Phase 2 Part 6

Learning Strategies (at least 5-7) that incorporate all learners
Essential Question
Key Questions (build up to essential question)
Critical Thinking/problem solving activities (use Bloom’s Taxonomy of Educational Objectives/
Gardner’s Theory of Multiple Intelligences)
Relevance to the real world

1. the learning strategies we will use are visual, hands on, memory, notes, reading, and projects
2. Our essential question will be: Analyze the different ways you learned throughout out game. Which way helped you learn the most and helped you to be most successful? What this strategy different from the way you thought you leaned best?
3. How do you learn best?
What does not help you learn?
4. Our critical thinking activities will be each section of the game we use
5. Our experiment is relevant to the real world because it teaches people while letting them have fun and people can learn from it
6. the students will set up the game themselves and pick teams with simply one person advising to explain instructions and figuring out confusion.

Phase 2 Part 5

Cognition: Everything the brain does when it is thinking, knowing, remembering, and communication.
example: The mind remembering the answer to a review question when it comes up on a test.
Concept: a group of similar subject matter (objects, events, ideas, people) the mind creates
example: Children see all mothers as good.
prototype: First thing that comes to mind when a concept is mentioned.
example: thinking of a kit Kat when candy is mentioned.
Algorithm: A process that ensures the correct answer
example: math functions
heuristic: A simple way of thinking. Causes us to judge and solve problems
example: When we can open something we think to use our teeth.
insight: finding an answer to a solution suddenly
example: when you’ve been working on a math problem for a long time and you finally realize how to do it
confirmation bias: looking for information or data that will prove your beliefs to be true or correct
example: arguing with someone about the biggest shopping mall and then looking our answer up online to prove you’re right
fixation: when you are only able to see a problem from your perspective
example: when you argue with someone about something and their side of the argument is actually logical but you disagree because you are unable to see the problem from their point of view
mental set: using the same solution to solve problems because it was successful for you with one problem so you assume it will be successful for all problems
example: using a certain strategy to solve a math problem and being successful and attempting to use the strategy in all classes
functional fixedness: the inability to think of things outside their normal function
example: if you are only accustomed to writing paragraphs in English but then have trouble when you have to answer an open ended question in math
representativeness heuristic: when you judge things by how successful they seem or how well they go along with everything else
example: judging someone by how well they are dressed or how well they fit in with people
availability heuristic: giving the probability of an event the way you remember it or by how much of it remains in your memory
example: judging if your grandmother will be at Christmas dinner by remembering how many times she has shown up in the past
overconfidence: being too confident which causes you to believe you’re always right even when you’re not
example: thinking you’re the best player on your basketball team and you’re going to win against the hardest team that’s beat you every year
framing: the way a problem is presented
example: getting an assignment in class where a problem is presented in the form of a project where your grade is based on how well and your technique used to solve the problem
belief bias: someone’s beliefs getting in the way of their logical thinking
example: if someone is talking about holidays and you don’t believe in holidays or don’t celebrate them you may not agree with someone’s logical statement about a holiday or holiday celebration
belief perseverance: when you still stick with your thought or theory even after it has been disproved
example: telling someone that they’re five feet tall when they measured themselves and proved that they are four feet tall
artificial intelligence: computers doing intelligent things and going through the process of human thought
example: calculator
computer neural networks: computers that perform the functions of the brain’s neural cells
example: machines used by eye doctors that follow your eye patterns
language: the different ways we communicate such as speaking
example: sign language
phoneme: the smallest sound unit possible in a language that is spoken
example: cat (phonemes c, a, t)
morpheme: the smallest part in a language that has meanings
example: showed (morpheme ed)
grammar: rules of a language that assist us when we communicate and help us to understand our language
example: commas
semantics: the rules we follow to get the meaning from morphemes
example: past tense rules
syntax: rules we follow so that we can combine words in sentences and they still make sense
example: conjunctions
babbling stage: the stage when a child communicates by using different sounds
example: when babies say goo goo ga ga
one word stage: the stage when a child communicates using one word sentences
example: when a child is thirsty they may say milk
two word stage: the stage when a child communicates in mostly two words
example: when a child wants something they may say give me
telegraphic speech: the stage when a child communicates by using verbs and nouns and doesn’t use auxiliary sounds and sounds like a telegram
example: move bus
linguistic determinism: the belief of Whorf that the way we think is influenced by our language
example: if you are a good grammatical speaker you may be smarter than someone who is not

