cc.exer
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cc.exer

Course Number: CH 150, Fall 2009

College/University: CSU Northridge

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Exercises on Classical Conditioning You will have two tasks to perform in your groups: 1. identify the US, CS, UR, and CR in each description provided below. 2. generate a list of instances of classical conditioning that you have observed or experienced in your everyday life. Each person should contribute at least one example. These instances should not be examples presented in your text or internet exercises. The...

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on Exercises Classical Conditioning You will have two tasks to perform in your groups: 1. identify the US, CS, UR, and CR in each description provided below. 2. generate a list of instances of classical conditioning that you have observed or experienced in your everyday life. Each person should contribute at least one example. These instances should not be examples presented in your text or internet exercises. The group with the greatest number of correct answers and the greatest number of everyday instances of classical conditioning will earn 3 points. As always, elect a recorder who will post the groups answers to the Classical conditioning discussion forum in WebCT. Recorder, use the following format for posting your groups answers: Group name: Members present Scenario 1 US UR CS CR Real world examples of classical conditioning Student name: Brief description of the real world example. For each scenario presented below, identify the four major elements of classical conditioning. Specify the unconditioned stimulus (US), the unconditioned response (UR), the conditioned stimulus (CS), and the conditioned response (CR). 1. To discourage coyotes from attacking their sheep, ranchers feed the coyotes small pieces of mutton tainted with poison that, when ingested, cause the coyotes to experience extreme dizziness and nausea. Later, when the coyotes aare placed in the pen with the sheep, the mere smell of the sheep causes the coyotes to run frantically away from their former prey. 2. As part of a new and intriguing line of research in behavioral medicine, researchers give mice saccharine-flavored water (a sweet substance that mice love) and then follow it up with an injection of a drug that weakens the mices immune systems. Later, when these mice drank saccharine-flavored water, they showed signs of a weakened immune response. Research is currently underway to see it the reverse possible is (i.e., if conditioning can be used to increase immune functioning), a discovery which would surely have important implications for medical treatments. 3. A passenger on a plane was feeling anxious about an important job interview the next morning, and as a result he was uneasy and nervous throughout the flight. Back at home weeks later, he is contemplating a holiday trip. Though he hasnt previously been afraid to fly, he finds himself suddenly nervous about flying and decided to cancel his plans t visit an out-of-state relative. 4. Its no secret that people become unhappy when bad weather strikes, but what is surprising is that weather forecasters are consistently blamed for weather over which they obviously have no control. Weather forecasters around the country have been whacked by old ladies with umbrellas, pelted with snowballs, and even threatened with death (e.g., Youre the one that sent that tornado and tore up my house Im going to take your head off!, or If it snows over the holidays, you wont live to see the new year.) by people who mistakenly infer a causal relationship between the forecaster with subsequent foul weather. 5. Why is it that automobile advertisements especially those for sports cars often feature beautiful young women? Because smart advertisers know (and research confirms) that new car ads that include an attractive female are rated by men as faster, more appealing, betterdesigned, and more desirable than similar ads that do not include an attractive female. Ader, R., & Cohen, N. (1985). CNS-immune system interactions: Conditioning phenomena. Behavioral and Brain Sciences, 8, 379, 94. [Example 2] Cialdini, R.B. (1993). Influence: Science and practice (3rd ed.). New York: Harper Collins. [Examples 4 & 5] Garcia, J., Hawkins, W, & Rusniak (1974). Coyote predation control by aversive conditioning. Science, 184, 581-83. [Example 1].

