Link to review guide
Monday 3rd period final @ 1:05
Tuesday 4th @ 8:45 and 6th @ 1:05
Friday, June 7, 2013
Wednesday, May 22, 2013
Psychological Disorders Research
Choose a psychological disorder from list posted in the classroom. Students will not be assigned the same disorders so it is important to sign up early if there is one you specifically want to research. The following is list of requirements for the project:
2. Diagnosis - Using the DSM IV LINK compile a complete list of symptoms
3. Hereditary - What is the link between family members?
4. Typical age of onset
5. Treatment - How treatable is the disorder? What does treatment look like? (medication, behavior modification, electrotherapy, etc.)
6. Permanency - Define what recovery for this disorder looks like. Is it reversible? Can symptoms be managed or eliminated? Will continue to get progressively worse even with treatment?
7. Case Study (one individual story)
1. Name of Disorder (any slang terms or other names used)
2. Diagnosis - Using the DSM IV LINK compile a complete list of symptoms
3. Hereditary - What is the link between family members?
4. Typical age of onset
5. Treatment - How treatable is the disorder? What does treatment look like? (medication, behavior modification, electrotherapy, etc.)
6. Permanency - Define what recovery for this disorder looks like. Is it reversible? Can symptoms be managed or eliminated? Will continue to get progressively worse even with treatment?
7. Case Study (one individual story)
This is where you breath life into your presentation. Help us understand the disorder by illustrating at least one case study. You must include pictures and/or video. The patient must not be an actor or hypothetical...you need to research a documented case.
8. Your presentation needs to be 5-7 minutes be on either power point or keynote.
9. You must have at least one audience participation piece (more than a simple raising of hands)
25 pts.
8. Your presentation needs to be 5-7 minutes be on either power point or keynote.
9. You must have at least one audience participation piece (more than a simple raising of hands)
25 pts.
Due Monday June 3rd
Monday, May 20, 2013
Wednesday, May 15, 2013
Stress
Dealing with Stress
Read chapter 15 -1 paying careful attention to the vocabulary listed in blue throughout. Answer questions 1-5 (section review) on page 419. For question # 4, take the SRRS on 417. According to the scale discussed on page 418 (total score as an indicator of illness), how susceptible are you to illness? For #5, start your log now (wednesday class) and finish Thursday in class.
Read chapter 15 -1 paying careful attention to the vocabulary listed in blue throughout. Answer questions 1-5 (section review) on page 419. For question # 4, take the SRRS on 417. According to the scale discussed on page 418 (total score as an indicator of illness), how susceptible are you to illness? For #5, start your log now (wednesday class) and finish Thursday in class.
Monday, May 13, 2013
Myers-briggs TEST
Complete 5 on page 368 (in class on Friday)
Go to the following link and take the MBTI
Go to the following link and take the MBTI
Record your results and take a moment to see which famous people share your personality type
LINKAfter taking the MBTI turn your book to page 380. Read through the (8) defense mechanisms listed. Decide with (3) defensive mechanism you most commonly employ and write them down. Provide a personal example for the (3) you listed.
EXAMPLE: Mr. Neil hears on the weather report that heavy winds and damaging hail are forecasted for Bend. Mr. Neil just planted his garden and he doesn't accept that his tomatoes need protection so he
neglects to cover his garden.
Thursday, May 9, 2013
Chapter 3 assessment
In class on Thursday:
Answer Reviewing the Facts(1-10); Recalling Facts(1-5); and Critical Thinking(1-5)
Answer Reviewing the Facts(1-10); Recalling Facts(1-5); and Critical Thinking(1-5)
Chapter 3 TEST Friday
We are studying for the test on Thursday. Some of you may have AP exams or otherwise be absent Friday. Makeup for the test will be on Monday at lunch or after school.
Thursday, April 25, 2013
Monday, April 22, 2013
Friday, April 19, 2013
Tuesday, April 16, 2013
Learning Theories test review
The test on learning theories will be on Thursday. Here is a study guide for the test. You have all period to work on this. Tomorrow we will be putting the social learning theory into practice by learning a little dance number. I will not be testing you on concepts not covered on the study guide. However, I will collect these study guides on test day for a grade.
