will be able to draw and label the structure of a neuron. o 1.2 Identify the parts of the neuron and describe the basic process of neural

transmission. Anticipatory Set The anticipatory set of this lesson will be a short activity where the students will be holding hands and squeeze each others hands in an order to get to the end. I will be timing this and see if we can improve the last time. This will connect to how neurons communicate and talking about the speed of neuron communication. I hope this will serve to get them excited and curious about these building blocks.

Procedures—Lesson Development

What is Happening in the Lesson Orientation (5 Minutes) The anticipatory set of this lesson will be the hand-squeeze race activity State the Objective (1 Minute)

• Students will be able to draw the breakdown of the six components of the nervous system

• Students will be able to draw and label the structure of a neuron. The learning objectives will be written on the board and I will point at them and read them out loud. Presentation of Content (20 Minutes) The Nervous system http://www.youtube.com/watch?v=x4PPZCLnVkA This crash course kind of video (12 minutes) explains both the nervous system and the neurons. I will be playing this video as a way to present the content for the day. The video contains some extra material and goes way in depth, but it is still great information to be exposed to. After the video, I will be answering any questions they might have and emphasize some of the points I want them to know:

• Neuron structure (axon, dendrite, synapse) • Nervous system components (CNS, PNS, etc.)

Checking for Understanding I will be checking for understanding through out the presentation of the content by asking some questions and focusing on important elements of the material. Assessment (20 Minutes) Neuron Skit I will be dividing the class into groups of 4. They will have to come up with a skit where they show the class how neurons communicate. They must represent the important structures of neuron and then show the process of communication. This will show me that they understand the process as well as the elements involved. I will ask them to present in to the class Nervous system Diagram In the same group, they must diagram the 6 components of the Nervous system and define

them on big piece of poster paper, using markers. They will hand this in as a group. Once again this will show me that they are spending time and working at learning the nervous system. I will be walking around checking in on the groups and gauging which students are mastering the material more. I will also be present to answer any questions. Closing (4 Minutes) I will close by reminding them of the importance of neurons and how they might seem insignificant, but they are what makes us function. I will remind them of their homework: Read pages 58-65.

Lesson 2 Lesson Title: Sweet Ol’ Brain: Structures of the Brain Instructional Strategy For this lesson, I will use the Directed Note-Taking instructional strategy. Students will be given a worksheet where they can follow along and take notes. I will pause to make sure that students understand and are taking notes. This way I make sure that students are receiving the information I need them to have. Content As part of the “Beauties of the Brain” unit, this lesson will teach about the structures of the brain: their function and position in the brain. I will be teaching the structures by showing them using the iPad application “3D Brain.” I will be also explaining some of the structure’s functions. After this the students will have a worksheet they will need to complete as part of their notes. This will require them to color in some of the structures and aid themselves through the use of the app. We will conclude the day by having a review game. On the floor there will be a gigantic image of the brain. In teams of four, the students will rotate to choose a runner. I will be asking them questions of functions or position and the student must run and stand on the top of the brain structure. Vocabulary

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• Laptop • Projector/Screen/ Document Camera • Ipad • Pencil • Gigantic Brain Image


• Writing utensil • Notebook or paper for notes • Color pencils/markers • Laptop/computer/ipad • A curious and willing mind Learning Objectives and Standards

• Students will be able to list and identify the structures of the brain on the image of a brain.

• Students will be able to name the function(s) of a specific structure. o !"#$%&''()(*+&,+($-(+.((*$+/($0+)12+1)(0$,*3$'1*2+&4*0$4'$+/($5,)&410$

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Content Standards These standards emerge from the “National Standards for High Psychology

Curricula” provided by the American Psychology Association (APA). The section of the standards is the “Biopsychological Domain” and I focused on the “Biological Bases of Behavior” subsection.

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. Anticipatory Set I will ask all students to go to this website and read a little bit on the nervous system. This site has a great interactive activity with the different structures and functions. But it also has an article that expands on this material, which I will ask my students to read the first three pages. Link: http://kidshealth.org/teen/your_body/body_basics/brain_nervous_system.html Procedures—Lesson Development

What is Happening in the Lesson What is Being Said in the Lesson Orientation (5 Minutes) “Brain and the Nervous System”: I will ask students to go to this site and play around with the interactive activity as well as read the first the first three pages

Before I play the video, I will introduce the lesson of the day and briefly mention the topic. After playing the video, I will ask a couple of questions to hone into their prior knowledge and spark interest:

• How do you think a song like this

would help students? (BT Level 2) • Do you think this is effective? (BT

Level 7 State the Objective (1 Minute)

• Students will be able to list and identify the structures of the brain on the image of a brain.

• Students will be able to name the function(s) of a specific structure.

The learning objectives will be written on

After this lesson, I want you, guys, to identify the structures of the brain. I also want you to be able to list the functions of a specific structure.

the board and I will point at them and read them out loud. Presentation of Content (30 Minutes) 1. Run-through of Vocabulary (20 Minutes) I will be introducing the structures and their functions, going through the PowerPoint slides. The students will also be filling out their worksheet (writing and coloring) and stopping to see the structure on the ipad app. These three activities will be weaved through out the lesson. For each structure, I will explain the structure, then they will fill out their worksheet, and look at the 3D model of the brain. 2. Where in the brain game (10 Minutes) Now comes the fun part where students will play a game. I will separate them in two teams and selecting one team member from each team they will compete by identifying and running to the correct brain structure on the giant brain print out on the floor. I might modify the game and put the print out on the board.

Throughout the teaching of the structures, I will be asking questions to check if they understand the terms.

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Questions: 1. Structure below the thalamus. 2. Structure that controls the heartbeat and breathing 3. Known as the brain’s switchboard 4. Two lima bean-sized neural clusters 5. Structure linked to memory 6. Connected to rewards and emotion 7. Known as the “Little brain”

Checking for Understanding I will be checking for understanding through out the presentation of the content by asking some questions. All the questions are related to one or a couple levels of Bloom’s taxonomy. Also I will be walking around to see how they are filling out and coloring their brain worksheet.

