resource unit: learning and memory by kyle muntzinger

Resource Unit: Learning Resource Unit: Learning and Memoryand Memory

By Kyle MuntzingerBy Kyle Muntzinger

IntroductionIntroduction Learning is involved in almost every phenomenon Learning is involved in almost every phenomenon

psychologists study and occurs in many different ways. Every psychologists study and occurs in many different ways. Every individual uses learning techniques and processes and individual uses learning techniques and processes and summons unique thoughts and memories to perform day-to-summons unique thoughts and memories to perform day-to-day functions. Psychologists have always asked the question day functions. Psychologists have always asked the question “Why do humans act as they do in life?” To answer this “Why do humans act as they do in life?” To answer this question a number of psychologists throughout history have question a number of psychologists throughout history have studied how we as humans learn. Psychology defines learning studied how we as humans learn. Psychology defines learning as a relatively permanent change in a person’s behavior that as a relatively permanent change in a person’s behavior that results from study, instruction, or experience. From this results from study, instruction, or experience. From this definition many theories and processes of learning have been definition many theories and processes of learning have been developed. Pavlov, Skinner, Bandura, and other psychologists developed. Pavlov, Skinner, Bandura, and other psychologists are known in the psychology world as the Behaviorists. These are known in the psychology world as the Behaviorists. These psychologists have studied and experimented at great lengths psychologists have studied and experimented at great lengths to determine the origin of human learning and behavior.to determine the origin of human learning and behavior.

Introduction Introduction Page 2Page 2

Certain main ideas are focused on in learning. Certain main ideas are focused on in learning. Behaviorism is term used when talking about learning. This Behaviorism is term used when talking about learning. This school of psychological thought consists of three main school of psychological thought consists of three main perspectives of how we as humans learn. According to the perspectives of how we as humans learn. According to the certain psychologists people acquire behaviors through certain psychologists people acquire behaviors through classical conditioning, operant conditioning, or social learning. classical conditioning, operant conditioning, or social learning. Each method is associated with the well-known psychologists Each method is associated with the well-known psychologists mentioned above that have experimented and theorized on the mentioned above that have experimented and theorized on the subject of learning. Each theorist explains how behaviors are subject of learning. Each theorist explains how behaviors are obtained through the appropriate learning techniques.obtained through the appropriate learning techniques.

Introduction Introduction Page 3Page 3

This unit also focuses on memory and how memory This unit also focuses on memory and how memory can affect the individual. The storage and retrieval of what can affect the individual. The storage and retrieval of what has been learned or experienced is what psychologists call has been learned or experienced is what psychologists call memory. Memory is developed in three stages: encoding, memory. Memory is developed in three stages: encoding, storage, and retrieval. Within the stages of memory storage, and retrieval. Within the stages of memory psychologists have identified different types of memory. psychologists have identified different types of memory. From short term memory to long term memory psychologists From short term memory to long term memory psychologists have discovered many intricate details about the human brain.have discovered many intricate details about the human brain.

In summary this resource unit is to cover the main In summary this resource unit is to cover the main concepts of the Behavioral School of Psychological Thought concepts of the Behavioral School of Psychological Thought from classical conditioning to social learning. Also, memory from classical conditioning to social learning. Also, memory will be discussed in detail. Concepts of how we as humans will be discussed in detail. Concepts of how we as humans develop our memory through certain processes and steps will develop our memory through certain processes and steps will be discussed.be discussed.

ObjectivesObjectives LearningLearning

Understand the definition of learningUnderstand the definition of learning Identify who Ivan Pavlov and his learning theory of classical Identify who Ivan Pavlov and his learning theory of classical

conditioningconditioning Explain the process of classical conditioning and being able to create Explain the process of classical conditioning and being able to create

their own situation using neutral stimuli, UCS, UCR, CS, and CRtheir own situation using neutral stimuli, UCS, UCR, CS, and CR Understand the terminology of classical conditioningUnderstand the terminology of classical conditioning Recognize the applications of classical conditioning to human behavior Recognize the applications of classical conditioning to human behavior

in everyday lifein everyday life Summarize the concepts of Watson’s experiment with Little AlbertSummarize the concepts of Watson’s experiment with Little Albert Define the Law of Effect and ReinforcementDefine the Law of Effect and Reinforcement Identify who Skinner is and understand the concepts and terminology Identify who Skinner is and understand the concepts and terminology

of operant conditioningof operant conditioning Create examples of positive reinforcement, negative reinforcement, Create examples of positive reinforcement, negative reinforcement,

and punishmentand punishment

Objectives Objectives Page 2Page 2

LearningLearning Understand the workings of a Skinner Box and the Understand the workings of a Skinner Box and the

concepts of reinforcement schedulesconcepts of reinforcement schedules Be able to identify the difference between a primary and Be able to identify the difference between a primary and

secondary reinforcersecondary reinforcer Understand the negative reinforcement learning methodsUnderstand the negative reinforcement learning methods Application of operant conditioning to human and animal Application of operant conditioning to human and animal

behaviorbehavior Identify who Bandura and his theory of social learningIdentify who Bandura and his theory of social learning Explain the processes of social learningExplain the processes of social learning Understand the concepts related to social learningUnderstand the concepts related to social learning Summarize the applications of social learning to human Summarize the applications of social learning to human

behaviorbehavior

Objectives Objectives Page 3Page 3

MemoryMemory Define memoryDefine memory Identify the processes of memoryIdentify the processes of memory Identify the three stages of memoryIdentify the three stages of memory Identify the memory areas of the brainIdentify the memory areas of the brain Explain the methods of retrieving information from Explain the methods of retrieving information from

memory storagememory storage Understand memory techniques in improving storage of Understand memory techniques in improving storage of

thoughtsthoughts Understand the types and reasons of memory lossUnderstand the types and reasons of memory loss