Study guide (Hint, many of these answers are on your previous book notes:
1.) Who originally developed classical conditioning?
2.) Define UCS, UCR, NS, CS, CR.
3.) Be able to properly label all the parts of classical conditioning simulations.
4.) What is the process of classical conditioning? Be sure to use all the vocab including generalization, discrimination, extinction, and spontaneous recovery.
5.) Define and describe positive/negative reinforcement.
6.) Define and describe positive/negative punishment.
7.) Which is better, fixed or variable ratio scheduling? Why?
8.) What is the difference between a primary and secondary reinforcer?
9.) Describe the process of shaping. Give at least two examples.
10.) What are escape and avoidance conditioning? What is the difference between the two?
11.) Define operant conditioning.
12.) Design an operant conditioning experiment/ simulation.
13.) What is a response chain?
14.) Why is understanding human's motivators so important when it comes to operant conditioning?
15.) Define and describe social learning.
16.) What are some positive and negative affects of social learning?
17.) Does behavior have to change in order for social learning to have taken place?
18.) What is learned helplessness? Give an example.
19.) What is learned laziness? Give and example.
20.) How does the modeling process work?
21.) What is behavior modification?
22.) How can we use behavior modification to improve our self control?
23.) Which form of conditioning do you think is most powerful? Which do you think is most prevalent? Defend your answer.
24.) How does social learning through social networks affect your life? List 3 positives and negatives.
Study guide (Hint, many of these answers are on your previous book notes:
1.) Who originally developed classical conditioning?
2.) Define UCS, UCR, NS, CS, CR.
3.) Be able to properly label all the parts of classical conditioning simulations.
4.) What is the process of classical conditioning? Be sure to use all the vocab including generalization, discrimination, extinction, and spontaneous recovery.
5.) Define and describe positive/negative reinforcement.
6.) Define and describe positive/negative punishment.
7.) Which is better, fixed or variable ratio scheduling? Why?
8.) What is the difference between a primary and secondary reinforcer?
9.) Describe the process of shaping. Give at least two examples.
10.) What are escape and avoidance conditioning? What is the difference between the two?
11.) Define operant conditioning.
12.) Design an operant conditioning experiment/ simulation.
13.) What is a response chain?
14.) Why is understanding human's motivators so important when it comes to operant conditioning?
15.) Define and describe social learning.
16.) What are some positive and negative affects of social learning?
17.) Does behavior have to change in order for social learning to have taken place?
18.) What is learned helplessness? Give an example.
19.) What is learned laziness? Give and example.
20.) How does the modeling process work?
21.) What is behavior modification?
22.) How can we use behavior modification to improve our self control?
23.) Which form of conditioning do you think is most powerful? Which do you think is most prevalent? Defend your answer.
24.) How does social learning through social networks affect your life? List 3 positives and negatives.
Thursday, April 11, 2013
Operant conditioning
experiment:
What is more effective, positive reinforcement or positive punishment?
Which works faster?
Was there shaping that went on?
Was the person conditioned?
Was there experimental error?
For Juniors in 3rd period:
Create your own operant conditioning experiment that can be
tested on a human. Be sure to label the task to be conditioned for, the type of
conditioning and reinforcement/punishment used, and the steps it might take to
shape a person into this behavior.
Put this experiment into use at your home on a sibling,
friend, or parent and then reflect on the process and the effectiveness of the
experiment.
Friday, April 5, 2013
Thursday, April 4, 2013
Here is the powerpoint from our discussion of classical conditioning for your studying purposes:
https://docs.google.com/file/d/0B4aoR8zXZab7ckJqLTJldHk0QXM/edit?usp=sharing
https://docs.google.com/file/d/0B4aoR8zXZab7ckJqLTJldHk0QXM/edit?usp=sharing
Wednesday, April 3, 2013
Theories of Learning
For the next 3 weeks my student teacher David Zahn will be teaching full time. He will be doing most if not all of the instruction for my psychology classes. David has been doing a wonderful job teaching my Government class and I expect the same with psychology. The learning unit is a fun one and there are bound to be a few "experiments" conducted on family members. If you have any questions please contact me via email.