Meeting the Needs of All Students:

Student Needs How I will address the Need

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Assessment The game will serve as the summative assessment to see if they understood the structures and their functions. Other Assessment My checking-for-understanding questions, dispersed through the presentation of the main content, are a form of formative assessment as they inform me what I need to explain further. Through this various forms of assessments, I hope to gain an understanding of how much my students know and learned. I expect them to have good knowledge and comprehension of the definitions of the vocabulary (structures and functions). I will be making sure most of the students participate, so I can be certain that everybody understands.

Closing (2 Minutes) I will restate the learning objectives and talk about how next class we will be learning about the cortex and lobes!

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Notes Worksheet

Brain Stem

Medulla

Reticular Formation

Thalamus

Cerebellum

Limbic system

Amygdala

Hypothalamus

Hippocampus

Printout of Brain for the game

1

2

34

5

6

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Lesson 3 Lesson Title: Considering the Cerebral Cortex Vocabulary Cerebral Cortex Frontal Lobes Parietal Lobes Occipital Lobes Temporal Lobes

Motor Cortex Association Areas Plasticity Corpus Callosum Split Brain


• Laptop • Projector • Speakers • Markers • Ball • Pencil • Tape


• Writing utensil (markers if possible) • Notebook or paper for notes • Students will be asked to read pgs. 67-80 prior to class • A curious and willing mind


• Students will be able to identify the four lobes of the central cortex and their function. o 1.4 Describe lateralization of brain functions.

• Students will be able to define plasticity and give one reason for the importance of plasticity.

o 1.5 Discuss the mechanisms of, and the importance of, plasticity of the nervous system.

Anticipatory Set The anticipatory set of this lesson will be a foursquare game as a symbol for the four lobes. We will be discussing the importance of the lobes working properly and how each square is its different identity. I hope this game will get the class excited about the learning—it also helps that we will be moving around. I will have a couple game areas (2-3), so that all students get to play at least once. But I will also be pointing out how it relates to what we will be studying during that class session.


What is Happening in the Lesson Orientation (10 Minutes) The anticipatory set of this lesson will be a couple foursquare games! State the Objective (1 Minute)

• Students will be able to identify the four lobes of the central cortex and their function. • Students will be able to define plasticity and give one reason for the importance of

plasticity. The learning objectives will be written on the board and I will point at them and read them out loud. Presentation of Content (27 Minutes) I will be lecturing about the temporal lobes and plasticity. For this class I will try something different with the notes—I will print out my lecture notes and hand them out to my students. I will ask them to take additional notes as they follow along. To reinforce the idea of the brain’s plasticity, I will play a TED talk about the brain. I will only play about 5 minutes. After the video, I will be answering any questions they might have and ask them why is this feature of the brain so important? In this short, discussion I hope to make clear that due to changes we encounter daily the brain’s ability to mold is vital. If there is time I will play this video— Split Brain video: http://www.youtube.com/watch?v=ZMLzP1VCANo Checking for Understanding I will be checking for understanding through out the presentation of the content by asking some questions and focusing on important elements of the material. Assessment (10 Minutes) I will be giving them a pop quiz at the end of the lesson to see if they understood the material. They were assigned to read, so I hope that the lecture helped cement this information. As a formative assessment, I will be able to observe what they understood and what might need more explanation.

I might just count this quiz as for completion, but I will not tell this to my students until later! Closing (2 Minutes) I will close by reminding them of the importance of the brain and its different structures I will remind them of their homework: Read pages 291-300.

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DROP QUIZ

1) Name the four lobes?

2) What lobe receives sensory input for touch and body positionsa) Temporal Lobeb) Frontal Lobec) Parietal Lobed) Occipital Lobe

.

3) The temporal lobea) Includes auditory areas, each receiving information primarily from the opposite earb) Includes areas that receive information from the visual fieldsc) Involved in speaking and muscle movements and in making plans and judgmentsd) Can be found at the top of the head and toward the rear

.

4) This lobe can be found lying just behind the foreheada) Parietal Lobeb) Temporal Lobec) Frontal Lobed) Occipital Lobe

.

5) This lobe deals with visiona) Frontal Lobeb) Parietal Lobec) Temporal Lobed) Occipital Lobe

.

6) _______________ are areas of the cerebral cortex that are not involved in primary motor or sensory functions; rather they are involved in higher mental functions such as learning, remembering, thinking and speaking.

7) _______________ is the brains ability to change, especially during childhood, by reorganizing after damage or by building new pathways based on experience

8) Name one reason why plasticity is important?

9) Name one thing you found interesting from the class or from the reading?

10) The cerebral cortex is defined as the intricate fabric of interconnected neural cells covering the cerebral hemispheres; the body's ultimate control and information-processing center.

a) True

b) False.

Lesson 4 Lesson Title: Loving to Learn: Classical Conditioning Vocabulary Learning Classical Conditioning Unconditioned Response Unconditioned Stimulus Conditioned Response

Condition Stimulus Acquisition Extinction Generalization Discrimination


• Laptop • Projector • Speakers • Markers

• Spray Bottle • Pencil • Worksheet


• Writing utensil • Notebook or paper for notes

• Students will be asked to read pgs. 290-300 prior to class

• A curious and willing mind Learning Objectives and Standards

• The students will be able to name the important scientist connected to classical conditioning

o 1.2 Describe clinical and experimental examples of classical conditioning. • The students will be able to come up with an example of classical conditioning and name

the four elements. o 1.1 Describe the principles of classical conditioning.

Anticipatory Set The anticipatory set of this lesson will be a spray bottle demonstration. I will ask one student volunteer to come to the front of the class. The demonstration will entail me spraying the student on the face after each time I snap my fingers. I will repeat this many times. After doing it countless of times, I will snap my fingers but not spray the student. I will ask the class what they observed. This connects to how through classical conditioning we connect to separate stimuli (snapping and spraying).


What is Happening in the Lesson Orientation (5 Minutes) The spraying bottle demonstration. State the Objective (1 Minute)

• The students will be able to come up with an example of classical conditioning and name the four elements.