Analysis, Application and Evaluation:

1. Why does everything covered in chapters 8,9 and 10 fall under the field of
cognitive psychology? Provide three different examples of how it does (one
from each chapter would be best)
1. Learning involves how we store information
2. Memory
3. Thinking and language

2. Create a category hierarchy to organize a concept of your choosing (DO NOT
use the one in the book). Make sure you label a prototype as well. (the best
thing to do is to create one for neuroscience ;) )



Click image ^^^^^


3. Explain the relationship between functional fixedness and problem solving.
Provide an example that illustrates the relationship (this should be no more
than 2 sentences).
functional fixedness: the tendency to think of things only in terms of their usual functions; an impediment to problem solving
problem solving: using different methods to solve a problem
problem solving requires different methods to be used so functional fixedness can’t be used

4. How can you use what you know about thinking and language to improve
your learning strategy? Provide two examples.
language influences thinking. thinking is a process that involves knowing, understanding, remembering and communicating.
1. talk clear and loud, no slang, no stuttering
2. make sure everyone is thinking/understanding
5. How can you use your knowledge of language acquisition and the way that
we read, speak and think to help create your learning strategy?
People learn words by associating sounds with objects, actions, and events. Exposure to multiple examples

6. Summarize how you will use thinking and language in your learning strategy,
below. Make sure to include at least 6 different ways you are going to utilize this
knowledge.

1. We will use language and make it easy to understand and make the language clear and loud.
2.Ebbing hais retention span, we will use the whole time to ensure the maximum amount of learning.
3. Spacing Effect - we will play every day to ensure the maximum amount of learning.
4. Mental Set - everyone will revisit a past learning strategy at some point.
5. reinforcement - candy for a correct answer, two spaces back for wrong answer.
6. Survey - analyze and incorporate it into our project.