Vocabulary: LearningVocabulary: Learning

Key People:Key People: Edward ThorndikeEdward Thorndike Ivan PavlovIvan Pavlov B.F. SkinnerB.F. Skinner Alfred BanduraAlfred Bandura John B. WatsonJohn B. Watson

Vocabulary: LearningVocabulary: Learning AcquisitionAcquisition Avoidance LearningAvoidance Learning Classical ConditioningClassical Conditioning Conditioned Response/StimuliConditioned Response/Stimuli Continuous ReinforcementContinuous Reinforcement Discriminative StimuliDiscriminative Stimuli Escape LearningEscape Learning ExtinctionExtinction Fixed-Ratio/IntervalFixed-Ratio/Interval High-order conditioningHigh-order conditioning Law of EffectLaw of Effect LearningLearning Positive/ Negative ReinforcementPositive/ Negative Reinforcement

Observational LearningObservational Learning Operant ChamberOperant Chamber Operant ConditioningOperant Conditioning Latent LearningLatent Learning PhobiasPhobias Primary/Secondary ReinforcersPrimary/Secondary Reinforcers Scheduled ReinforcementScheduled Reinforcement ShapingShaping Skinner BoxSkinner Box Spontaneous RecoverySpontaneous Recovery TrialTrial Unconditioned Response/ StimuliUnconditioned Response/ Stimuli Variable-Ratio/IntervalVariable-Ratio/Interval

Vocabulary: MemoryVocabulary: Memory MemoryMemory EncodingEncoding StorageStorage RetrievalRetrieval Semantic MemorySemantic Memory Episodic MemoryEpisodic Memory Declarative MemoryDeclarative Memory Procedural MemoryProcedural Memory Sensory MemorySensory Memory Short-term MemoryShort-term Memory Long-Term MemoryLong-Term Memory

ChunkingChunking RecallRecall RecognitionRecognition ConfabulationConfabulation SchemaSchema DecayDecay InterferenceInterference Elaborative RehearsalElaborative Rehearsal Mnemonic DevicesMnemonic Devices

ActivitiesActivities

The class is comprised from a range of twenty-five to thirty The class is comprised from a range of twenty-five to thirty students. The students range from sophomore to senior status within students. The students range from sophomore to senior status within the high school. Due to the number of students in class most the high school. Due to the number of students in class most instructional time will be spent in the official classroom. Some time instructional time will be spent in the official classroom. Some time may be spent in the computer lab for web based activities when space may be spent in the computer lab for web based activities when space is available. The class will be covering eight units comprising of the is available. The class will be covering eight units comprising of the history of psychology, the schools of psychological thought, history of psychology, the schools of psychological thought, psychological disorders, treatment methods of psychology, life span psychological disorders, treatment methods of psychology, life span development, and intelligence and psychological testing. In the development, and intelligence and psychological testing. In the following slides I have listed a timeline for the unit activities and the following slides I have listed a timeline for the unit activities and the resources available for the teacher as well as the students.resources available for the teacher as well as the students. Unit three will cover the Learning School of Psychological Thought Unit three will cover the Learning School of Psychological Thought

and Memory.and Memory.

Activities Activities Page 2Page 2

Day #1Day #1 Introduction video explaining the basic concepts and Introduction video explaining the basic concepts and

theorists associated with the Learning.theorists associated with the Learning. Video: Discovering PsychologyVideo: Discovering Psychology

By Philip ZimbardoBy Philip Zimbardo

Watch Video #8Watch Video #8 Learning Learning

Prominent researchers — Pavlov, Thorndike, Watson, and Skinner Prominent researchers — Pavlov, Thorndike, Watson, and Skinner — have greatly influenced today’s thinking about how learning — have greatly influenced today’s thinking about how learning takes place. This program examines the basic principles of classical takes place. This program examines the basic principles of classical and operant conditioning elaborated by these renowned figures.and operant conditioning elaborated by these renowned figures.


Day #2Day #2 Notes will be given on Ivan Pavlov, his theory of classical conditioning Notes will be given on Ivan Pavlov, his theory of classical conditioning

and the process of learning acquired through Pavlovian conditioning.and the process of learning acquired through Pavlovian conditioning. Students will participate in training one another to blink to a sound of a Students will participate in training one another to blink to a sound of a

bell by using a straw to blow into a persons eye. This will give the bell by using a straw to blow into a persons eye. This will give the students a hands on experience with classical conditioning.students a hands on experience with classical conditioning.