• The students will be able to name the important scientist connected to classical conditioning

The learning objectives will be written on the board and I will point at them and read them out loud. Presentation of Content (22 Minutes) I will be lecturing about Ivan Pavlov and classical conditioning. I will focus on the process of classical conditioning with its four elements: UR, US, CR, CS. The students will be taking notes of my lecture. I will be emphasizing the image on my presentation to teach classical conditioning. Checking for Understanding I will be checking for understanding through out the presentation of the content by asking some questions and focusing on important elements of the material. Assessment (20 Minutes) I will give them a worksheet with four scenarios where they have to identify the unconditioned response, the unconditioned stimulus, conditioned response, and the conditioned stimulus. They must work on their own but can use their notes. They will hand this in before leaving and I will be looking over it later to see what needs to be further explained. Closing (2 Minutes) I will remind them of their homework: Read pages 301-313.

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PSYCHOLOGY – Learning &

CLASSICAL CONDITIONING

Identify the UCS (Unconditioned Stimulus), UCR (Unconditioned Response), CS (Conditioned Stimulus), CR (Conditioned Response) for each of the following examples. You may use your notes and any available resources to complete the task. 1. John Watson conducted an experiment with a boy named Albert in which he paired a white rat with a

loud, startling noise. Initially, Albert was not afraid of the rat. However, after paring the loud noise with the white rat, Albert learned to become startled whenever he saw the white rat.

a. UCS: loud noise

b. UCR: startled/fear of the loud noise

c. CS: white rat

d. CR: startled/fear of the white rat

2. You eat a new food and then get sick because of the flu. However, you develop a dislike for the food and feel nauseated whenever you smell it.

a. UCS:

b. UCR:

c. CS:

d. CR:

3. An individual receives frequent injections of drugs, which are administered in a small examination

room at a clinic. The drug itself causes increased heart rate but after several trips to the clinic, simply

being in a small room causes an increased heart rate.

a. UCS:

b. UCR:

c. CS:

d. CR:

4. Martin has a panic attack during a plane ride. Now the mere thought of an airplane makes him very

nervous. Twenty years pass and Martin is still afraid of airplanes even though he never took another

flight.

a. UCS:

b. UCR:

c. CS:

d. CR:

Lesson 5 Lesson Title: Skinner’s Shaping: Operant Conditioning Vocabulary Operant Conditioning Reinforcer Positive Reinforcement Negative Reinforcement Primary Reinforcer Conditioned Reinforcer

Continuous Reinforcement Partial (intermittent) reinforcement Fixed-Ratio Schedule Variable-ratio schedule Fixed-interval schedule Punishment


• Laptop • Projector • Speakers

• Markers • Pencil • Worksheet


• Writing utensil • Notebook or paper for notes


• A curious and willing mind Learning Objectives and Standards

• Students will be able to differentiate between a positive reinforce, negative reinforce, and a punishment.

o 2.2 Describe the principles of operant conditioning. • Students will be able to name the main scientist responsible for operant conditioning.

o 2.3 Describe clinical and experimental examples of operant conditioning. Anticipatory Set For this lesson, I will be playing a 4-minute video that does a great job explaining classical and operant conditioning. It is a great video to review classical conditioning and then segue into operant conditioning. It also explains the differences.


What is Happening in the Lesson Orientation (5 Minutes) The classical and operant conditioning TED video: http://www.youtube.com/watch?v=H6LEcM0E0io State the Objective (1 Minute)

• Students will be able to name the main scientist responsible for operant conditioning. • Students will be able to differentiate between a positive reinforce, negative reinforce, and a

punishment. The learning objectives will be written on the board and I will point at them and read them out loud. Presentation of Content (20 Minutes) Using my PowerPoint presentation, I will be lecturing about B.F. Skinner and operant conditioning. I will focus making sure students know the difference between positive and negative reinforces and also are clear on the reinforcement schedules. The students will be taking notes of my lecture. I will also play this short video that shows an example of positive reinforcement in the television series The Big Bang Theory: Positive reinforcement http://www.youtube.com/watch?v=Mt4N9GSBoMI Checking for Understanding I will be checking for understanding through out the presentation of the content by asking some questions and focusing on important elements of the material. Assessment (22 Minutes) I will give them a worksheet with various scenarios about positive and negative reinforcements as well as the reinforcement schedules where they have to identify which one it is. They must work on their own but can use their notes. They will hand this in before leaving and I will be looking over it later to see what needs to be further explained. Closing (2 Minutes) I will remind them of their homework: Read the chapter on memory.

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Operant Conditioning

The major theorists for the development of operant conditioning are:

•  Edward Thorndike

•  B.F. Skinner


•  Where classical conditioning illustrates S-->R learning, operant conditioning is often viewed as R-->S learning

•  It is the consequence that follows the response that influences whether the response is likely or unlikely to occur again.


•  The three-term model of operant conditioning (S--> R -->S) incorporates the concept that responses cannot occur without an environmental event (e.g., an antecedent stimulus) preceding it. •  While the antecedent stimulus in operant conditioning does not ELICIT or CAUSE the response (as it does in classical conditioning), it can influence its occurance.


•  There are two types of consequences:

–  positive (sometimes called pleasant)

–  negative (sometimes called aversive)


•  Two actions can be taken with these stimuli: –  they can be ADDED to the learner’s environment. –  they can be SUBRACTED from the learner’s environment.

•  If adding or subtracting the stimulus results in a change in the probability that the response will occur again, the stimulus is considered a CONSEQUENCE. •  Otherwise the stimulus is considered a NEUTRAL stimulus.


•  There are 4 major techniques or methods used in operant conditioning. •  They result from combining:

–  the two major purposes of operant conditioning (increasing or decreasing the probability that a specific behavior will occur in the future), –  the types of stimuli used (positive/pleasant or negative/aversive), and –  the action taken (adding or removing the stimulus).

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Outcomes of Conditioning

Increase Behavior

Decrease Behavior

Stimulus

Positive/pleasant

Negative/Aversive

Add Positive

Reinforcement

Subtract Response Cost

Subtract Negative

Reinforcement

Add Punishment

Schedules of consequences

Stimuli are presented in the environment according to a schedule of which there are two basic categories:

•  Continuous

•  Intermittent


Continuous reinforcement simply means that the behavior is followed by a consequence each time it occurs.

•  Excellent for getting a new behavior started. •  Behavior stops quickly when reinforcement stops. •  Is the schedule of choice for punishment and response cost.


