NAME: _______________
UNIT 4 PSYCHOLOGY
LEARNING
SAC#1
ANNOTATED FOLIO OF PRACTICAL ACTIVITIES
ANNOTATED FOLIO OF PRACTICAL ACTIVITIES
1. Neural Bases of Learning
a. neuron COMIC STRIP – neural structure and long-term
potentiation
b. The Brain that Changes Itself – Neural Plasticity
2. Classical Conditioning
a. Sherbet powder experiment
b. Classical conditioning in The Office
3. Operant Conditioning
a. Big Bang Theory video
b. PRAISE & PUNISH YOUR PEERS
c. Schedules of reinforcement in games
4. Trial-and-error Learning
a. The Moron Test
5. Observational Learning
a. T-Shirt Folding
NEURAL BASES OF LEARNING
1a. NEURON COMIC STRIP
In this folio activity you will investigate the structure of a
neuron and how neurons change due to learning (called Long-Term
Potentiation).
You need to create a comic strip that uses a learning scenario
of your choice to illustrate the neural changes that occur due to
learning, specifically, long-term potentiation. It’s important that
each of the following is clear within your comic: the nucleus,
soma, dendrites, axon, myelin sheath, Axon Terminal and Synaptic
Gap. Ensure that you include two neurotransmitters that are
involved in learning and make sure that their specific roles in
your particular scenario are clear. Also make sure that within your
comic strip you Explain the synaptic changes that occur as a result
of learning.
COMIC STRIP
1b. The Brain that Changes Itself
In this folio activity you will investigate plasticity and how
the brain is able to adapt and change in order to learn new things
and re-learn old things. You will need to Watch selected stories
from The Brain that Changes Itself (You can watch it here
https://www.youtube.com/watch?v=bFCOm1P_cQQ). Focus specifically on
the stories about Michael (about 25 min in) and Michelle (about 45
min in) and Take notes about their cases. Be on the lookout for
evidence of neural plasticity and learning.
Which hemisphere was damaged when Michael had his stroke?
Justify your answer using examples seen in the documentary.
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What is the term given to describe Michael’s ability to regain
many of his cognitive and behavioural functions after his
stroke?
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In the clip that highlighted Michael, many children and adults
were undergoing Constraint Induced Therapy to improve the motor
skills and coordination.
Explain why the children in the room would be able to recover
faster than the adults. Use key terms in your explanation.
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Referring to theoretical concepts, explain why it was necessary
for the patients to have their undamaged hand restricted as a part
of their treatment, rather than being allowed to use their good
hand.
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What type of plasticity best explains why Michelle was able to
learn how to use language even though she was born with no left
hemisphere?
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Put a number or key term in the box to refer to the stages of
developmental plasticity in the correct order (1=first, 5=last)
Myelination
Circuit Formation
Migration
1
4
Explain why Michelle was able to successfully use language
despite her missing left hemisphere. Refer to stages 2 and 3 of the
above concept.
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CLASSICAL CONDITIONING
2a. SHERBET POWDER EXPERIMENT
In this activity, students will be classically conditioned to
salivate at the sound of a bell, by pairing the sound of a
repeatedly ringing bell with tasting sherbet powder (Wiz Fizz).
INSTRUCTIONS:
1. To begin you will need one sachet of wizz fizz between two,
blindfolds and a way to play an automated bell sound.
2. Students should pair up, with one to be the experimenter and
one to be the participant.
3. The Participant is to be blindfolded and instructed to sit
with their mouth slightly open at all times to be administered the
wizz fizz.
4. The Teacher should sound the bell sound.
http://soundbible.com/tags-school-bell.html and check for ‘no
relevant response’ (no salivation). Record on results sheet.
5. Teacher should instruct Experimenters to administer wizz fizz
in order to check normal salivation response. Record response on
results sheet.
6. Conditioning begins. Teacher should sound the bell sound and
experimenters should immediately administer one scoop of wiz fizz
into the participant’s mouth.
7. Experimenters are to record response (observe and also ask
‘what did you experience?’)
8. Continue this for 5 more trials
9. In the ‘after conditioning’ section, experimenters are
instructed to no longer administer the wiz fizz after the bell.