To further the understanding the classical conditioning students in To further the understanding the classical conditioning students in groups of two or three will also draw a scenario in which classical groups of two or three will also draw a scenario in which classical conditioning is used in their everyday lives. Paper, colored pencils, conditioning is used in their everyday lives. Paper, colored pencils, and markers will be provided. The groups will then present their and markers will be provided. The groups will then present their scenario explaining the process of classical conditioning within the scenario explaining the process of classical conditioning within the situation depicted. The presentations will be given the next day.situation depicted. The presentations will be given the next day.


Day #3Day #3 The classical conditioning scenario presentations will be given by the The classical conditioning scenario presentations will be given by the

groups.groups. Continue notes on classical conditioning explaining extinction, Continue notes on classical conditioning explaining extinction,

spontaneous recovery, and stimulus generalization/discrimination.spontaneous recovery, and stimulus generalization/discrimination. Students given case study worksheet about Watson’s experiment on Students given case study worksheet about Watson’s experiment on

Little Albert. A discussion about stimulus Little Albert. A discussion about stimulus generalization/discrimination will follow after all are finished.generalization/discrimination will follow after all are finished.

Ask students to bring in school appropriate ads for next class. The ads Ask students to bring in school appropriate ads for next class. The ads must include a brand or logo and some object or person that does not must include a brand or logo and some object or person that does not necessarily apply to the product being sold. Students will be given necessarily apply to the product being sold. Students will be given limited answers as to why the ads are needed for the next class.limited answers as to why the ads are needed for the next class.

Activities Activities Page5Page5

Day #4Day #4 Proceed with a discussion of classical conditioning in Proceed with a discussion of classical conditioning in

everyday life. Present the ideas to the students about everyday life. Present the ideas to the students about conditioning fears and phobias with classical conditioning. conditioning fears and phobias with classical conditioning. Give examples of taste aversion to the students. Also, Give examples of taste aversion to the students. Also, explain the positive uses of classical conditioning like past explain the positive uses of classical conditioning like past memories of loved ones and advertisements. Then ask the memories of loved ones and advertisements. Then ask the students to hand in ads and ask a few students to explain students to hand in ads and ask a few students to explain random ads as to why it is classical conditioning. As each random ads as to why it is classical conditioning. As each person presents give them candy and explain at the end of person presents give them candy and explain at the end of class that you were training them to relate candy and the class that you were training them to relate candy and the good taste of the food with presenting in class.good taste of the food with presenting in class.


Day #5Day #5 Explain Thorndike’s Law of Effect and his experiments Explain Thorndike’s Law of Effect and his experiments

with puzzle boxes. Show examples of puzzle boxes with with puzzle boxes. Show examples of puzzle boxes with overheads.overheads.

Continue note taking with an introduction of B.F. Skinner Continue note taking with an introduction of B.F. Skinner and operant conditioning. Explain the terminology and and operant conditioning. Explain the terminology and procedures of operant conditioning.procedures of operant conditioning.

Show examples of animal training with funny videos from Show examples of animal training with funny videos from Internet using LCD projector. Explain how the training is Internet using LCD projector. Explain how the training is operant conditioning and shaping of animals.operant conditioning and shaping of animals.

Show video clip of the movie “Animal trainers” to give Show video clip of the movie “Animal trainers” to give further explanation of shaping.further explanation of shaping.


Day #6Day #6 Further explain the differences of positive reinforcement, negative Further explain the differences of positive reinforcement, negative

reinforcement, and punishment. Give students in groups a worksheet reinforcement, and punishment. Give students in groups a worksheet of scenarios where examples of positive, negative reinforcement, and of scenarios where examples of positive, negative reinforcement, and punishment are present. Each group works on one scenario. Using punishment are present. Each group works on one scenario. Using jigsaw methods reassign students to new groups where each has the jigsaw methods reassign students to new groups where each has the answer for all the scenarios. After everyone is completed have the answer for all the scenarios. After everyone is completed have the original groups present their answer for their assigned scenario.original groups present their answer for their assigned scenario.

Introduce the Unit project of using the computer program Introduce the Unit project of using the computer program Sniffy the Sniffy the Virtual Rat. Virtual Rat. Explain scheduling reinforcements and examples of the Explain scheduling reinforcements and examples of the program. In groups of three or four, students are to train Sniffy to program. In groups of three or four, students are to train Sniffy to perform a behavior in the virtual Skinner Box. Each will be provided perform a behavior in the virtual Skinner Box. Each will be provided with a copy of the program and given one week to complete the with a copy of the program and given one week to complete the assignment.assignment.


Day #7Day #7 Present the notes on Bandura and social learning theory. Present the notes on Bandura and social learning theory.

Explain the processes and terminology associated with the Explain the processes and terminology associated with the theory.theory.

Break the class into two groups for a debate. Label each Break the class into two groups for a debate. Label each group either for or against violence on television and in group either for or against violence on television and in video games. Each group must present an informed video games. Each group must present an informed argument on why TV violence and video games either argument on why TV violence and video games either harms or does not effect teenagers in today’s society by harms or does not effect teenagers in today’s society by using the social learning theory and other knowledge.using the social learning theory and other knowledge.