Phase 2 Part 4

Memory: the persistence of learning overtime through storage and retrieval of information
Example: we remember people’s names because they are constantly repeated to us every day.
Memory Loss: losing the ability to store and retain information
Example: We don’t remember peoples phone numbers because we only need the information for a short while.
Memory Feats: having a larger memory capacity than most people or than expected
Example: Genius like Einstein who are really smart.
Memory like a computer?: our minds encode, store, and retrieve like a computer. Our minds store information they receive in a part of the brain like a disc so it can be used later if necessary
Example: We remember names like computers store documents.
How neuroscience fits into memory: neuroscience is the science of how the brain works and memory is a function in the brain
Example: Neuroscience describes everything biologically in the brain and memory is a function that the brain does.
Sensory memory (please include all types): the immediate, initial recording of sensory information into the memory system
Example: Touching a hot flame is immediately stored into our brain to not touch it again
Long-term memory (Please include storage): the relatively permanent and limitless storehouse of the memory system
Example: Things that we remember throughout out life like our family’s names and our birthday.
Short term memory: activated memory that holds a few items briefly before the information is stored or forgotten
Example: copying a code into the computer is only needed for those short seconds
The role of emotion in memory: emotion plays a role in memory because sometimes people tend to remember details from an event that had an impact on them or was emotional for them than an event that was just there.
Example: People remember their first kiss because is made them feel Strong emotions.
The Steps of Encoding: encoding is either effortful or automatic
Example: when you have to put effort in to encoding it takes awhile to learn like the dates and people in history. when you automatically store info you do it without effort, such as the lyrics to your favorite song.
Ebbinghaus’ retention curve: the more time we spend learning information the more we retain
Example: Through grades k-12 the same concepts are brought up, however each time they get more in depth and more complex. This constant occurrence ensure that we retain the information.
Spacing effect: the tendency for distributed study or practice to yield better long term retention than is achieved through massed study or practice
Example: When you studying for a week for a big test you are more likely to remember the information than if you study the night before.
What we encode: there are three ways of encoding, we either encode the meaning, visualize it as a picture, or mentally organize it like a list
Example: For the term “axon” we either encode it by understand what it does and why, we see the visual process that in undergoes, or we can create an outline of the major concepts.
Kinds of encoding: the three kinds of encoding are visual, acoustic, and semantic
Example: the memory of how a song sounds would be encoding
Levels of processing: the different levels of processing are regular processing or shallow processing
Example: parallel distributed processing
Imagery and memory: mental pictures, a powerful aid to effortful processing, especially when combined with semantic encoding
Example: Since atoms are practically invisible it is better to see a drawing or picture to get a better understand of what they really are.
Mnemonics: memory aids, especially those techniques that use vivid imagery and organizational devices
Example: Pictures are a mnemonics because they aid in our memory process.
Ways to organize information for encoding: the two ways to organize information for encoding is through chunking or hierarchies
Example: a linear hierarchy
Memory trace: a memory represented by a change in neural tissue
Example: memory trace on a computer program
Iconic memory: a momentary sensory memory of visual stimuli; a photographic or picture like image memory lasting no more than a few tenths of a second
Example: When you wake up in the morning you might get a quick picture of what you dreamed about last night.
Echoic memory: a momentary sensory memory of auditory stimuli; if attention is elsewhere, sounds and words can still be recalled within three to four seconds
Example: Recalling what your parents yelled at you and how they said because if hurt you a lot.
Long-term potentiation(LTP): an increase in synapse’s firing potential after a brief, rapid stimulation. Believed to be a neural basic for learning and memory
Example: When your adrenaline goes up you tent to remember everything in detail that you wouldn't have usually remember. Such as people in a car accident can see the 30 sec crash in a slower version and can recall minor details.
Amnesia: loss of memory
Example: When people forget their locker combination or a phone number.
Implicit memory vs. explicit memory: implicit memory is retention independent of conscious recollection. Explicit memory is memory of facts and experiences that one can consciously know and declare
Example: reading something backwards vs. remembering last year
Hippocampus: a neural center located in the limbic system that helps process explicit memories for storage
Example: cerebral cortex
Recall: a measure of memory in which the person must retrieve information learned earlier, as on a fill in the blank test
Example: remembering something that happened a long time ago for a report
Serial positioning effect: our tendency to recall best the last and first items in a list
Example: only remembering the first and last items on a concussion test
Recognition: a measure of memory in which the person need only identify items previously learned
Example: multiple choice test
Relearning: a memory measure that assesses the amount of time saved when learning material for a second time
Example: reviewing chemistry for human biology class
Priming: the activation, often unconsciously, of particular associations in memory
Example: is someone studied a list of words and then was asked to say a word with a certain prefix they would most likely say a word from the list they studied a while ago
Mere-exposure (not in 9): the phenomenon that repeated exposure to novel stimuli increases liking to them
Example: if you are constantly exposed to animals you will begin to have a love for them
Déjà vu: the eerie sense that “I’ve experienced this before”
Example: feeling like the same thing that you just experienced happened before perhaps being in school at the same moment
Mood congruent memory: the tendency to recall experiences that are consistent with ones good or bad mood
Example: if you’re really happy and you begin to talk about all the good things that happened in your week
Proactive vs. retroactive interference: the disruptive effect of prior learning on the recall of new information vs. the disruptive effect of new learning on the recall of old information
Example: having trouble understanding the depth of a chapter in class because it goes against or gets mixed up with what you learned in a class the year before
Repression: the basic defense mechanism that banishes anxiety arousing thoughts, feelings, and memories from consciousness
Example: someone who has memories of a bad childhood because of abuse or neglect could have trouble forming relationships with people
Misinformation effect: incorporating misleading information into ones memory of an event
Example: someone seeing an incident and knowing exactly what happened but then being given false information by someone else and hearing it so many times they begin to believe that is actually what happened because that’s all they remember
Source amnesia: attributing to the wrong source an event that we have experienced, heard about, read about, or imagined
Example: your mom tells you about a trip she took when she was little and months later you tell someone else about the place she went but you don’t know how you know about the place
Binocular cues (not in 9): depth cues, such as retinal disparity and convergence, that depend on the use of two eyes
Example: imagining that something that is not right in your direct line of vision is below everything else you are seeing
Monocular cues (not in9): distance cues, such as linear perspective and overlap, available to either eye alone
Example: lines



1. Consider everything you know about the way memory works in the human brain. How can you tap into that in order to construct your learning strategy? Provide at least 5 different ways to use memory to create an effective learning strategy?