Intermittent schedules are based either on the

•  passage of time OR

•  number of correct responses


The consequence can be delivered based on

•  a fixed amount of time or number of correct responses

OR

•  a slightly different amount of time or number of responses that vary around a particular number


This results in an four classes of intermittent schedules.

Fixed Interval

•  The first correct response after a set amount of time has passed is reinforced (i.e., a consequence is delivered). •  The time period required is always the same.

•  Example: Spelling test every Friday.

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Pattern of behavior for fixed interval schedule


Variable Interval

•  The first correct response after a set amount of time has passed is reinforced (i.e., a consequence is delivered).

•  After the reinforcement, a new time period (shorter or longer) is set with the average equaling a specific number over a sum total of trials.

•  Example: Pop quiz


Pattern of behavior for variable interval schedule


Fixed Ratio

•  A reinforcer is given after a specified number of correct responses. This schedule is best for learning a new behavior.

•  The number of correct responses required for reinforcement remains the same.

•  Example: Ten math problems for homework


Pattern of behavior for fixed ratio schedule


Variable Ratio

• A reinforcer is given after a set number of correct responses. •  After reinforcement the number of correct responses necessary for reinforcement changes. This schedule is best for maintaining behavior.

•  Example: A student raises his hand to be called on.

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Pattern of behavior for variable ratio schedule

Rules In Analyzing Examples •  The following questions can help in determining whether operant conditioning has occurred.

a. What behavior in the example was increased or decreased?

b. Was the behavior –  increased (if yes, the process has the be either positive or negative reinforcement),

OR –  decreased (if the behavior was decreased the process is either response cost or punishment).

Rules In Analyzing Examples

•  The following questions can help in determining whether operant conditioning has occurred.

c. What was the consequence / stimulus that followed the behavior in the example? d. Was the consequence (stimulus) added or removed?

–  If added, the process was either positive reinforcement or punishment.

–  If it was subtracted, the process was either negative reinforcement or response cost.

Analyzing An Example

Billy likes to campout in the backyard. He camped-out on every Friday during the month of June. The last time he camped out, some older kids snuck up to his tent while he was sleeping and threw a bucket of cold water on him. Billy has not camped-out for three weeks.

a. What behavior was changed?

Camping out



b. Was the behavior strengthened or weakened?

Weakened (Behavior decreased)

Eliminate positive and negative reinforcement



Having water thrown on him. c. What was the consequence?

d. Was the behavior consequence added or subtracted?

Added

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Since a consequence was ADDED and the behavior was WEAKENED (REDUCED),

the process was PUNISHMENT.

OPERANT CONDITIONING WORKSHEET Psychology

Name: ___________________________ Date: __________

Hour: ______ For each of the following operant conditioning situations, identify whether this is an example of positive reinforcement, negative reinforcement, positive punishment, or negative punishment. 1. Sean spanks his child for playing in the street. _________________________________ 2. An “A” on exam that you studied real hard for. ___________________________________ 3. Amanda cleans her room to keep her parents off her back. ______________________________ 4. Getting a pay check. _________________________________ 5. Reducing anxiety by smoking a cigarette. _________________________________ 6. Embarrassing a student for giving a wrong answer. _________________________________ 7. Taking an aspirin to relieve a headache. ______________________________________ 8. Receiving a hug from your parents after throwing a temper tantrum. _______________________ 9. A patient in a mental hospital is very disruptive at mealtimes. She grabs food from the plates of those sitting near her and tries to cram the food into her mouth. Because this behavior of stealing food is very undesirable and needs to stop immediately, a plan is developed whereby every time the patient steals food from other plates, she is immediately taken to a room without food. __________________________________ 10. Santa wasn’t doing well in her 6th grade math class. Her teacher told her parents that Santa handed in less than 50% of her assignments. Her parents told Santa that any day on which she did not hand in her homework she would be sent to bed right after dinner. As a result of this threat, Santa has handed in her assignment 97% of the time.________________________________ 11. In order to receive his allowance Travis cleans up his room regularly. ____________________ 12. John does not go to the dentist every 6 months for a check-up. Instead, he waited until a tooth really hurts, then goes to the dentist. After 2 emergency trips to the dentist, John now goes to the dentist every 6 months like he should. ________________________________ 13. A student jumps up and down, hand raised, yelling “me, me, me!” until the teacher calls on her. The child jumps and yells even more in the future. ___________________________ 16. Police randomly stop drivers and give tickets to those who are not wearing their seat belts; as a result of this program seat belt use increases in town. _________________________

Taken from clarkchargers.org/ourpages/auto/2012/12/11/.../OC%20worksheet

SCHEDULES OF REINFORCEMENT – for each example below identify which of the 4 schedules of partial reinforcement (fixed-interval, variable-interval, fixed-ratio, or variable-ratio) or continuous reinforcement is being used. 1. ________________________ Paid 10 dollars for every 20 party-subs made.

2. ________________________ Studying for a class that has pop quizzes.

3. ________________________ Slots machines are based on this schedule.

4. ________________________ Feeding a puppy every time it sits when you command.

5. ________________________ Speed traps on the highway.

6. ________________________ Selling cookies door-to-door.

7. ________________________ Getting the clothes out of the dryer after you hear the buzzer.

8. ________________________ Going up a staircase to reach a landing with a nice view.

9. ________________________ Doing 20 pushups to help stay fit.

10. ________________________ Playing Bingo.

11. ________________________ Getting a paycheck at the end of 2 weeks.

12. ________________________ Random drug testing.

13. ________________________ A strike in bowling.

14. ________________________ Calling your mechanic to see if your car is fixed yet.

15. ________________________ Frequent flyer program where one gets a free flight after a specific number of miles flown.

16. ________________________ Child screams and cries in store to get what he wants – every so often it works.

17. ________________________ Child who likes to hear the theme music from Jeopardy every night.

18. ________________________ Getting a nickel for every pop can that you return.

19. ________________________ Waiting for a sunny day to go to the beach.

20. ________________________ Surfer waiting for the perfect wave to roll in.

21. ________________________ A child wants to go fishing looks under rocks for worms.

22. ________________________ A computer saleswoman gets commission on each sale.

23. ________________________ Getting a $.50 raise on your hourly raise each year.