Day #8Day #8 Introduction video explaining the basic concepts Introduction video explaining the basic concepts

and terminology of memory.and terminology of memory. Video: Discovering PsychologyVideo: Discovering Psychology

By Philip ZimbardoBy Philip Zimbardo Watch Video #9Watch Video #9

Memory and ForgettingMemory and ForgettingThe program looks at the complexity of memory: how The program looks at the complexity of memory: how images, ideas, language, physical actions, even sounds images, ideas, language, physical actions, even sounds and smells are translated into codes that are represented and smells are translated into codes that are represented in the memory and retrieved as needed. in the memory and retrieved as needed.


Day #9Day #9 Short lecture on what memory is in terms of Short lecture on what memory is in terms of

psychology, the processes of memory, and the psychology, the processes of memory, and the three stages of memory.three stages of memory.

Give students worksheet of the brain to color the Give students worksheet of the brain to color the appropriate areas associated with certain parts of appropriate areas associated with certain parts of memory.memory.


Day #10Day #10 Present notes on Remembering and the methods in Present notes on Remembering and the methods in

which a person can improve their memory. In which a person can improve their memory. In providing examples of each method use memory providing examples of each method use memory game activities like matching games.game activities like matching games.

Provide pictures of general areas like bathrooms, Provide pictures of general areas like bathrooms, offices, and bedrooms. Flash the images for a few offices, and bedrooms. Flash the images for a few seconds and ask the kids to write down what they seconds and ask the kids to write down what they saw. This activity will provide the understanding saw. This activity will provide the understanding of schema.of schema.


Day #11Day #11 Start the class by using a clip from the movie “50 Start the class by using a clip from the movie “50

First Dates” showing examples of memory loss.First Dates” showing examples of memory loss. Present notes on Forgetting and the causes of Present notes on Forgetting and the causes of

memory loss. Play the telephone game with chains memory loss. Play the telephone game with chains of students to show examples of memory loss.of students to show examples of memory loss.


Day #12Day #12 Review worksheet for students to fill out. Review worksheet for students to fill out.

Jeopardy game following completion to help Jeopardy game following completion to help study.study.

Day #13Day #13 TEST DAY!!!!!TEST DAY!!!!!

EvaluationEvaluation

Multiple ChoiceMultiple Choice

1.) When Pavlov’s Dogs were conditioned to salivate with circles projected on 1.) When Pavlov’s Dogs were conditioned to salivate with circles projected on the screen they also salivated when they saw a similar stimulus like an oval the screen they also salivated when they saw a similar stimulus like an oval on the screen. This phenomena is known as…on the screen. This phenomena is known as…

A. Generalization B. Extinction C. Discrimination D. ReinforcementA. Generalization B. Extinction C. Discrimination D. Reinforcement

2.) The cognitive learning style that has NO goal, but asserts that we gain 2.) The cognitive learning style that has NO goal, but asserts that we gain knowledge as we experience life is called ______.knowledge as we experience life is called ______.

A. Latent Learning A. Latent Learning B. Observational Learning B. Observational Learning C. Classical Conditioning C. Classical Conditioning D. Operant ConditioningD. Operant Conditioning

3.) The first and shortest stage of memory lasting only a fraction of a second 3.) The first and shortest stage of memory lasting only a fraction of a second is…is…

A. Long Term B. Short Term C. Context-Dependent D. SensoryA. Long Term B. Short Term C. Context-Dependent D. Sensory

Evaluation Evaluation Page 2Page 2

4.) According to Freud we do this with painful or unpleasant 4.) According to Freud we do this with painful or unpleasant memories, which is also known as…memories, which is also known as…A. Brain Damage B. Repression C. Absent Minded D. TimeA. Brain Damage B. Repression C. Absent Minded D. Time

5.) The skills needed to ride a bike are stored as what kind of 5.) The skills needed to ride a bike are stored as what kind of memory?memory?A. Procedural B. Episodic C. Generic D. EchoicA. Procedural B. Episodic C. Generic D. Echoic

MatchingMatching6.) Ivan Pavlov___ A.) ROYGBIV is an example 6.) Ivan Pavlov___ A.) ROYGBIV is an example 7.) B.F. Skinner___ B.) Psychologist of Operant conditioning7.) B.F. Skinner___ B.) Psychologist of Operant conditioning8.) Albert Bandura ___ C.) Psychologist that experimented with dogs8.) Albert Bandura ___ C.) Psychologist that experimented with dogs9.) Chunking___ D.) Grouping items make it easier to remember9.) Chunking___ D.) Grouping items make it easier to remember10.) Mnemonic Devices___ E.) Theorist of Social Learning10.) Mnemonic Devices___ E.) Theorist of Social Learning


Short AnswerShort Answer: Fill in the formula: Fill in the formula11.)11.) The Smith’s dog Fido loves to go outside. Anytime he realizes that The Smith’s dog Fido loves to go outside. Anytime he realizes that

the family is about to take him out he gets very excited. During Christmas the the family is about to take him out he gets very excited. During Christmas the Smith’s hung a bell around the garage door doorknob to help decorate their Smith’s hung a bell around the garage door doorknob to help decorate their home for the holidays. After a time of taking Fido outside with the bell home for the holidays. After a time of taking Fido outside with the bell ringing when they open the door Fido now gets excited any time the bell ringing when they open the door Fido now gets excited any time the bell rings. The Smith’s now get very frustrated every time they go to the garage to rings. The Smith’s now get very frustrated every time they go to the garage to leave without Fido with the dog thinking he is going outside.leave without Fido with the dog thinking he is going outside.