This should not be a verbal instruction, instead use a big
whiteboard message or hand signals. Record response to see if
conditioning has occurred.
10. You might like to test stimulus generalisation too, by
playing a different bell sound at trial 10 or 11
http://soundbible.com/tags-school-bell.html
11. At the end of the period, test if conditioning remains by
unexpectedly playing the original bell sound again and record
response.
Trial
Stimulus
Response
Before Conditioning
1
2
During Conditioning
3
4
5
6
7
8
After Conditioning
9
10
11
12
Complete the diagram below to show the classical conditioning
procedures for the Wiz Fizz activity:
The Classical Conditioning Procedure
Concept Map
Time
No Relevant Response
Leads to
Which automatically
leads to the
Is associated with
Leads to
A conditioned response, which is a SIMILAR response to the
UCR
NS
UCS
UCR
NS
UCS
UCR
CS
CR
In the class Wiz Fizz activity, extinction occurred. Define
extinction and explain when and why this happened in the activity,
using the language of classical conditioning in your response.
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When a different sounding bell was rung, some students still
salivated. Using key terms, explain why it occurred.
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Following the Wiz Fizz activity, one student developed a strong
phobia of Wiz Fizz, due to her severe dislike of the fizzy
sensation on her tastebuds. Her partner would not let her stop and
instead force-fed her large quantities of the fizzy sherbet while
holding her down. Now every time she thinks about Whizz Fizz she
has a panic attack and is starting to feel afraid of being around
anything white and powdery, such as icing sugar and talcum
powder.
Ms O’Neill thinks she can remove the phobia using an application
of classical conditioning before anyone finds out and she loses her
job.
Suggest a possible method for removing this student’s phobia and
explain the steps involved in this particular example.
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Explain one reason why Ms O’Neill would be unlikely to use
aversion therapy to help this student.
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2b. CLASSICAL CONDITIONING
IN THE OFFICE
Watch the following clip from The Office and complete the
diagram below, illustrating the classical conditioning
principles:
https://www.youtube.com/watch?v=WfZfMIHwSkU
The Classical Conditioning Procedure
Concept Map
Time
No Relevant Response
Leads to
Which automatically
leads to the
Is associated with
Leads to
A conditioned response, which is a SIMILAR response to the
UCR
NS
UCS
UCR
NS
UCS
UCR
CS
CR
OPERANT CONDITIONING
3a. BIG BANG THEORY VIDEO
https://www.youtube.com/watch?v=Mt4N9GSBoMI
In this video, Sheldon makes an error in his explanation of
Operant Conditioning. He states that getting chocolate is positive
reinforcement and that being electrocuted is negative
reinforcement. This, however, is incorrect.
Explain the following elements of operant conditioning:
Positive Reinforcement:
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Negative Reinforcement:
________________________________________
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Positive Punishment:
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Negative Punishment:
___________________________________________
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Based on the above, how should Sheldon have explained the use of
chocolates and electrocution in modifying Penny’s behaviour? Use
the language of operant conditioning.
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3b. PRAISE & PUNISH YOUR PEERS
http://www.education.uiowa.edu/docs/default-source/teach---social/praise_and_punish_your_peers_operant_conditioning_activity.pdf?sfvrsn=2
This folio activity is based on the traditional “hot and cold”
game, in which participants are operantly conditioned to behave in
a particular manner.
INSTRUCTIONS:
1. Two volunteers should be selected and asked to leave the
room. They are instructed that they will be required to complete a
task upon re-entering but no further instructions are given.
2. Once out of the room, the class should decide on an
appropriate task to be carried out (ie. sit in a certain chair,
touch a certain poster in the room). The task should not be too
complex.
3. The teacher should instruct the class that the first
volunteer to re-enter should only be guided towards this behaviour
with positive reinforcement- clapping their hands when the subject
heads in the right direction.
4. To encourage shaping, the class will only clap when the
subject gets nearer the required behaviour. If the volunteer gets
completely lost, the class should revert back to reinforcing an
earlier step in the behaviour. There should be nO TALKING AT ALL
from the class.