Lesson 6 Lesson Title: Memory is Life: Learning the basics of memory through poetry

Has it ever struck you…that life is all memory, except for the one present moment that goes by so quickly you hardly catch it going? It’s really all memory…except for each passing moment.” Tennessee Williams, The Milk Train Doesn’t Stop Here Anymore

Instructional Strategy Echo or Choral reading is a strategy in which the teacher reads a passage or phrase and students repeat it in unison. I will be implementing this strategy in order for my students to become familiar with the vocabulary terms and help learning them. I will read a couple of the terms out loud and ask students to repeat it. They will also be using this routine as they memorize their poem. Content As part of the “Beauties of the Brain” unit, this lesson is an introduction to the study of memory, defined as “the process involved in retaining, retrieving, and using information about stimuli, images, events, ideas, and skills after the original information is no longer present.” In the next lessons, we will delve deeply into the main components of memory, but this lesson will introduce students to the fundamental words associated with the realm of memory. Through the aid of poetry, the students will learn the vocabulary and the process of memorization. I have collected four poems and a rap (“We Real Cool” by Gwendolyn Brooks; “The Eagle” by Lord, Alfred Tennyson; “The Love Song of J. Alfred Prufrock” by T.S. Eliot, “Daddy” by Sylvia Plath; and “Ice, Ice, Baby” by Vanilla Ice), for students to memorize—at least a couple lines—and encounter the vocab words in action. Students are expected to become familiar with the vocabulary and learn practical tips on how to improve memory (see Learning Objectives section.) The attached PowerPoint presentation includes the definitions. Here is the list of vocabulary words we will be studying: Vocabulary Memory Sensory Memory Iconic Memory Acoustic Memory

Short term Memory Working Memory Long term Memory Encoding

Recall and Recognition Mnemonic Devices Chunking Consolidation


• Laptop • Projector • Speakers

• Markers and Personal whiteboards • Pencil • Handouts–Poems


• Writing utensil • Notebook or paper for notes • Students will be asked to read the chapter on memory prior to class • A curious and willing mind

Learning Objectives and Standards • Students will be able to define the main vocabulary concerning memory.

o 2.1 Describe the differences between working memory and long-term memory. • Students will be able to list practical tips about memorizing information in their lives.

o 1.3 Discuss strategies for improving the encoding of memory. o 2.4 Discuss strategies for improving the storage of memories. o 3.5 Discuss strategies for improving the retrieval of memories.

Content Standards These standards emerge from the “National Standards for High Psychology Curricula” provided by the American Psychology Association (APA). The section of the standards is the “Cognition Domain” and I focused on the “Memory” subsection. 1: Encoding of Memory

1.3 Discuss strategies for improving the encoding of memory. 2: Storage of Memory

2.1 Describe the differences between working memory and long-term memory. 2.4 Discuss strategies for improving the storage of memories.

3: Retrieval of Memory 3.5 Discuss strategies for improving the retrieval of memories.

Anticipatory Set I will be starting class with a video titled, “3-year-old recites poem, "Litany" by Billy Collins.” This two-minute video shows a young boy reciting a lengthy poem by Billy Collins. I hope the cuteness of the boy will excite the students on learning about memory through the use of poetry. As this young boy, I hope the students will memorize a poem during our class. After playing the video, I will introduce the title of the lesson. Then I will point at the objectives written on the board and elaborate on them. Procedures—Lesson Development

What is Happening in the Lesson What is Being Said in the Lesson Orientation (5 Minutes) The anticipatory set of this lesson will feature a video of a young boy reciting a poem by Billy Collins, “Litany.” This video will serve to present the idea of poetry memorization, which is the vehicle through which I seek to teach the main vocabulary for the topic of memory.


• What is this guy doing? (BT Level 1) • Why would I show this video? (BT Level 2) • How would you define memory in your own

words? (BT Level 2) State the Objective (1 Minute) • Students will be able to define the main

After this lesson, I want you, guys, to be able to define the main vocabulary words associated with

vocabulary concerning memory. • Students will be able to list practical tips about memorizing information in their lives. The learning objectives will be written on the board and I will point at them and read them out loud.

memory. I also want you to be able to list practical tips for memorizing information and hopefully use this in your life.

Presentation of Content (35 Minutes) 1. Show quotation that will guide our lesson (1 minute) 2. Run-through of Vocabulary- Echo or Choral Reading (5-7 Minutes) I will be introducing the twelve vocab words, going through the PowerPoint slides. Through the use of the instructional strategy of Echo or Choral reading, we will become much more familiar and comfortable with the words. 3. Poetry and Memory (22 Minutes) Now comes the fun part where students will interact with poetry and incorporate the new terms on memory. I will ask the students to join with a partner and to come up to select one of the five choices of poems/raps. a. Sensory Memory I will ask students to look at the poem—maybe read it silently. b. Short-term/ Working memory I will ask the students to read it out loud once with their partner (together) c. Encoding I will ask students to go off into a place within the classroom and spend time “encoding” the poem. (BT Level 3) After about 5 minutes or so, I will ask the students to return to their seats. We will discuss their process of memorization.

I will read this quotation out loud and explaining how it connects to the lesson. I will read the words out loud and then ask the students to echo some back to me out loud (I will only be doing this with a couple of the words (i.e., “memory,” “short-term memory,” “working-memory,” I will explain how we will be memorizing poems, paying attention to the process and incorporating our new vocab. Through each step I will ask questions to check their understanding of the terms.

• What kind of stimuli are we receiving here? (BT Level 2)

• What stage are we in? (BT Level 2) • What information has the author added here

that connects or fits in with Huck’s growth? • In your own words what is encoding? (BT

Level 2)

• What were some of the ways you memorized

this poem? (BT Level 5) • Were these effective? (BT Level 6)? • Can you remember any of the memory

devices to improve encoding and storage of memory? (BT Level 1)

• How does poetry facilitate memorizing? (BT

d. Long-term memory I will ask them to practice with their partner memorizing the poem and rehearsing it. Then we will discuss as a class. e. Recall and Recognition I will ask for courageous volunteers to recite their poem like the 3-year old.