Before Conditioning- What occurs naturally?Before Conditioning- What occurs naturally?Neutral Stimulus- _________ = No responseNeutral Stimulus- _________ = No responseUCS- _________= UCR __________UCS- _________= UCR __________

During Conditioning- NS and UCS are paired to elicit same response.During Conditioning- NS and UCS are paired to elicit same response.Neutral Stimulus- _________ + UCS ________ = UCR ___________Neutral Stimulus- _________ + UCS ________ = UCR ___________

After Conditioning- NS is now conditioned (CS) and elicits a learned response.After Conditioning- NS is now conditioned (CS) and elicits a learned response.CS- ___________ = CR _____________CS- ___________ = CR _____________


EssayEssay

12.)12.) Identify the theorists of classical conditioning, operant Identify the theorists of classical conditioning, operant conditioning, and social learning. Compare the processes of conditioning, and social learning. Compare the processes of each learning theory. What is the difference between positive each learning theory. What is the difference between positive and negative reinforcement? Give one example of how each and negative reinforcement? Give one example of how each learning theory applies to humans and society.learning theory applies to humans and society.

13.)13.) What are the processes of memory? What are the three What are the processes of memory? What are the three types of memory? Identify the differences in capacity and types of memory? Identify the differences in capacity and duration between the three and provide examples of each duration between the three and provide examples of each memory type.memory type.

ResourcesResources Teacher ReferencesTeacher References

1.1. Weiten, Wayne. Weiten, Wayne. Psychology: Themes & VariationsPsychology: Themes & Variations. . Australia: Wadsworth Thomson Learning, 2001.Australia: Wadsworth Thomson Learning, 2001.

A college textbook that covers in depth the more difficult topics A college textbook that covers in depth the more difficult topics of psychology. Good for those hard to answer questions, the of psychology. Good for those hard to answer questions, the book elaborates further into the broad topics of psychology.book elaborates further into the broad topics of psychology.

2.2. Sheehy, Noel. Sheehy, Noel. Fifty Key Thinkers in Psychology. Fifty Key Thinkers in Psychology. Great Great Britain: Advanced Students/Teacher Resource, 2004.Britain: Advanced Students/Teacher Resource, 2004.

Biographical details anchor these profiles of how 50 people from Biographical details anchor these profiles of how 50 people from backgrounds as diverse as medicine, philosophy, linguistics, and backgrounds as diverse as medicine, philosophy, linguistics, and mathematics formed and refined their seminal ideas. The mathematics formed and refined their seminal ideas. The biographies are presented alphabetically, but an alternative table biographies are presented alphabetically, but an alternative table of contents sequences them chronologically from von Helmholtz of contents sequences them chronologically from von Helmholtz and Galton to Alan Baddeley (memory) and John Anderson and Galton to Alan Baddeley (memory) and John Anderson (computer simulation of cognition).(computer simulation of cognition).

Resources Resources Page 2Page 2

3.3. Slater, Lauren. Slater, Lauren. Opening Skinner’s Box: Great Psychological Opening Skinner’s Box: Great Psychological Experiments of the Twentieth CenturyExperiments of the Twentieth Century. Norton, 2004.. Norton, 2004.

Slater presents ten key psychology experiments and the people involved Slater presents ten key psychology experiments and the people involved in them presenting dramatically compelling narratives that really in them presenting dramatically compelling narratives that really underline why these experiments were so important. Slater looks at underline why these experiments were so important. Slater looks at Skinner and his box, Milgram and obedience to authority, Rosenhan and Skinner and his box, Milgram and obedience to authority, Rosenhan and psychiatric diagnosis, Darley and Latane and group behavior in psychiatric diagnosis, Darley and Latane and group behavior in moments of crisis, Festinger and cognitive dissonance, Harlow's moments of crisis, Festinger and cognitive dissonance, Harlow's monkeys, the "Rat Park" addiction study, Loftus and false memory, monkeys, the "Rat Park" addiction study, Loftus and false memory, Kandel's sea slugs, and Moniz and psychosurgery.Kandel's sea slugs, and Moniz and psychosurgery.

4.4. Colman, Andrew. Colman, Andrew. A Dictionary of PsychologyA Dictionary of Psychology. Oxford: Oxford . Oxford: Oxford University Press, 2006.University Press, 2006.

Offering more explicit factual information and explanation than many Offering more explicit factual information and explanation than many other psychology dictionaries, this authoritative reference combines other psychology dictionaries, this authoritative reference combines comprehensive breadth, extensive cross-referencing, and clear comprehensive breadth, extensive cross-referencing, and clear definitions in over 11,000 alphabetically arranged entries that cover definitions in over 11,000 alphabetically arranged entries that cover psychology, psychoanalysis, psychiatry, and psychology-related psychology, psychoanalysis, psychiatry, and psychology-related disciplines such as linguistics. Entries supply word origins where useful disciplines such as linguistics. Entries supply word origins where useful and give illustrations where necessary (especially for optical illusions). and give illustrations where necessary (especially for optical illusions). Appendixes list phobias and abbreviations. Appendixes list phobias and abbreviations.