1.) Survey 3.) Game 5.) Steps (outlines)
2.) Test 4.) Chart (diagrams)

2. How is the human mind faulty in remembering information? Explain how that could
impact the construction of your learning strategy (provide 3 examples)

The mind can alter the specifics of a memory. 1.) mind can create false answers which will cause you to remember it wrong. 2.) You might you saw one thing on diagram or chart that wasn’t there. This causes the persons answers to be wrong. 3.) Some people only remember things for a short period of time. Therefore we will repeat it constantly and make it fun so they will remember it.

3. What kinds of strategies can you use to study in order to help you remember information better for the AP exam?

Flashcards, practice tests, outlines, read/review, videos, diagrams, pictures, charts.

4. Consider Maslow’s Hierarchy of needs (not in 9), how can this concept about the needs of human beings impact memory and learning? Provide 3 different examples to prove your point.

If needs aren't meet memory process may not meet expectations. Our basic needs are food, water, and sleep. If these needs are not met, theses needs become more essential than anything else. The mind will only focus on these things. That is why it is important to eat breakfast and lunch during school. And it is important to get enough sleep at night. Also, it is important to keep drinking throughout the day to keep yourself hydrated.

5. Research Bloom’s Taxonomy of Educational Objectives and Gardner’s Theory of Multiple Intelligences. How do they tie into what you learned about human memory and also, how can they help you create an effective learning strategy? Provide 3 pieces of factual support for your reasoning.

Both tie into memory because they are about effective ways to learn and different types of learners. Bloom’s Taxonomy is about the different things you should do to ensure you know the topic. He says to create, evaluate, analyze, apply, understand, and remember. Gardner’s Theory tells about the different type of learners such as visual, linguistic, logical, bodily, musical, and interpersonal. Both are key to creating our project because we want to meet every student’s different way of learning. Also, we want to make sure everyone knows the subject from every angle.

Phase 2 Part 3

http://m.facebook.com/home.php?sk=group_118609578204047&fbb=r9b0f45ee&refid=7

How will you collect the most accurate data? - polling everyone in the class

How will you be sure to get an honest response from your classmates? - everyone in the class is using the same data for their project so if one person lies it will mess up the whole thing so it is unlikely that someone will lie

How can you get a wider variety of data—moving beyond just your class period? - poll the entire school or all of the psychology classes instead of just our period

How will you use the data to your advantage? - we will create our project revolving around our answers

What will you do with the data once it is collected? - use the information and apply it to our project

Will this data be useful to you when creating your learning strategy? If it is, how
will you use it and if it is not—what can you do differently the next time through
to get more useful data? - this data will be helpful because we will use it when creating our project

o Consider:

How will you summarize your data in your presentation in December? - Our results will be involved in our game which we are using as our learning strategy

How will you make it easier to understand? - Our idea is a game which will be fun and people tend to learn better and find things easier when they are having fun with it

§ Will people find your data relevant and useful? - yes because they will be retaining information while also having fun

o Consider:

Was the tool you designed useful and accurate in collecting data? Why or why
not? - we used face book to collect data and I believe it was accurate because it allowed everyone to be involved and everyone had an answer

How did it help you start to build your learning strategy? - It showed people’s opinions and showed which learning strategy is most popular

Is there anything you can do to supplement the data that you collected this time
around? - Poll more people to get more accurate results.

o Consider:

What makes your data applicable not only to this project but to the real world? - it shows how people learn and provides data for others to use

Who might find it useful and how would they use it? - teachers could find it useful if they’re looking for a new teaching strategy

Are you going to share this data with any one of the people or groups of people
listed above? Why or why not? - possibly because teachers or other students may find it useful for teaching or studying

Phase 2 Part 2

Explain Classical Conditioning using a scenario that YOU have created. DO NOT use one the book lists. Try to explain this type of conditioning using something that is relevant to your life: school, home, or work could all be areas you can pull from.