5. If the volunteer takes a wrong direction, class is to cease
all reinforcement – ie. Stay silent.
6. When the volunteer discovers their correct behaviour they
should be congratulated and rewarded.
7. The teacher should instruct the class that the second
volunteer to re-enter should only be guided towards this behaviour
with (positive) punishment- a loud ‘boooo’ sound when they head in
the wrong direction.
8. If the volunteer takes a right direction, class is to cease
all punishment-ie. Stay silent.
9. When the volunteer discovers their correct behaviour they
should be congratulated and rewarded.
In the operant conditioning class activity, the behaviour of
participants was shaped. Explain what this means.
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Identify the correct name for both types of consequences that
were used in the operant conditioning activity. Define each key
term that you use.
Clapping was a
_________________________________________________
which is defined as
______________________________________________
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Booing was a
__________________________________________________
which is defined as
______________________________________________
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Why was clapping a more successful technique than booing in
terms of shaping behaviour? Give at least one reason in your
response.
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Give an example of how negative reinforcement could have been
used in the shaping activity instead of the types of consequences
that were used
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What type of reinforcement schedule was used in the class
shaping activity?
____________________________________________________________________________________________________________________________
Give one reason why this reinforcement schedule would be
considered the best for the acquisition of the target
behaviour?
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3c. SCHEDULES OF REINFORCEMENT
IN GAMES
A key element of operant conditioning is the manner in which
desired behaviours are reinforced.
Identify the schedule of reinforcement used in each of these
games and justify your response, making sure to use the language of
operant conditioning.
4 PICS 1 Word:
_________________________________________________
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Mario Kart:
___________________________________________________
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Flow:
________________________________________________________
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Candy Crush:
__________________________________________________
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Which of these games would be the most addictive? Why?
Which would be the easiest to quit? Why?
In your answer, reference the Speed at which the desired
behaviour is learned and its resistance to extinction.
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TRIAL-AND-ERROR LEARNING
4a. THE MORON TEST
This activity involves completing a level of an iPhone/iPad game
called ‘The Moron Test’. It tests the efficiency of Trial-and-Error
Learning.
1. Complete Section 1 ‘Old School’ of The Moron Test. the
fastest person to finish will receive a prize. Students should try
and beat each other’s scores.
2. Record how long it took you to complete the level.
3. Sharing the iPad/iPhone with others in the class, Complete
the level three times in total, making sure to allow at least five
minutes between each attempt.
4. Record your results below
Person
Trial 1 (seconds)
Trial 2 (seconds)
Trial 3 (seconds)
Mean Time taken
Work out the average time taken for each trial and then plot
these on a simple graph. Remember to label your axes!
How does this activity show trial and error learning? Refer to
the definition.
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How is this activity similar to Thorndike’s study?
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Do you think your results replicate Thorndike's study?
Explain your answer.
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Was there motivation and reward for the individual to complete
this task successfully? Describe whether this impacted on the trial
and error learning process.
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How do the three laws apply to this activity? Explain each
one.
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OBSERVATIONAL LEARNING
5a. T-SHIRT FOLDING
Students should bring in their own t-shirt to take part in the
t-shirt folding competition. A plain crew neck t-shirt with proper
sleeves works best.
Watch the YouTube clip
https://www.youtube.com/watch?v=QS9Pa81vuvo carefully paying
attention and following the steps.
Once finished, practice T-shirt folding in the new style before
having a class competition for the fastest and neatest folder.
Name and explain how each of Bandura’s five stages of
observational learning were evident in the t-shirt folding
activity:
Stage 1: _________________________________________________
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STAGE 2: _________________________________________________
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STAGE 3: _________________________________________________
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STAGE 4: _________________________________________________
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STAGE 5: _________________________________________________
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Explain how one feature of observational learning that is
similar to that of operant conditioning. Link your answer to the
t-shirt folding activity.
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Explain two key features of the TV presenters that made them
more likely to be successful models.
Attribute 1:
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Attribute 2:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Give one explanation as to why some people were more successful
in completing their t-shirt fold. Refer to key terms in your
answer
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NOTES
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