Student ReferencesStudent References1.1. Kasschau, Richard. Kasschau, Richard. Understanding Psychology. Understanding Psychology. New York:New York: Glencoe Glencoe

McGraw-Hill, 2003.McGraw-Hill, 2003. The student textbook covers the general topics of psychology. It The student textbook covers the general topics of psychology. It

provides an overview of topics like the unit covered in this lesson, provides an overview of topics like the unit covered in this lesson, learning and memory, to units about personality and individuality. This learning and memory, to units about personality and individuality. This book covers the general knowledge necessary for students in a book covers the general knowledge necessary for students in a psychology course in high school.psychology course in high school.

2.2. Rathus, Spencer. Rathus, Spencer. Psychology: Principles in PracticePsychology: Principles in Practice. Austin: Holt, . Austin: Holt, Rinehart and Winston, 1998.Rinehart and Winston, 1998.

This is a secondary text to the student textbook that provides more of a This is a secondary text to the student textbook that provides more of a broad look into psychology. Though older, the book provides a more broad look into psychology. Though older, the book provides a more guided look into the topics of psychology.guided look into the topics of psychology.

3.3. http://www.psychology.orghttp://www.psychology.org The website is a database reference page in which students can search The website is a database reference page in which students can search

for certain topics that lead to legitimate links throughout the Internet.for certain topics that lead to legitimate links throughout the Internet.4.4. http://www.psychology.net/http://www.psychology.net/

This website is an online magazine that posts articles of current and This website is an online magazine that posts articles of current and ongoing research in the psychology world.ongoing research in the psychology world.


5.5. http://www.learnpsychology.net/http://www.learnpsychology.net/ The website is a glossary of concepts and terms from Psychology. It is The website is a glossary of concepts and terms from Psychology. It is

for all ages and very user friendly. The website also provides articles for all ages and very user friendly. The website also provides articles published from psychology journals.published from psychology journals.

6.6. Benjamin, Ludy. Benjamin, Ludy. A Brief History of Modern Psychology.A Brief History of Modern Psychology. Oxford: Oxford: Blackwell Publishing, 2007.Blackwell Publishing, 2007.

The book covers the history of psychology to the modern day The book covers the history of psychology to the modern day experiments run in labs today. The author provides a very up to date experiments run in labs today. The author provides a very up to date look into the world of psychology.look into the world of psychology.

7.7. Domjan, Michael. Domjan, Michael. The Principles of Learning and Behavior. The Principles of Learning and Behavior. Belmont: Thomson/Wadsworth, 2003.Belmont: Thomson/Wadsworth, 2003.

The book discusses the topics of conditioned responses, the psychology The book discusses the topics of conditioned responses, the psychology of learning, and behaviorism.of learning, and behaviorism.

8.8. O'Donohue, William. O'Donohue, William. The Psychology of B.F. Skinner.The Psychology of B.F. Skinner. Thousand Thousand Oaks: Sage, 2001.Oaks: Sage, 2001.

This book covers the biographical information on B.F. Skinner and his This book covers the biographical information on B.F. Skinner and his works in psychology.works in psychology.


9.9. Hock, Roger. Hock, Roger. Forty studies that changed Forty studies that changed psychology : Explorations into the history of psychology : Explorations into the history of psychological researchpsychological research. Upper SaddleRiver, . Upper SaddleRiver, N.J. : Prentice Hall, 1999.N.J. : Prentice Hall, 1999.

The case study book examines various experiments by The case study book examines various experiments by famous psychologists in history.famous psychologists in history.

10.10. Radvansky, Gabriel. Radvansky, Gabriel. Human MemoryHuman Memory. Boston: . Boston: Pearson/Allyn and Bacon, 2006.Pearson/Allyn and Bacon, 2006.

The book provides an in depth overview of memory The book provides an in depth overview of memory and how humans develop memory throughout the and how humans develop memory throughout the stages of life.stages of life.


Media ReferencesMedia References The following are videos a part of a series of 2001 PBS program called The following are videos a part of a series of 2001 PBS program called

Discovering Psychology. The videos are narrated by Phillip Zimbardo, Discovering Psychology. The videos are narrated by Phillip Zimbardo, well-known psychologist.well-known psychologist.

1.1. Learning. Learning. This program examines the basic principles of classical and operant This program examines the basic principles of classical and operant conditioning. (VHS)conditioning. (VHS)

2.2. Remembering and ForgettingRemembering and Forgetting.. The program looks at the complexity of memory: The program looks at the complexity of memory: how images, ideas, language, physical actions, even sounds and smells are how images, ideas, language, physical actions, even sounds and smells are translated into codes that are represented in the memory and retrieved as needed. translated into codes that are represented in the memory and retrieved as needed. (VHS)(VHS)

3.3. Animal trainers. Animal trainers. This program gives a behind-the-scenes glimpse into the This program gives a behind-the-scenes glimpse into the exciting (and dangerous) worlds of animal training and stunt performingexciting (and dangerous) worlds of animal training and stunt performing . . ((VHS)VHS)

Activities Handbooks for the Teaching of Psychology.Activities Handbooks for the Teaching of Psychology.• Classroom exercises that use a variety of approaches, including demonstrations, Classroom exercises that use a variety of approaches, including demonstrations,

experiments, discussions, and simulations, provide complete descriptions of the experiments, discussions, and simulations, provide complete descriptions of the concepts involved, lists of materials needed, step-by-step instructions, and concepts involved, lists of materials needed, step-by-step instructions, and suggested discussion questions and background readings. suggested discussion questions and background readings.

