ࡱ> ` 7bjbj /LLLLLLL<9999LD:0NJn:^B;B;B;B;===FHHHHHH$5hFlLA<"=AAlLLB;B;DDDALB;LB;FDAFDD LL\B;: 0?92B܄4j0NJL Ch\\"L~=,/>D??===llD===NJAAAA00050005`T8LLLLLL  CELEST Teacher Instructions  SHAPE \* MERGEFORMAT  Contacts Craig Bowe, Winsor School Email:  HYPERLINK "mailto:cbowe@winsor.edu" cbowe@winsor.eduRaymond Loverso, Rye Neck High School Email:  HYPERLINK "mailto:rloverso@ryeneck.k12.ny.us" rloverso@ryeneck.k12.ny.us  Introduction: This module will provide instruction pertaining to the concepts of basic neuron and brain anatomy, the different types of learning and areas in which these ideas can be applied to real-world situations. Learning is typically taken for granted by most students as a conscious process forced upon them as opposed to a process that occurs in all animals at all times. Addiction in particular is one area in which students can see an application of learning contrary to their existing conceptions about this topic. Neural anatomy, concepts behind conditioning and their applications are all included. Traditional instruction relating to these topics does not incorporate problem-based learning techniques that allow students to learn the content as they attempt to solve a real-life problem. This type of open-ended instruction allows students to direct their own learning, while incorporating the necessary content as required. Intended Audience: High School Honors AP/IB Psychology Students should be able to: describe the work of Skinner, Pavlov and more recent figures in learning theory. explain the concepts of classical and operant conditioning. apply learning theory to the problem of addiction. Adjustment & Adaptations: The unit ideas can be used with less advanced students by simply omitting the more complex content. Students can play the video games and learn the basic concepts involved in associative learning. Curriculum Placement: This unit can be used in a science or psychology class. Basic background information related to scientific investigation, data analysis and the nervous system are required prior to starting this unit of study. This can be used as a supplement to or substitute for a traditional unit in learning theory. At the conclusion of this unit, students will have gained an understanding of the following: 1. Characteristics of learning 2. Principles of classical conditioning 3. Principles of operant conditioning 4. Roles of biology in determining learning The national standards related to the content area of learning are listed at  HYPERLINK "http://www.apa.org/ed/hscognilearn.html" http://www.apa.org/ed/hscognilearn.html. Time: Preparation Time: Variable depending upon lesson and teacher experience. Teaching Time: One to two weeks Students: Outside reading of background theory One review day and one day for unit exam Resources: Animal (optional) Home cage (optional) Wood materials for building a maze (optional) Animal care materials (optional) Supplementary Reading on systematic desensitization Supplementary powerpoint for presentations on addiction treatments Supplementary document on addiction treatment from Schwartz (1984). Electronic Equipment: Access to computers and the internet for an entire class. Speakers Access to CELEST module Associative Learning Goal & Objectives: The overall goal of the unit is to have students develop a treatment plan for a patient addicted to cigarettes which incorporates learning theory. Students will be able to: Describe the basic structures of the brain. Describe the basic structure of a neuron. Explain how neurons are able to transmit electrochemical messages. Describe the work of Skinner, Pavlov and recent figures of learning theory. Define the relevant terminology associated with learning theory. Compare classical conditioning to operant conditioning. Explain how the computer-based CELEST model relates to learning theory. Manipulate the CELEST model in order to illustrate different aspects of associated. Apply the concepts associated with learning theory to the problem of addiction. Apply the concepts associated with learning theory to other practical real life situations including, but not limited to, athletic performance, teaching students, and parenting. Instructional Activities Guidance: Teachers should use the suggested activities and timing as a guide. These activities can be altered to fit any time frame by adding or omitting content. Instructional Activities: Activity #1 (2 Days): Introduce the Challenge Questions (Problem-Based Learning) Addiction is a common problem that can impact any member of society. You are a psychologist treating a patient who is addicted to smoking. Explain how you would treat the patients addiction. Phobias are defined as an irrational fear that is focused on usually non-threatening stimuli. You are a therapist who has a patient with a fear of spiders. Their spouse loves the outdoors and this fear interfering with their marriage. How would you treat this patient? Most sports involve effective timing. Athletes practice constantly in order to improve their timing in various situations. You are a coach of a football team and your quarterback is throwing too many incomplete passes. Explain how you would use learning theory to help his game. Class Discussion of possible solutions to challenge question. Class Presentation: Propose an alternative questions if not already proposed by students: Smokers are well aware of the dangers of smoking. They have an increased risk of lung disease and different types of cancer, there are also numerous social ramifications. Why dont they just stop smoking? Powerpoint presentation covering Basic Neural Anatomy and Classical Conditioning. Activity #2 (1-2 days): Learning in Video Games: http://www.addictinggames.com/turretpong.html CELEST Module: Associative Learning:  HYPERLINK "http://cns.bu.edu/celest/private/associativelearning.html" http://cns.bu.edu/celest/private/associativelearning.html Model Manipulation Activity #3 (1-2 days): Introduce a maze-experiment using an animal. (optional demo activity) Powerpoint presentation