When people flush the toilet when people are taking a shower it causes them to jump back. They jump back because the water gets hot. If this continues people will just start jumping back at the sound of a toilet flushing alone. In this scenario the hot water is the unconditioned stimulus, the person jumping back is the unconditioned response, the toilet flushing is the conditioned stimulus and the flush alone is the conditioned response.

Explain Operant Conditioning using a scenario that YOU have created. DO NOT use one the book lists. Try to explain this type of conditioning using something that is relevant to your life: school, home, or work could all be areas you can pull from.

Teachers use operant conditioning all the time. This year, teachers exempt finals for any senior who gets a “A” average. This cause more seniors to try and get good grades. It increases their participation, studying, and effort. This is an example of a negative reinforcer because they are taking away finals from us.

Compare Classical and Operant Conditioning. How are they the same? How are they different?

They both show how we learn new things and modify preexisting things. Classical conditioning is an involuntary or automatic response to stimulus. It is a natural occurring thing. Operant conditioning are principals that describe how we learn. People control the learning process by reinforcers or punishments.

Do you think either plays a role in how you respond to teachers and your academic role here Wilson? Explain. (each group member should answer this from their own personal perspective)

Julia : Yes, because teachers use reinforcements such as detentions and homework passes. The school uses operant conditioning with bells during classes and grades. Both encourage students to behave well and encourages us to get a good education.

Meagan: Yes, because without punishment and reinforcers students wouldn’t be encouraged to learn so we wouldn’t know anything and many people would do whatever they wanted if they didn’t know to do otherwise or there wasn’t a consequence. Reinforcements are things like detention or tests. Operant conditioning is bells.

How can understanding classical and operant conditioning help us to understand the way we learn? Provide at least two examples that help illustrate your point.

Understanding classical and operant conditioning is key to understanding how we learn because they are the only 2 ways that we learn and other organisms learn. We see both in action everyday when teachers hand out grades or when people train their animals how to behave.

In your normal day here at school, explain a time where you have seen the use of positive reinforcement and one of negative reinforcement. For each one, analyze the impact that it had on you or the class you were in.

Positive: In Spanish class our teacher used to give out “tarea gratis” which is a free homework pass. This encouraged students to participate in games and activities.
Negative: Teachers take away finals for seniors who receive a “A” average.

How do punishments impact your learning here in school? Consider what you know about punishment systems from the learning chapter to help guide your response.

Punishments serve to get rid of a certain behavior. When we are given punishments it motivates us to behave better and not do the behavior that caused the behavior. Getting rid of a bad behavior will cause us to be better students and overall learn more.

We talked about the impact of grades during Unit 2. Do you think they fall into this unit at all? Why or why not?

Yes because grades are positive reinforcer. Teachers give them to us to show our knowledge and success. Also, might use your grades to positively or negatively reinforce you. Such as giving you money or taking away your phone.

Your textbook has a very positive bias when explaining the implications of Skinner’s research on operant conditioning. Do you agree or disagree with this bias? Explain by providing at least two examples that illustrate your point.

I agree with Skinners research because it has shown us that animals are smarter than what we think. Knowing that animals can associate things allowed us to use them in positive ways. Companion dogs are used for people with medical problems. Also, police dogs help police officers find clues and hunt down criminals.

Let’s not forget learning by observation: Think of something that you do that might be influenced by what you have observed and explain it and how it applies to both the psychological aspect of our study and also the biological.

I really enjoy art. Seeing others create their own art and seeing their techniques helps me with my own work. Psychologically I see what it looks like and what mine should look like. Biologically I allow my hands to create the art work. Both are important when creating art and observing others helps me improve.