(Demonstrations, Experiments, Discussions, and Simulations)(Demonstrations, Experiments, Discussions, and Simulations)4.4. Volume 1Volume 1 Covers sensory processes and perception, learning and conditioning, memory and cognition, Covers sensory processes and perception, learning and conditioning, memory and cognition,

developmental psychology, social psychology, and personality.developmental psychology, social psychology, and personality.


5.5. Volume 2Volume 2 Expands on the above topics, also covering such subjects as methodology, the use Expands on the above topics, also covering such subjects as methodology, the use

of computers in psychology, and elementary statistical concepts.of computers in psychology, and elementary statistical concepts.6.6. Volume 3Volume 3 Focuses on social psychology, learning and memory, sensory processes and Focuses on social psychology, learning and memory, sensory processes and

perception, statistics, developmental psychology, personality, ethics, and gender perception, statistics, developmental psychology, personality, ethics, and gender roles and stereotyping. roles and stereotyping.

7.7. Volume 4Volume 4 Covers critical thinking, research methods and statistics, biopsychology and Covers critical thinking, research methods and statistics, biopsychology and

animal behavior, sensation and perception, learning, memory, cognition, emotion, animal behavior, sensation and perception, learning, memory, cognition, emotion, development, human diversity, social psychology, personality, and psychological development, human diversity, social psychology, personality, and psychological disorders.disorders.

8.8. Sniffy the Virtual RatSniffy the Virtual Rat. This computer program allows students to train a rat . This computer program allows students to train a rat in a virtual operant chamber using various methods theorized by B.F. in a virtual operant chamber using various methods theorized by B.F. Skinner and other behaviorists. (CD-ROM)Skinner and other behaviorists. (CD-ROM)

9.9. Psyk.Trek 2.0. Psyk.Trek 2.0. Interactive software that guides students through the subjects Interactive software that guides students through the subjects of psychology with readings, experiments, and activities. (CD-ROM)of psychology with readings, experiments, and activities. (CD-ROM)

Resources Resources Page 7 Page 7

10.10. Approaches to PsychologyApproaches to Psychology. Examines the various approaches to the field of psychology . Examines the various approaches to the field of psychology and looks briefly at the contributions of major psychologists in each of these areas. The and looks briefly at the contributions of major psychologists in each of these areas. The seven approaches covered: evolutionary, biological, behavioral, cognitive, humanistic, seven approaches covered: evolutionary, biological, behavioral, cognitive, humanistic, psychodynamic, sociocultural. The presentation discusses the theories and experiments of psychodynamic, sociocultural. The presentation discusses the theories and experiments of the Freuds, James, Jung, Adler, Erikson, Maslow, Rogers, Ellis, Piaget, Pavlov, Skinner, the Freuds, James, Jung, Adler, Erikson, Maslow, Rogers, Ellis, Piaget, Pavlov, Skinner, Eysenck, Bandura, Kohlberg, Beck, Gardner, Milgram, Harlow, Asch, Sperry, Schachter, Eysenck, Bandura, Kohlberg, Beck, Gardner, Milgram, Harlow, Asch, Sperry, Schachter, and Chomsky. (Power Point Presentations)and Chomsky. (Power Point Presentations)

11.11. What is Psychology?.What is Psychology?. These designed posters echo the topics in the These designed posters echo the topics in the What Is What Is Psychology?Psychology? Power Point presentations, and are also based on the APA’s National Power Point presentations, and are also based on the APA’s National Standards for the Teaching of High School Psychology. Each 17" x 11" poster poses some Standards for the Teaching of High School Psychology. Each 17" x 11" poster poses some basic questions to help define the topic. (Posters)basic questions to help define the topic. (Posters)

12.12. Themes, Issues, and Debates in PsychologyThemes, Issues, and Debates in Psychology . By Richard Gross. Rather than dividing . By Richard Gross. Rather than dividing psychology into its usual subtopics, this theme-based overview looks at several fascinating psychology into its usual subtopics, this theme-based overview looks at several fascinating issues that cut across multiple areas of research. Designed as a supplement to standard issues that cut across multiple areas of research. Designed as a supplement to standard textbooks, the book looks at topics such as heredity vs. environment, normality and textbooks, the book looks at topics such as heredity vs. environment, normality and abnormality, cross-cultural psychology, free will vs. determinism, consciousness and the abnormality, cross-cultural psychology, free will vs. determinism, consciousness and the mind-brain relationship, parapsychology, ethical questions in psychology, and psychology mind-brain relationship, parapsychology, ethical questions in psychology, and psychology as a science. Clearly written chapters periodically pose critical-thinking questions and also as a science. Clearly written chapters periodically pose critical-thinking questions and also recommend further readings and related Web sites. (Book)recommend further readings and related Web sites. (Book)


13.13. The Science of Fear: The Daily PlanetThe Science of Fear: The Daily Planet. Three programs use case studies, . Three programs use case studies, explanations from psychologists, and experiments to show what science explanations from psychologists, and experiments to show what science reveals about the causes of—and treatments for—fear. (DVDs)reveals about the causes of—and treatments for—fear. (DVDs)