• Consolidation-We will discuss

Level 4) • What stage are we at now or what kind of

memory? (BT Level 1&2)

• What are some ways to move our information into long-term memory? (BT Level 4)

• What form of retrieval is this? (BT Level 2) • Which one demands more? (BT Level 4) • How do we consolidate those poems? (BT

Level 3)

Checking for Understanding I will be checking for understanding through out the presentation of the content by asking some questions. All the questions are related to one or a couple levels of Bloom’s taxonomy

Assessment (12 Minutes) After finishing with the poetry memorization, we will move into a review game. In honor of my high school days, we will play a classic review game: the white board game. Each table will have a white board. I will show the question on the screen and read it out loud and the team is to write the answer on the board. The first team to lift the board and get the question correct receives the point. There might be a prize at the end. At the beginning of the lesson, I will gage how much my students know about what memory is by asking the question of “What is memory?” I might ask more questions like if they are familiar with the kinds of

Questions: 1. (Blank) is to fill-in-the-blank, as (blank) is to multiple choice. 2. Give me an example of a mnemonic device. 3. The process involved in retaining, retrieving, and using information about stimuli, images, events, ideas, and skills after the original information is no longer present is? 4. Two types of sensory memory? 5. Name the three main types of memory? 6. Briefly explain the difference between long term-memory and working memory. Bonus: Draw the memory model flow chart.

memories, etc. This is another form of formative assessment. My checking-for-understanding questions, dispersed through the presentation of the main content, are a form of formative assessment as they inform me what I need to explain further. The review game can be considered a form of summative assessment—a mini test in the form of a game. Through this various forms of assessments, I hope to gain an understanding of how much my students know and learned. I expect them to have good knowledge and comprehension of the definitions of the vocabulary. I will be making sure most of the students participate, so I can be certain that everybody understands.

Closing (2 Minutes) I will restate the quotation and explain how important memory is for our human life. I will also encourage students to use the tips they learned for school, for life, and for poetry.



1. Language 2. Ability 3. Race/Culture 4. Special Needs

1. I will have print out of the notes for the

students with a second language, so they can have more time to read the vocabulary. Also I will be walking often by them in case they have any questions.

2. I have included options of poem with varying levels of difficulty, so that students can

choose based on their level of ability. 3. I tried to choose poetry with a variety of

topics and the poets are from various backgrounds to mirror the diversity of the word. I have also included a rap to extend the definition of poetry. Each student should be able to find a poem they are interested in.

4. I will make sure to speak slowly and clearly. Also the visual aspect of the presentation, should aid for the differentiation in learning styles.

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We Real Cool By Gwendolyn Brooks THE POOL PLAYERS. SEVEN AT THE GOLDEN SHOVEL. We real cool. We Left school. We Lurk late. We Strike straight. We Sing sin. We Thin gin. We Jazz June. We Die soon.

The Eagle BY ALFRED, LORD TENNYSON He clasps the crag with crooked hands; Close to the sun in lonely lands, Ring’d with the azure world, he stands. The wrinkled sea beneath him crawls; He watches from his mountain walls, And like a thunderbolt he falls.

The Love-Song of J. Alfred Prufrock by T. S. Eliot

Let us go then, you and I, When the evening is spread out against the sky Like a patient etherized upon a table; Let us go, through certain half-deserted streets, The muttering retreats Of restless nights in one-night cheap hotels And sawdust restaurants with oyster-shells: Streets that follow like a tedious argument Of insidious intent To lead you to an overwhelming question. . . Oh, do not ask, "What is it?" Let us go and make our visit.

In the room the women come and go Talking of Michelangelo

Daddy by Sylvia Plath

You do not do, you do not do Any more, black shoe In which I have lived like a foot For thirty years, poor and white, Barely daring to breathe or Achoo. "Ice Ice Baby" Yo, VIP, Let's kick it! Ice Ice Baby, Ice Ice Baby All right stop, Collaborate and listen Ice is back with my brand new invention Something grabs a hold of me tightly Flow like a harpoon daily and nightly Will it ever stop? Yo – I don't know Turn off the lights and I'll glow To the extreme I rock a mic like a vandal Light up a stage and wax a chump like a candle.

Lesson 7 Lesson Title: Harmonize to Memorize: Encoding and Storage Instructional Strategy For this lesson, I will use the Jigsaw instructional strategy. Students will be teaching each other the vocabulary for the day’s lesson. I will divide the class into groups of four students. I will divide and distribute the vocabulary. Then they will come up with a song using these concepts and teach it to the class. Content As part of the “Beauties of the Brain” unit, this lesson will teach about the encoding and storage end of memory. I will be introducing the main concepts, regarding storage and encoding. After teaching the vocabulary, I will divide the class into groups of 4 people and distribute the concepts. The students will have the rest of the time to choose a popular song to use as their tune to teach the terms to the class. Then the students will be able to present the songs to the class. I hope that the songs will reinforce the terms and help the students encode and store the terms. Vocabulary

• Automatic Processing • Effortful Processing • Rehearsal • Spacing Effect • Position Effect • Primacy Effect • Recency Effect • Visual Encoding

• Acoustic Encoding • Semantic Encoding • Chunking • Mnemonic • Hierarchies • Implicit Memory • Explicit Memory • Hippocampus


• Laptop • Projector/Screen • Speakers • Pencil


• Writing utensil • Notebook or paper for notes • Students will be asked to the chapter on memory prior to class • Laptop/computer • A curious and willing mind


• Students will be able to define the ways we encode information. o 1.1 Identify factors that influence encoding.

• Students will be able to list strategies on encoding information. o 1.2 Characterize the difference between shallow (surface) and deep (elaborate)

processing. o 1.3 Discuss strategies for improving the encoding of memory.

Content Standards These standards emerge from the “National Standards for High Psychology Curricula” provided by the American Psychology Association (APA). The section of the standards is the “Cognition Domain” and I focused on the “Memory” subsection. 1: Encoding of Memory

• 1.1 Identify factors that influence encoding. • 1.2 Characterize the difference between shallow (surface) and deep (elaborate)

processing. • 1.3 Discuss strategies for improving the encoding of memory.

. Anticipatory Set Before I present the day’s content I will show “The Memory Song”: http://www.youtube.com/watch?v=DbzPCxBOnr8. This video is an example of a student creating a song to help others learn concepts about memory. The song goes along the tune for an existing song. I hope this video will model what I want the students to accomplish by the end of this lesson. Procedures—Lesson Development

What is Happening in the Lesson What is Being Said in the Lesson Orientation (5 Minutes) “The Memory Song”: http://www.youtube.com/watch?v=DbzPCxBOnr8. I will show this video about memory to model the kind of final product I want for the day. This 3:20 minutes long video.