covering Operant Conditioning Focus Question: How did the video game and CELEST module illustrate both classical and operant conditioning? Supplemental materials for systematic desensitization from the web. Supplemental material for the treatment of addiction from Schwartz (1984). Introduce guidelines for answering the challenge questions. Activity #4 (3-4 days): Students can work in groups of no more than three or individually on challenge questions or questions that they develop independently. They can be working in the library, computer labs, etc. Students may use any supplementary materials. Student Presentations/Papers Challenge Question Guidelines Options: You can create a group presentation or work individually on plan/brochure that addresses one of the three challenge questions posed at the beginning of the unit. You may also develop your own question with teacher approval. Groups cannot exceed three students. Your presentations will be graded on specific criteria as follows: Timing: The presentation cannot exceed 10 minutes. Every minute over will result in a five point deduction. Presentation ItemPoint ValueIntroduction of the problem in a creative real-life context.. 15Treatment Plan Interpretation of problem according to learning theory 35Multiple suggestions for treatment to solve the problem 35Discussion of possible problems in the treatment plans 15Total  Name ________________________________________ Date _____________ Learning Theory Exam Answers Part I: Define 5 of following terms: conditioned stimulus: the originally neutral stimulus that is paired with the unconditioned stimulus in classical conditioning. fixed-interval schedule: delivery of reinforcement for responding after a specified amount of time has elapsed. cerebellum: the part of the brain responsible for motor coordination and timing. amygdala: interior structure of the brain partially responsible for emotional responses such as fear. prefrontal cortex: medial portion of the frontal lobes partially responsible for rationale decision making. reinforcer: a stimulus that when contingent upon a response increase the probability of responding. punishment: a procedure whereby responding produces an aversive outcome or stimulus. stimulus generalization: the response to a stimulus that is similar to the original conditioned stimulus. extinction: the loss of a response due to presentation of a CS without a US or removal of reinforcement in operant conditioning. systematic desensitization: therapeutic technique used to treat phobias involving counter conditioning. Part II: Short Answers Briefly describe Pavlovs experiment. Ring a bell (CS) and present meat (US) several times causing the dog to salivate (UR) to the meat. Eventually the dog will salivate to the ringing of the bell alone (CR). What happened to Little Albert? Little was classically conditioned to fear a harmless white bunny. He subsequently became afraid of other fuzzy objects through stimulus generalization. Sketch a graph showing an animal responding to a fixed-ratio schedule. Be sure to label the axis. See Slide 20 in PowerPoint presentation. How would rabbits with damaged Purkinje cells differ from rabbits with normal Purkinje cells in the eye puff experiment? The rabbit with damaged Purkinje cells would be unable to time their eyeblinking to protect themselves from the air puff even with the signaling from the CS. What is the essential procedural difference between operant and classical conditioning? In operant conditioning the occurrence of certain stimuli depend upon the response of the animal, whereas in classical conditioning the response does not effect the presentation of the stimuli. A rat pressing a bar for food in the presence of a 1200 Hz tone. Draw a graph of the rats response strength as the tone frequency changes from 400 Hz to 2000 Hz. A bell type curve centered around 1200 Hz. The y-axis is labeled bar presses and the x-axis is labeled sound in Hz. What are the independent and dependent variables in the experiment described in number six. The independent variable is the tone frequency and the dependent variable is the amount of bar presses. How are the amygdala and prefrontal cortex involved in phobias? The prefrontal cortex is unable to suppress the activity of the amygdala creating a fear that is irrational. Why is the use of a slot machine an example of operant conditioning? Indicate the type of reinforcement schedule that is involved and explain why. A person using a slot machine is experiencing reinforcement, which is winning money, by pulling on the lever. The reinforcement schedule is variable-ratio because the slot machine paid out for varying numbers of pulls averaging some specific value.. Variable-interval is also an acceptable answer if it explains that the money is paid out in varying time intervals averaging some specific value. Describe an example in which you have been classically conditioned. Use the appropriate terms for stimuli and responses. Any example that correctly describes a US,CS,UR,CR. Part III: Free Response Questions: Answer two of the three questions. Dogs wag their tails when they are being taken out for a walk. Explain how classical conditioning can be involved in the process of taking a dog out for a walk. Answer must include a clear identification of the US, CS, UR, and CR and how they are related to dog walking situation. Describe a case of operant stimulus discrimination in your experience. Be sure to use the correct terminology of operant conditioning. Answer must include a situation where a response produces an outcome/stimulus (reinforcer) that either increases or decreases the probability of that response. Extinction occurs in both operant and classical conditioning. How is similar in both cases? How does it differ in both cases? Similarities: In both cases the response probability will decrease. Differences: In classical conditioning the CS is presented without the presence with the US to cause extinction of the CR. 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