Phase 1

PHASE 1 Definitions/Concepts

Neural communication:

Neurons communicate chemically. Neurons fire electric impulse down an axon. These axons are separated by a synaptic gap. When it crosses the gap it sends the impulses to the next axon. This continues and the impulse or “messages” are sent.

The impact of neurotransmitters:

Neurotransmitters cross the synaptic gap and bind the receptor sites on the receiving neurons. When there is excess neurotransmitters they are reabsorbed which is know as reuptake. Neurotransmitters can also effect our thinking and behavior. For example, Acetylcholine acts as the messenger during a function between a motor neuron and a skeletal neuron. If the pathway of acetylcholine was blocked the contraction of our muscles would be blocked.

impact of drugs/chemicals on n. communication

Drugs and chemicals both block reuptake. Depending on what drug or chemical it can increase or decrease neurons resting rate. They also create opiates which makes you “feel good”. Having srugs or chemcials create opiates for to long can stop your brain from creating its own.

nervous system (parts, functions, impact):

The nervous system is the body’s speedy, electrochemical communication system. This consists of all te nerve cells of the peripheral and central nervous systems. The central nervous system is linked to the sensory receptors in the body by the peripheral nervous system. The nervous system gets its information through the sensory neurons, the interneuorns, and the motor neurons. Sensory neurons send the information from the organs and tissues in the body to the brain and spinal cord. Interneurons allow the sensory neurons to do their job. The information is then sent to the tissues using the motor neurons. The interneurons are the most complex.

perpherial nervous system (parts, functions, impact):

The peripheral nervous system contains the sensory and motor neurons that connect the central nervous system to the rest of the body.  There are two parts to this system. They are somatic and autonomic. The somatic nervous system is what controls the functions of the skeletal muscles. The autonomic system controls the functions of the glands and muscles in our organs. There are two parts that make up the autonomic system. The sympathetic system and the and the parasympathetic system. The sympathetic system is what allows us to be alert and ready to defend ourselves if necessary. The parasympathetic system is what calms us down after we become alert or overactive.


the central nervous system(parts, functions impact):

The central nervous system is made up of two parts, the brain and the spinal cord. The spinal cord allows information to travel by connecting the peripheral nervous system and the brain. This connection is what gives us the ability to react to a situation, such as pulling your hand away if it touches something hot.

endocrine system:

The endocrine system is the chemical slow communication system in the body. It contains the set of glands that secrete hormones into the bloodstream. Hormones act as chemical messengers in the body. Hormones can effect our interests in different things. The endocrine system also has different glands such as the adrenal glands and pituiary glands. The adrenal glands allow us to realize when were in danger or when a moment requires increased alertness. The pituitary glands are the most effective and they effect growth.

limbic system:

The limbic system is a system made up of neural structures that resides at the border of the brain stem and cerebra; hemisipheres. Th elimibi system can effecet emotions such as fear and aggression and can cause the need or drives forthings such as food and sex. The limbic system also allows us to process memory through the hippocampus. The amygdala which reside in the limbic system are what cause aggression and fear. Another part of the limbic system is the hypothalamus. This part of the system can effect the need for body maintenance such as hunger or thirst. This system also monitors blood chemistry and it listens to orders that are given by the brain.

methods of researching the brain (ex. Clinical research):

There are many ways to research the brain. There is basic and apllied research and there is also case studies, expierments, and naturalistic observations. Basic reasearch is a knowledge base for a topic. It gathers all the basic knowledge need to go into more indepth study. Applied research is when you study the brain hands on. During applied reaseach you solve moer practical problems. Case studies, expierments, and naturalistic observations are all very usuful when expiermenting on the brain. Each observes the brain in a different way. During a case study you oberve an individual and record his actions, moods, and behoviors. When preforimg an expierment you can determind cause and effect by changing you indepent and dependent varibales. Finally, in naturalistic observation you observe a person without any outside involvment.

parts of the brain:

The parts of the brain include thefrontal lobe, parital lobe, occipital lobe, temporal lobe. Certain parts are required to perform certain functions. The frontal lobe is involved in helping us speak and also in making decisions and judgements. The parital lobe does the same functions as the sensory cortex because it holds the sensory cortex. The occipital lobe helps us to see by getting the visual information from visual fields. The temporal lobes help us to ear by getting auditory information from the ears.