• How do you think a song like this

would help students? (BT Level 2) • Do you think this is effective? (BT

Level 7 State the Objective (1 Minute)

• Students will be able to define the ways we encode information.

After this lesson, I want you, guys, to be able to understand how we encode information.

• Students will be able to list strategies on encoding information.

The learning objectives will be written on the board and I will point at them and read them out loud.

I also want you to be able to list practical tips for encoding information and hopefully use this in your classes as you study.

Presentation of Content (30 Minutes) 1. Run-through of Vocabulary (10 Minutes) I will be introducing the vocab words, going through the PowerPoint slides. 2. Memory and Song (20 Minutes) Now comes the fun part where students will make up lyrics to put into a song. I will let the students get into their groups (that I will have set before the class) and I will give them the list of their words. I will ask that they pick a popular song. And I will most likely walk around to check on their song selection and their progress.

Throughout the teaching of the terms, I will be asking questions to check if they understand the terms.

• Which kind of processing do you use fore studying? (BT Level 2&3)

• What is the difference between Primacy and Recency? (BT Level 4)

• Do you guys remember this concept: “The conscious repetition of information, either to maintain it in consciousness or to encode it for storage”? (BT Level 1)

I will explain how they will be coming up with lyrics to a popular song to teach/ help us learn the terms. Also they must write the lyrics to hand them to me.

Checking for Understanding I will be checking for understanding through out the presentation of the content by asking some questions. All the questions are related to one or a couple levels of Bloom’s taxonomy.



I will also be walking around and checking their song selection and process. Assessment (10 Minutes) Presentation of Songs For this lesson, I will be assessing my students based on their song. I will be looking at their lyrics to gauge their understanding of the concepts. After 20 minutes of prep, I will ask the groups to come up and present one by one. Other Assessment My checking-for-understanding questions, dispersed through the presentation of the main content, are a form of formative assessment as they inform me what I need to explain further. The song will be a form of summative assessment because it will inform me how they define the terms. Through this various forms of assessments, I hope to gain an understanding of how much my students know and learned. I expect them to have good knowledge and comprehension of the definitions of the vocabulary. I will be making sure most of the students participate, so I can be certain that everybody understands.

Closing (2 Minutes) I will restate the learning objectives and talk about how next class we will be learning about retrieval.

5. Language 6. Ability 7. Race/Culture 8. Special Needs

5. Like always, I will have print out of the notes for the students with a second language, so they can have more time to read the vocabulary. Also I will be walking often by them in case they have any questions.

6. I will divide the groups, so that they will include students of different abilities to help each other out.

7. I will encourage them to choose songs with different sounds in order to embrace different culture/races.

8. I will make sure to speak slowly and clearly. Also the visual aspect of the presentation, should aid for the differentiation in learning styles.

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Lesson 8 Lesson Title: To Retrieve or not to Retrieve: Memory Retrieval Vocabulary Recall Recognition Relearning

Mood-Congruent Memory Proactive Interference Retroactive Interference


• Laptop • Projector • Speakers • Markers

• Spray Bottle • Pencil • Paper

Materials Students Need: • Writing utensil • Notebook or paper for notes


• A curious and willing mind Learning Objectives and Standards • Students will be able to define and differentiate between retroactive and proactive

interference. o 3.2 Explain the role that interference plays in retrieval.

• Students will define mood-congruency and understand how it affects memory. o 3.3 Discuss the factors influencing how memories are retrieved.

• Students will be able to list three ways how to improve their studying methods. 3.5 Discuss strategies for improving the retrieval of memories.

Anticipatory Set The anticipatory set of this lesson will be an exercise where students write down their present study habits. It is a journal activity where they simply get some time to describe how they spent their time studying. At the end we will do an exercise where they have to write a letter to themselves, giving some suggestions on how to study smarter not harder. As part of the anticipatory set, I will ask some to share with the class.


What is Happening in the Lesson Orientation (10 Minutes) Journaling about study habits State the Objective (1 Minute)

• Students will define mood-congruency and understand how it affects memory • Students will be able to list three ways how to improve their studying methods • Students will be able to define and differentiate between retroactive and proactive

interference

The learning objectives will be written on the board and I will point at them and read them out loud. Presentation of Content (30 Minutes) For this lesson, I will ask the students to get into groups and outline the chapter. On the board I will put the vocab word I want them to definitely have on it, but I will ask them to fill it with other useful information like important studies.

• Recall • Recognition • Relearning • Mood-Congruent Memory • Proactive Interference • Retroactive Interference

After about 20 minutes, I will ask one group to volunteer and we will teach it as a group. They will lead the teaching, but I would interject to makes some clear points. Checking for Understanding I will be checking for understanding through out the presentation of the content by asking some questions and focusing on important elements of the material. Assessment (10 Minutes) I will ask my students to write a letter to themselves giving suggestions on how to study more efficiently based on what they read in the chapter. They must provide examples of at least one study that support a suggestion. They will hand this in before leaving and I will be looking over it later to see what they found useful Closing (2 Minutes) I will remind them to review for the review game the next day.

REVIEW DAY On this day we will be reviewing for the test on the next day. We will be playing a reviewing a game that encompasses knowledge, speed, and teamwork. I will divide the class in various groups of four people. They will be given a whiteboard marker. After asking a question the students will have 30 seconds to 1 minute to answer. But once they have an answer one of their teammates can raise their hand and I will take into account the order of teams. Each question is worth 10 points but the first team to answer and answer correctly gets 20 points. The winning team will get 5 points added onto their test. Sample Questions: I. Neurons/Brain/Cortex

1. Name three parts of a neuron 2. The cell body of a neuron. 3. What lobe receives sensory input for touch and body positions 4. Name the four lobes in the cerebral cortex 5. This lobe can be found lying just behind the forehead 6. This lobe deals with vision 7. (Blank) are areas of the cerebral cortex that are not involved in primary motor or

sensory functions; rather they are involved in higher mental functions such as learning, remembering, thinking and speaking.