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CSU Northridge - CH - 5
Exercises on Classical Conditioning You will have two tasks to perform in your groups: 1. identify the US, CS, UR, and CR in each description provided below. 2. generate a list of instances of classical conditioning that you have observed or experien
CSU Northridge - CH - 00
Learning objectives Chapter 11 motivation and emotion 1. Define motivation. 2. Explain the difference between intrinsic and extrinsic motivation and provide an example of each. 3. Distinguish between the following theories of motivation: instinct, d
CSU Northridge - CH - 11
Learning objectives Chapter 11 motivation and emotion 1. Define motivation. 2. Explain the difference between intrinsic and extrinsic motivation and provide an example of each. 3. Distinguish between the following theories of motivation: instinct, d
CSU Northridge - CH - 150
Learning objectives Chapter 11 motivation and emotion 1. Define motivation. 2. Explain the difference between intrinsic and extrinsic motivation and provide an example of each. 3. Distinguish between the following theories of motivation: instinct, d
CSU Northridge - CH - 150
Learning Objectives Chapter 5b: Learning (Operant Conditioning)1. Describe the Law of Effect in ones own words. 2. Describe instrumental or operant conditioning and explain how it differs from classical conditioning. 3. Define operant and reinforcer
CSU Northridge - CH - 5
Learning Objectives Chapter 5b: Learning (Operant Conditioning)1. Describe the Law of Effect in ones own words. 2. Describe instrumental or operant conditioning and explain how it differs from classical conditioning. 3. Define operant and reinforcer
CSU Northridge - CH - 150
Learning objectives Chapter 17: Social psychology1. Define social psychology. 2. Define social perception. Describe the manner in which schemas influence first impressions. Explain why first impressions change slowly. 3. Define attribution. Discuss
CSU Northridge - CH - 17
Learning objectives Chapter 17: Social psychology1. Define social psychology. 2. Define social perception. Describe the manner in which schemas influence first impressions. Explain why first impressions change slowly. 3. Define attribution. Discuss
CSU Northridge - CH - 00
PSY 150: Writing Assignment #1Writing is a process of communication between a writer and an audience. To become a better writer, requires practice and feedback. The writing assignments in this course will offer both. They will also: (1) give you pra
CSU Northridge - CH - 150
PSY 150: Writing Assignment #1Writing is a process of communication between a writer and an audience. To become a better writer, requires practice and feedback. The writing assignments in this course will offer both. They will also: (1) give you pra
CSU Northridge - CH - 12
Learning Objectives Chapter 12: Human Sexuality and Gender1. Define gender typing and discuss the role biological and environmental influences play in its development. 2. Name and describe three theories of gender-role development. 3. Discuss the p
CSU Northridge - CH - 150
Learning Objectives Chapter 12: Human Sexuality and Gender1. Define gender typing and discuss the role biological and environmental influences play in its development. 2. Name and describe three theories of gender-role development. 3. Discuss the p
CSU Northridge - CH - 13
Learning objectives Chapter 13: Health and stress1. Define stress and stressor and describe the stress response. 2. Describe the Social Readjustment Rating Scale and explain how it is used to measure stress. 3. Define hassles and uplifts and explai
CSU Northridge - CH - 150
Learning objectives Chapter 13: Health and stress1. Define stress and stressor and describe the stress response. 2. Describe the Social Readjustment Rating Scale and explain how it is used to measure stress. 3. Define hassles and uplifts and explai
CSU Northridge - CH - 150
Learning objectivesChapter 6: Memory 1. Define encoding, storage, and retrieval and discuss the role of each in our ability to remember. 2. Name and define the three stages of processing in the Atkinson-Shiffren model of memory. 3. Discuss the capac
CSU Northridge - CH - 6
Learning objectivesChapter 6: Memory 1. Define encoding, storage, and retrieval and discuss the role of each in our ability to remember. 2. Name and define the three stages of processing in the Atkinson-Shiffren model of memory. 3. Discuss the capac
CSU Northridge - CH - 14
Learning objectives Chapter 14: Personality Theory & assessment 1. Define personality. 2. Compare and contrast the major perspectives of personality and its development including: Psychodynamic (Freudian and Neo-Freudian) Humanistic Cognitive-beha
CSU Northridge - CH - 150
Learning objectives Chapter 14: Personality Theory & assessment 1. Define personality. 2. Compare and contrast the major perspectives of personality and its development including: Psychodynamic (Freudian and Neo-Freudian) Humanistic Cognitive-beha
CSU Northridge - CH - 150
PSY 150: Writing Assignment #4This writing assignment is worth 100 points. To receive the full 100 points, you must complete the assignment by the due date, meet all the guidelines listed under Paper Topic, and communicate your ideas with clarity an
CSU Northridge - CH - 6
PSY 150: Writing Assignment #4This writing assignment is worth 100 points. To receive the full 100 points, you must complete the assignment by the due date, meet all the guidelines listed under Paper Topic, and communicate your ideas with clarity an
CSU Northridge - CH - 150
PSY 150: Writing Assignment #5aThis writing assignment is worth 100 points. To receive the full 100 points, you must complete the assignment by the due date, meet all the guidelines listed under Paper Topic, and communicate your ideas with clarity a
CSU Northridge - CH - 5
PSY 150: Writing Assignment #5aThis writing assignment is worth 100 points. To receive the full 100 points, you must complete the assignment by the due date, meet all the guidelines listed under Paper Topic, and communicate your ideas with clarity a
CSU Northridge - CH - 150