plasticity:

Placity is the brain’s capacity for modification as evident in brain recognition following damage and in experiments on the effects of experience on the brain development. PLAsticity of the brain allowed scientists to realize that while neuroins that are severed do no usually recover, neural tissue can respond to damage.

the divided brain (functions of each side):

The two sides of the brain both prefrom different functions. The left side of the brain is used for verbal functions such as speaking, and the right side is used for visual functions such as simply being able to see.

nature vs. nurture

The controversy between whether genes or experience make our psychological trait and behavior. Nature vs. Nurture is an ongoing conflict that has evolved in psycholgy. Somepeople believe that we are the way our parents are because of our genes and we cant do anything about it. others believe that the experiences we have and the events we witness shape the kind of person we are.

genes/dna

Genes are the biochemical units of heredity. They make up chromosomes wich is a segment of DNA. DNA is capable of synthesizing a protein. A protein is a complex molecule that contains genetic information that create chromosomes.

evolutionary psychology:

Evoltionary psychology is the study of the evolution of the mind. People study how the brain develops and grows over time. They get their information by the principal of natural selection.

natural selection:

This is the principal that states traits that will lead to the success in reproduction and survival will be passed on to the next generation.

sexuality/gender:

In psychology, both social and biological characteristics define male and female. Males and females are naturally succeptible to different things whether it be physical or emotional.

behavior genetics:

The study of how ones behavior is effected by the environment and the people and events they witness.

twins(importance of studies):

This allows scientists to control home environment while varying heredity because twins (identical) are ready made subjects for this (clones). Twins help in the study of many different things and they helped scientists realize that your environment can have an efect on your iq.

Adoption Studies:

Adoption studies allow scientists to experiement and see whther the children grow up to be like their biological parents or whther they adapt the traits of their adoptive parents. This can also approach the nature vs. nurture issue because really it is a question of genetic influence and environmental influence.

temperament/heritability:

A person’s temperament can be considered the type of person they are or how they react to a situation. This relates to heritability because if genes effect our behavior then we could grow up to have a temoerament identical to our parents or someone else in our family.

genes and the environment:

Genes and the environment are related to each other because may people believe that the way you act and behave is influenced by the environment that you are brought up in. What you witness as a child or the way you see someone act can effect the way you think or how you believe you’re supposed to act.

molecular genetics:

This is a field of biology that studies the science part of genes. The molecular structure and make up of genes can help scientists study why genes get passed on or even have an effect on offspring throughout generations.

parental influence/interference:

The influence of parents in their children’s lives is big but it may not be as big as they think. many parents believe that what they teach their children at home will be how they act their whole life and for some that is the case but for others its not. Children are around so many people when they’re young and as they grow up. they see so many different things and can be influenced by so many different things. A they get older and are home less and less they could start to forget or just choose not to listen to their parents.

peer influence (group influence):  

Peers tend to have a strong influenced on kids. sometimes even stronger than the influence of the parents. A child is more likely to listen to a group of his friends than to listen to a single parent.

culture:

Culture is the behaviors, ideas, attitudes, and traditions that are shared by a large group of people. These things are then transmitted to the next generation. Therefore, culture last forever, but it may change from one generation to the next.

variations over time:

Cultures change rapidly over time. It changes as people pass on their ideas to others, also known as meme. As meme occurs changes happen. These changes can be either positive or negative.

the nature and nurture of gender:

Nature and nurture both play a big role when talking about gender. Nature is the science side of gender. Both female and males contain genes and hormones. The chromosomes that make up genes are slightly different in males and females. This cause us to have different body parts. Our hormones are also different. They cause us to react differently and have different behaviors. Nature discusses the different gender roles in the world. Women are usually considered the one to stay at home and take care of the children, cleaning, and cooking. Men usually do all the labor and hard work such as fixing broken things, working, and mowing the grass. Men believe that it is the women's job to care for them and that they are superior to them. This only due to history and the way we have been brought up. These typical stereotypes however, have been changing a little each generation. The barrier between men and women are fading and soon we will all be seen as equal.