Monday, March 18, 2013
Frontline video - Parkinson's
Follow this link to the FRONTLINE Video
In no less than a 1/2 page, discuss how technology is being used to fight Parkinson's as well as sparking debate in Congress - make a prediction about where research will go in the future.
In no less than a 1/2 page, discuss how technology is being used to fight Parkinson's as well as sparking debate in Congress - make a prediction about where research will go in the future.
Monday, March 11, 2013
Research Study
Hypothesize, Design, create, conduct, analyze, and present your own study. Groups must be 3-4 members. Partners will present their studies to class On Tues., Wed., and Thurs. (Mar. 19, 20 and 21). Prepare a visual explaining the steps in your research all the way from hypothesis to conclusion. Visuals must be informational as well as easy to understand and visually pleasing. Groups may choose to use poster board (at least 3' x 2') or a power point.
You must include a discussion of previous research in your hypothesis. Using scholarly journals, find two studies that relate to your topic.
Questions to ask when looking at previous research
How do these studies help to define the terms (variables) you are measuring?
What research method(s) will we borrow from these previous studies?
How can the results of previous studies be used forward your research?
Use the databases provided by the Summit Library <EBSCO>
Link to Citations
You must include a discussion of previous research in your hypothesis. Using scholarly journals, find two studies that relate to your topic.
Questions to ask when looking at previous research
How do these studies help to define the terms (variables) you are measuring?
What research method(s) will we borrow from these previous studies?
How can the results of previous studies be used forward your research?
Use the databases provided by the Summit Library <EBSCO>
Link to Citations
Thursday, March 7, 2013
Read chapter 7-3 and chapter 4-4
Answer the review questions on pages 202 (1-5) and 122 (1-4)
have these ready along with section 7-2 questions for Friday
have these ready along with section 7-2 questions for Friday
Monday, March 4, 2013
Consciousness (Monday 3/4)
Answer questions 1, 2, and 4 on page 190. Also, in your answer for #2 identify which stages are REM and non-REM. Read the section on circadian rhythms. Which is easier to adjust, traveling east 3 times zones or traveling west 3 times zones? Justify your answer.
Due start of class Tuesday 3/5
Due start of class Tuesday 3/5
Friday, March 1, 2013
SPE write-ups due today
I'll give you 20 minutes in class to finish your 11/2 - 2 page write ups on the slide show you previewed. When you are finished we will review research methods.
Research Methods
Methods of research (pg 37 – 38)
Complete (a), (b), and (c) for each of the following research methods (naturalistic observation, case studies, Surveys, longitudinal studies, cross-sectional studies, and correlations / explanations:
a) state what the value of this type of research provides
b) what the limits to this research are
c) create your own unique situation/research question that is best suited for
this type of research.
Wednesday, February 27, 2013
Stanford Prison Experiment
Click on the link below:
After you have completed the slideshow use your notes to do the following:
Click on view slide show. Read through each slide carefully and take notes on the specifics of the experiment (design, subjects, treatments, behaviors, steps taken by researchers)
After you have completed the slideshow use your notes to do the following:
In 1 1/2 - 2 pages, answer the following questions:
1. Read the section in the chapter (2) that deals with ethics (pages 40-41). Analyze Zimbardo's research design from the perspective of an outside observer who is responsible for raising ethical questions about the experiment. (1/2 page)
2. At what point did the experiment "go too far"? (1/2 page)
3. In the final analysis, what does the study reveal about our justice system and the structure of our nations prisons? How might this study be applied to improve the relationship between guard and prisoner? (1/2 page)
Thursday, February 21, 2013
Friday 2/22
In class work
Read Chapter 2 sections 1and 2 and answer the review questions at the end of each section (pg 41 1-5 and pg 45 1-5)
Read Chapter 2 sections 1and 2 and answer the review questions at the end of each section (pg 41 1-5 and pg 45 1-5)
Chapter 8 assessment and Sensory Adaptation
Review sensory adaptation and provide 2 examples for each of the 5 main senses
Answer questions (1-10) reviewing vocal; (1-5) recalling facts; (1-5) Critical Thinking
Work on in-class: DUE Friday at the beginning of class.