14.14. Teaching Psychology Using the InternetTeaching Psychology Using the Internet. By Stephanie Vargas. High-. By Stephanie Vargas. High-involvement lessons pull students into research and analysis of basic involvement lessons pull students into research and analysis of basic principles of psychology. Ten lessons direct students to specific Web sites, principles of psychology. Ten lessons direct students to specific Web sites, use short-answer questions to focus their reading, then engage them in use short-answer questions to focus their reading, then engage them in writing activities requiring critical analysis. Topics include early childhood writing activities requiring critical analysis. Topics include early childhood development, adolescent and adult development, sensation and perception, development, adolescent and adult development, sensation and perception, states of consciousness, classical conditioning, memory, intelligence tests, states of consciousness, classical conditioning, memory, intelligence tests, social psychology, and psychological disorders. Each lesson includes social psychology, and psychological disorders. Each lesson includes detailed teacher instructions and reproducible handouts with URLs to visit detailed teacher instructions and reproducible handouts with URLs to visit and questions to answer. (Book with Reproducibles)and questions to answer. (Book with Reproducibles)

15.15. The Mind’s Storehouse: MemoryThe Mind’s Storehouse: Memory. Discusses topics such as encoding, . Discusses topics such as encoding, storage, and retrieval of memory. Demonstrations of short-term memory are storage, and retrieval of memory. Demonstrations of short-term memory are also presented and renowned researcher Elizabeth Loftus explains her role in also presented and renowned researcher Elizabeth Loftus explains her role in debunking the phenomenon of repressed memories. (DVD)debunking the phenomenon of repressed memories. (DVD)


16.16. The Most Amazing Machine: Neuroscience and Behavior.The Most Amazing Machine: Neuroscience and Behavior. Plunges into Plunges into the expanding field of neuroscience and the biology behind behavior, the expanding field of neuroscience and the biology behind behavior, exploring how areas of the brain and brain chemistry can alter mood and exploring how areas of the brain and brain chemistry can alter mood and cognition. (DVD)cognition. (DVD)

17.17. Psychology.Psychology. Acquainting students with the reasoning and methods of Acquainting students with the reasoning and methods of psychology, these self-directed activities develop research and critical psychology, these self-directed activities develop research and critical thinking skills. Numerous activities guide students in independent study, thinking skills. Numerous activities guide students in independent study, describe the problems of conducting research in psychology, and discuss describe the problems of conducting research in psychology, and discuss generalizations about psychological behavior. (e-Book)generalizations about psychological behavior. (e-Book)

18.18. Classical and Operant ConditioningClassical and Operant Conditioning. Topics include behaviorism, . Topics include behaviorism, classical and operant conditioning theories of Skinner and Pavlov, classical and operant conditioning theories of Skinner and Pavlov, Skinner boxes, and conditioning in everyday life. 55 minutes. (DVD)Skinner boxes, and conditioning in everyday life. 55 minutes. (DVD)


19.19. The Quiet Rage: The Stanford Prison ExperimentThe Quiet Rage: The Stanford Prison Experiment . In 1971, Stanford psychology . In 1971, Stanford psychology professor Phillip G. Zimbardo devised an experiment that would rapidly spiral professor Phillip G. Zimbardo devised an experiment that would rapidly spiral out of control. A group of ordinary college students were divided arbitrarily into out of control. A group of ordinary college students were divided arbitrarily into "prisoners" and "guards." Hidden cameras captured what happened next: the "prisoners" and "guards." Hidden cameras captured what happened next: the "guards" became gradually more sadistic, devising cruel mental tortures, while "guards" became gradually more sadistic, devising cruel mental tortures, while the "prisoners" either broke down or succumbed in cowed and mindless the "prisoners" either broke down or succumbed in cowed and mindless obedience. Combining grainy hidden camera footage with retrospective obedience. Combining grainy hidden camera footage with retrospective interviews and narration by Zimbardo, this program chillingly demonstrates how interviews and narration by Zimbardo, this program chillingly demonstrates how easily individual values can break down under situational pressure, and why this easily individual values can break down under situational pressure, and why this important study is a metaphor for the effects of power in relationships where one important study is a metaphor for the effects of power in relationships where one person exerts control over another, be they husband/wife, doctor/patient, person exerts control over another, be they husband/wife, doctor/patient, parent/child, victor/vanquished. (DVD)parent/child, victor/vanquished. (DVD)

20.20. The Human Brain Coloring BookThe Human Brain Coloring Book. By Kapil Gupta. Don't be misled by the . By Kapil Gupta. Don't be misled by the simplicity of its title: this learning manual features 125 detailed computer-simplicity of its title: this learning manual features 125 detailed computer-generated illustrations to foster mastery of the anatomy and physiology of the generated illustrations to foster mastery of the anatomy and physiology of the human brain and spinal cord. The interactive coloring exercises help simplify human brain and spinal cord. The interactive coloring exercises help simplify the wondrously complex. Each plate of a particular system or structure is the wondrously complex. Each plate of a particular system or structure is accompanied by explanatory text describing its function and position. accompanied by explanatory text describing its function and position. (Book)(Book)

resource unit: learning and memory by kyle muntzinger

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