Learning Objectives Chapter 5: Learning (Classical Conditioning)1. Define learning. 2. Define classical conditioning, unconditioned stimulus and unconditioned response, conditioned stimulus and conditioned response. Provide an example that illustrat
CSU Northridge - CH - 5
Learning Objectives Chapter 5: Learning (Classical Conditioning)1. Define learning. 2. Define classical conditioning, unconditioned stimulus and unconditioned response, conditioned stimulus and conditioned response. Provide an example that illustrat
CSU Northridge - CH - 150
Learning Objectives Chapter 3: Sensation and Perception1. Explain the difference between sensation and perception. 2. Explain the difference between absolute threshold and difference threshold and the importance of Webers Law. 3. Describe the roles
CSU Northridge - CH - 3
Learning Objectives Chapter 3: Sensation and Perception1. Explain the difference between sensation and perception. 2. Explain the difference between absolute threshold and difference threshold and the importance of Webers Law. 3. Describe the roles
CSU Northridge - CH - 150
This week youll experience some of the concepts presented in Chapter 6, Memory. There are several activities at each site. Please do the following: A. At the NASA site (Internet Activity 1) (http:/olias.arc.nasa.gov/cognition/tutorials/index.html) do
CSU Northridge - CH - 6
This week youll experience some of the concepts presented in Chapter 6, Memory. There are several activities at each site. Please do the following: A. At the NASA site (Internet Activity 1) (http:/olias.arc.nasa.gov/cognition/tutorials/index.html) do
CSU Northridge - CH - 00
Chapter 1 Learning Objectives After careful reading and study of Chapter 1, students should be able to do the following:1. Define psychology. 2. List and discuss the goals of psychology. 3. Discuss the principles of critical thinking, and explain
CSU Northridge - CH - 150
Chapter 1 Learning Objectives After careful reading and study of Chapter 1, students should be able to do the following:1. Define psychology. 2. List and discuss the goals of psychology. 3. Discuss the principles of critical thinking, and explain
CSU Northridge - CH - 150
PSY 150: Writing Assignment #3This writing assignment is worth 100 points. To receive the full 100 points, you must complete the assignment by the due date, meet all the guidelines listed under Paper Topic, and communicate your ideas with clarity an
CSU Northridge - CH - 2
PSY 150: Writing Assignment #3This writing assignment is worth 100 points. To receive the full 100 points, you must complete the assignment by the due date, meet all the guidelines listed under Paper Topic, and communicate your ideas with clarity an
CSU Northridge - CH - 15
Learning objectives Chapter 15: psychological disorders1. Define psychological disorder and explain what is meant by normal and abnormal. 2. Describe the five criteria that can be used to help determine abnormal behavior. Define the DSM-IV and stat
CSU Northridge - CH - 150
Learning objectives Chapter 15: psychological disorders1. Define psychological disorder and explain what is meant by normal and abnormal. 2. Describe the five criteria that can be used to help determine abnormal behavior. Define the DSM-IV and stat
CSU Northridge - CH - 150
Learning Objectives CH 2/4bChapter 2 Biology and Behavior pp 49 66 After careful reading, study, completion of internet activities and discussion forums, students should be able to: 1. Name and describe the two major components of the central ner
CSU Northridge - CH - 2
Learning Objectives CH 2/4bChapter 2 Biology and Behavior pp 49 66 After careful reading, study, completion of internet activities and discussion forums, students should be able to: 1. Name and describe the two major components of the central ner
CSU Northridge - CH - 150
PSY 150: Writing Assignment #2If you complete the assignment by the due date, meet all the guidelines, and communicate your ideas with clarity and accuracy, you will receive 100 points.Paper Topic:Imagine that youve been asked to talk about a dru
CSU Northridge - CH - 2
PSY 150: Writing Assignment #2If you complete the assignment by the due date, meet all the guidelines, and communicate your ideas with clarity and accuracy, you will receive 100 points.Paper Topic:Imagine that youve been asked to talk about a dru
CSU Northridge - CH - 150
Learning Objectives Ch 2/4aCh 2 -Biology and Behavior - pp 41 to 48 1. Define biological psychology. 2. Name the two principle cells in the nervous system. Describe the features of neurons and what allows them to communicate with one another. 3. De
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Learning Objectives Ch 2/4aCh 2 -Biology and Behavior - pp 41 to 48 1. Define biological psychology. 2. Name the two principle cells in the nervous system. Describe the features of neurons and what allows them to communicate with one another. 3. De
CSU Northridge - CH - 00
Learning Objectives Chapter 9: Child Development After reading the textbook and completing the internet exercises, students should be able to demonstrate the following. 1. Define developmental psychology. 2. Explain the nature-nurture controversy and
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Learning Objectives Chapter 9: Child Development After reading the textbook and completing the internet exercises, students should be able to demonstrate the following. 1. Define developmental psychology. 2. Explain the nature-nurture controversy and
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Example: Wolf RiverMath 140 Introductory StatisticsProfessor Bernardo brego Lecture 33 Sections 9.4 and 9.3Youve been given the responsibility to analyze the Wolf River data to test whether the true mean aldrin concentrations at the bottom and m
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Example (p. 91)Math 140 Introductory StatisticsProfessor Bernardo brego Lecture 5 Sections 2.4, 4.1According to the table on page 87, the death rates per 100,000 residents from cancer are approximately normal, with mean 196 and SD 31. The middle
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