Answer questions (1-10) reviewing vocal; (1-5) recalling facts; (1-5) Critical Thinking
Work on in-class: DUE Friday at the beginning of class.
Monday, February 11, 2013
Holiday Inn Express Quiz!
For Wednesday 2/13
Are you a doctor? No of course not...but you did stay at a Holiday Inn Express last night.
The quiz format requires you to diagnosis and troubleshoot where you, the doctor, will begin looking for sources and solutions to the problems your patients are having.
Must know: Brain structures, lobes, hemispheres, neurotransmitters and the basic endocrine system.
Are you a doctor? No of course not...but you did stay at a Holiday Inn Express last night.
The quiz format requires you to diagnosis and troubleshoot where you, the doctor, will begin looking for sources and solutions to the problems your patients are having.
Must know: Brain structures, lobes, hemispheres, neurotransmitters and the basic endocrine system.
Tuesday, February 5, 2013
Brain, Nervous system, and Neuron Quiz
Friday Quiz!!!
In class handout has all the terms (pg 161 - 157)
In class handout has all the terms (pg 161 - 157)
Monday, February 4, 2013
Assignment 1
Read this very brief article. How could this boys death have been prevented?
Link
What interests you most about psychology?
Link
What interests you most about psychology?
Syllabus
Psychology
Fall 2010/2011
Mr. Neil
Phone: 322-3288
Email: nate.neil@bend.k12.or.us
Blog: Summitpsyche.blogspot.com
Course Description:
What is Psychology? It is a field of inquiry that is sometimes defined as the science of the mind, sometimes as the science of behavior. To study the psychology of living creatures is to explain why wolves howl at the moon and sons rebel against their fathers; why birds sing and moths fly into flame; why we remember how to ride a bicycle after twenty years; why teenage males and females could not act more differently and, finally, why we as humans make love as well as war. Simply put, Psychology is the most RELEVENT subject you as a young person will ever study because it provides insight into why you feel, think and behave the way you do.
Units of Study:
I. Physical Development of the Brain- Sense & Perception
II. Scientific Methods & Consciousness
III. Theories of Learning- Processing & Memory
IV. Psychological Development- Infancy through Adolescence
V. Stress and Psychological Disorders
Course Requirements: % of grade
Class Participation/ attendance 15
Homework, class activities and experiments 35
Final Project 15
Quizzes 15
Midterm/Final Exams 20
*Extra Credit opportunities are only given when all other work is completed
Note about Participation:
Because psychology is a social science, participatory behavior is critical to your success in this class. Social Sciences are just that- SOCIAL. Therefore, much of the discussion and learning in the class will require you to provide personal input and interpretation to your experiences. If you are painfully shy and prefer trips to the dentist office rather then interacting with classmates- this class might not be for you.
Class Behavior Policy:
1. Be in your seat and prepared when class begins. 2 unexcused tardies = 1 phone call home. Detentions after 4th.
2. Turn in assignments the day they are due. Late work will be accepted but will result in a severe penalty (1 day=50% off). If you have an excused absence, you will have three DAYS- not class periods- to make it up for full credit.
3. IF you have a prearranged reason for leaving class, let me know BEFORE the class bell rings.
4. No eating or drinking in class. Water is OK.
5. No bathroom breaks. Take care of your personal business during passing period.
6. Turn off an put cell phones away.
7. Bring your supplies everyday to class (i.e. textbook, assigned reading
materials, pens & pencils, class notebook/binder).
Fall 2010/2011
Mr. Neil
Phone: 322-3288
Email: nate.neil@bend.k12.or.us
Blog: Summitpsyche.blogspot.com
Course Description:
What is Psychology? It is a field of inquiry that is sometimes defined as the science of the mind, sometimes as the science of behavior. To study the psychology of living creatures is to explain why wolves howl at the moon and sons rebel against their fathers; why birds sing and moths fly into flame; why we remember how to ride a bicycle after twenty years; why teenage males and females could not act more differently and, finally, why we as humans make love as well as war. Simply put, Psychology is the most RELEVENT subject you as a young person will ever study because it provides insight into why you feel, think and behave the way you do.