Questions:

How does neuroscience help or hinder the credibility of psychology as a science?

Neuroscience helps the credibility of psychology as a science in many ways. Neuroscience is the science part of psychology. It involves all the chemical and factual information about the brain and body. This information will never change. From neuroscience people can understand how the brain receives information and why we do the things we do. Everything that we do, the brain sees as biological. For these reasons, neuroscience helps the credibility of psychology as a science.

How do the brain and body work together to explain how humans think, feel and act?

The body and the brain are connected in many ways. The brain sends signals to the body to tell it what to do. Therefore in a way the brain effects most of what the body does and feels.

What is the difference between cognitive psychology and neuroscience?

Cognitive psychology explains how people process, store, and learn information. It only involves the brain and how it preforms all these actions. Neuroscience is the study of the brain and body together. It examines how they work and function together as one. The most common thing studied in neuroscience is pain.

How do gender roles play a role in how we study human beings and how they think?

Men and women have different chromosomes and hormones which  primarily effects the way they think . Hormones can effect the way a person feels and thinks. For, example a man may not be as sensitive to something as a woman because they have different hormones.

How does culture play a role in how people behave?

Culture can effect many things for many people. Some cultures are more strict than others so some may be more harshly punished for something than someone else. Some cultures are more religious or more conscious about things so some people may be restricted from doing some things that other people are allowed to do.


How do studies of twins help us to understand the genetics behind psychology?

    The study of twins whether identical or fraternal helps in the study of the involvement of genetics in psychology. Identical twins have shown a tendency to do better in studies when they are near each other rather than when they are apart.This helps in the study of genetics because i sows that the brains of the identical twins are obviously connected in some way if their thinking is influenced by the presence of one  another.
Explain how evolution plays a role in Psychology.

How does technology play a role in helping us to understand the brain and its functions better?

Scientists today can do a lot more for the field of psychology all because of technology. technology has enhanced many studies by allowing more experiments and tests to be done. Some things that may not have been observable before became observable with better technology.

Do you believe that natural selection is a plausible theory when it comes to how humans have
developed over time?

Natural selection is a good theory because it explains what genes are inherited. The genes that contribute to reproduction and survival will be inherited. this shows how why and how we evolved into the humans we are today.

Consider the term “Social Darwinism” used often during the imperial age of American history.
Do you believe that the term has credibility when it comes to Psychology?

I dont believe this term is relevant when it comes to psychology becuase of it being such an outdated term. i think it is unethical to apply it to a field of study that has evolved so much. Also, social darwinism stated that higher classes would be sucessful. I dont agree with this because we all have the same brain and oppurtunity to succeed. It doesnt matter what social class you are in.

Culture plays a huge role in how human beings behave but it also plays a role in how we perceive others. How does the culture we were brought up in influence the way that we perceive others around the world?

As americans we believe that someone that does something different because of their culture may seem wierd or unnatrual to us because of the way we were brought up. For example women who are inferior to men, girls that cannot show their hair, or not beging allowed to wear make all seems very strange to me. However, this is common in everyday life for some cultures.



Based on what you know about psychology and biology, do you believe that men and women can be perfectly equal in our society? Explain your response.

I dont think it would be possible for men and women to be equal because there are many different things in our body that are different and could not be the same between genders.

Consider Wilson High School’s social environment. How often does peer pressure play a role in the decisions that students make here? Provide an example to prove your point.

Peer pressure has a big influence in the decisions students make because students are highly influenced by what their friends think and what they will be seen as through the eyes of their peers. For example, a student would be much more likely to attend a football game because a group of students asked them to go than if their parents asked them to go.

The current foreign language program at Wilson starts in 6th grade. Considering what you know about brain development, is that a good age to start studying a foreign language or is it not necessarily the best age to start? Explain using at least two examples.

I think that students should be started learnign a language as young as possible because the brain can retain things better at a younger age. For example, children that begin learning spanish at the age of two can be fluent by the time they’re sixteen because their mind can retain the language better. Also, students that learn a language in junior high will most likely forget it by the time they get to college.