8. (Blank) is the brains ability to change, especially during childhood, by reorganizing after damage or by building new pathways based on experience

9. Name one of the three parts of the Limbic System 10. How do neurons communicate?

II. Learning 1. Who is the forefather of classical conditioning? 2. Who is the father of operant conditioning? 3. The tendency once a response has been conditioned, for stimulus similar to the

conditioned stimulus to elicit similar responses is? 4. What kind of animal did Pavlov use for his experiments? 5. What is the difference between a positive and a negative reinforce? 6. Airline frequent flyer programs that offer a free flight after every 25,000 miles of

travel use which reinforcement schedule? 7. Name the two types of reinforcers? 8. Other than Skinner, what other scientist is connected to operant conditioning? 9. Classical and Operant conditioning are two types of what? 10. What is the initial learning of the stimulus response relationship called?

III. Memory 1. (Blank) is to fill-in-the-blank, as (blank) is to multiple choice. 2. Give me an example of a mnemonic device. 3. The process involved in retaining, retrieving, and using information about stimuli, images, events, ideas, and skills after the original information is no longer present is? 4. Two types of sensory memory? 5. Name the three main types of memory? 6. Briefly explain the difference between long term-memory and working memory. 7. Draw the memory model flow chart.

8. What is the Mood Congruent Effect? 9. Name the two components of the serial position effect? 10. In the levels of processing theory, what level is considered to be the best for encoding?

Beauties of the Brain Unit Test Psychology I: Miss Sanchez

Name________________________ Date_________________________

Multiple Choice (20 points) 1. When you are in danger, which part of the nervous system is responsible for your heart rate increasing? A) the central nervous system B) the peripheral nervous system C) the sympathetic nervous system D) the parasympathetic nervous system 2.The part of the neuron that is responsible for receiving information is the A) cell body. B) axon. C) dendrites. D) synapse 3. The purpose of myelin is to A) promote the release of pre-synaptic neurotransmitters. B) insulate axons to increase the speed of electrical impulses. C) open and close channels. D) create GABA. 4. The lobe of the cerebral cortex that responds to visual stimuli is the A) occipital lobe. B) parietal lobe. C) temporal lobe. D) frontal lobe. 5. The lobe of the cerebral cortex that responds to auditory stimuli is the A) occipital lobe. B) parietal lobe. C) temporal lobe. D) frontal lobe. 6. The part of the brain that acts as central relay station is the A) reticular formation. B) limbic system. C) hippocampus. D) thalamus. 7. The somatosensory cortex is located in which area of the brain? A) parietal lobe B) hypothalamus C) frontal lobe D) reticular formation 8. The corpus callosum is responsible for A) verbal processing. B) relaying information between the right and left hemispheres. C) speech production. D) sleep.

9. Tamara normally feeds her cat canned cat food. She noticed that every time she uses her electric can opener, her cat comes to the kitchen. What is the conditioned stimulus? A) the cat food B) the sound of the electric can opener C) the cat coming to the kitchen D) Tamara 10. Robert developed a conditioned response of fear and anxiety to hearing music by Mozart. If he were to have the same response to any classical music, it would be called A) acquisition. B) counterconditioning. C) spontaneous recovery. D) generalization. 11. When a teenager gets poor grades, his father takes away his cell phone. This consequence is a A) positive reinforcer. B) negative reinforcer. C) positive punishment. D) negative punishment. 12. A supervisor comes into the workplace to check on her employees every hour and a half. An observer notices that the workers increase their work behavior about 10 minutes before the supervisor arrives and then decrease their work behavior after she leaves. On what type of reinforcement schedule are the workers? A) a fixed-ratio schedule B) a variable-ratio schedule C) a fixed-interval schedule D) a variable-interval schedule 13. Which of the following statements is correct? A) Classical conditioning focuses on involuntary responses, while operant conditioning focuses on voluntary behaviors. B) Classical conditioning is involved with negative outcomes, while operant conditioning is involved with positive outcomes. C) Extinction occurs in classical conditioning, but not in operant conditioning. D) Shaping occurs in classical conditioning, but not in operant conditioning. 14. Classical conditioning operates on automatic reflexes. A) True B) False 15. The Atkinson-Shiffrin theory of memory includes A) attention, processing, and elaboration. B) sensory memory, short-term memory, and long-term memory. C) the phonological loop, visuospatial working memory, and the central executive. D) episodic memory, semantic memory, and implicit memory. 16. Most people can keep _____ items in their short-term memory. A) 5 ± 2 B) 7 C) 8 D) 7 ± 2

17. Rosa is trying to memorize her school ID number. She is having trouble, because the number is 12 digits long. What would BEST help Rosa learn the number? A) Repeat the digits over and over to herself. B) Say the digits out loud. C) Chunk digits together. D) Read the digits to a friend. 18. Leslie is taking a class on effective study techniques. Much of the course focuses on memory aids that will help her reorganize information into more meaningful units and provide extra cues to help her retrieve the information from long-term memory. These aids are called A) semantic aids. B) structural devices. C) loci. D) mnemonic devices. 19. Multiple-choice questions test a person's recall. A) True B) False 20. The primacy effect shows evidence for_______and the recency effect shows evidence for_______.

A) Long-term memory; short-term memory B) Sensory memory; long-term memory C) Short-term memory; long-term memory D) Long-term memory; sensory memory Fill-in-the-blank (6 points) 21. The initial development of a conditioned response to a conditioned stimulus is called_________________________. 22. It is usually easier to remember things that come at the beginning of a list than to remember those that come in the middle of a list. This is called the _____________________ effect. 23.The brain's ability to change is referred to as____________________. 24. An __________________ is a brief electrical charge that travels down its axon. 25. The two types of learning are ___________________ and _________________________. 26. Studying for short periods of time over many days is known as the ___________________ effect. Short Answer (14 points) Name the four lobes of the cerebral cortex. (4 points) Explain the difference between working memory and short-term memory? (2 points) Define plasticity and give one reason of its importance. (2 points)

List the four components of memory (2 points) Draw a neuron and label the three main parts (4 points) Labeling (10 points) Label the four lobes of the cerebral cortex. (4 points)

Label correctly any six of the brain structures marked. (6 points)

unit title: beauties of the brain: brain structures...

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