Units of Study:
I. Physical Development of the Brain- Sense & Perception
II. Scientific Methods & Consciousness
III. Theories of Learning- Processing & Memory
IV. Psychological Development- Infancy through Adolescence
V. Stress and Psychological Disorders
Course Requirements: % of grade
Class Participation/ attendance 15
Homework, class activities and experiments 35
Final Project 15
Quizzes 15
Midterm/Final Exams 20
*Extra Credit opportunities are only given when all other work is completed
Note about Participation:
Because psychology is a social science, participatory behavior is critical to your success in this class. Social Sciences are just that- SOCIAL. Therefore, much of the discussion and learning in the class will require you to provide personal input and interpretation to your experiences. If you are painfully shy and prefer trips to the dentist office rather then interacting with classmates- this class might not be for you.
Class Behavior Policy:
1. Be in your seat and prepared when class begins. 2 unexcused tardies = 1 phone call home. Detentions after 4th.
2. Turn in assignments the day they are due. Late work will be accepted but will result in a severe penalty (1 day=50% off). If you have an excused absence, you will have three DAYS- not class periods- to make it up for full credit.
3. IF you have a prearranged reason for leaving class, let me know BEFORE the class bell rings.
4. No eating or drinking in class. Water is OK.
5. No bathroom breaks. Take care of your personal business during passing period.
6. Turn off an put cell phones away.
7. Bring your supplies everyday to class (i.e. textbook, assigned reading
materials, pens & pencils, class notebook/binder).
Wednesday, January 23, 2013
Final Review
Brain structures (pg 161)
Be prepared to diagnose physical symptoms (162)
Research – Types (nat. obs, case studies, etc)
Variables (IV, DV)
Groups (sampling)
Sensation
Senses – animalistic senses (smell)
Perception – sensory studies in class
Sensory adaptation – examples of each
Vision (night vision) rods vs cones
Sleep - stages of sleep / circadian rythms
Gender
Sex vs gender
Is gender genetic or learned (arguments for both)
Learning
Classical conditioning – vocab (UCS, USR, NS,etc)
Operant conditioning
Reward vs punishment (negative v. positive)
Schedules of reinforcement
Social Learning Theory - modeling, token economies
Be prepared to explain to following:
Piaget's stages of development
Sensorimotor, preoperational, concrete operational, formal op.
object permanence, conservation, egocentric
Freud's stages of development - oral, anal, phallic, latency, genital
Ego, id, superego and theories of the unconscious (freudian slip)
Erikson's stages of development - (1-5)
Physical abilities of children at age appropriate times (in months)
Stress
Sources
Coping strategies
Psychological Disorders
Anxiety disorders
GAD
Phobias
OCD
PTSD
Somatoform disorders
Dissociative disorders
Mood Disorders
Depression
Bi-polar
Schizophrenia
Tuesday, January 22, 2013
A Beautiful Mind
We will be watching "A Beautiful Mind" in class. Students need to take notes:
Keep track of characters (names and their relationship to John)
Symptoms (behaviors, thoughts, etc.)
At the end of the film you will (1)diagnose John and explain how John's illness (2) helped him in his career and (3) contributed to his disorder.
Keep track of characters (names and their relationship to John)
Symptoms (behaviors, thoughts, etc.)
At the end of the film you will (1)diagnose John and explain how John's illness (2) helped him in his career and (3) contributed to his disorder.
Wednesday, January 16, 2013
Tuesday, January 8, 2013
Psychological Disorders
Define Psychological Disorders:
Read pages 448-450. Combining deviation from normal, ability to adjust, and psychological well being , develop a definition of Psychological disorder.
Read pages 448-450. Combining deviation from normal, ability to adjust, and psychological well being , develop a definition of Psychological disorder.
Subscribe to:
Comments (Atom)