Focus Questions pp.297-317

1. Describe the four processes involved in emotion.
2. What is the connection between evolution and emotions?
3. Describe Ekman's research.
4. What effect does culture have on emotion?
5. Describe the two emotional pathways (processing systems) in the brain.
6. What is the connection between the amygdala and emotions?
7. What is the connection between the reticular formation and emotions?
8. What is the connection between the cerebral cortex and emotions?
9. Which emotions are associated with the parasympathetic and sympathetic divisions of the nervous system?
10. Name the most important hormones for emotion. With what emotion is each hormone associated?
11. Compare and contrast the main psychological theories of emotion: James-Lange, Cannon-Bard, Two-factor, cognitive appraisal, and opponent-process.
12. Describe the distributions at the bottom of p.310. What type of distribution is each? What does each graph represent?
13. Describe someone with high emotional intelligence and someone with low emotional intelligence.
14. Describe three deception cues.

Practice Problems

Here are some practice problems. They are similar to what we did in class on Thursday.

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Testing and Individual Differences Exam Study Guide

This is the information you need to know cold for Monday's test. The number in parenthesis is the number of questions on the exam for the content.

-Know the advantages of group and individual testing (1)
-Define a standardization sample and how the standardization sample can lead to testing bias (3)
-Describe Spearman's g intelligence (2)
-Know the difference between aptitude and achievement tests and identify which type is being described in a scenario (3)
-Describe the difference between validity and reliability (1); identify which type of validity or reliability is being described in a scenario (4)
-Know Sternberg's triarchic theory of intelligence (1)
-Calculate Stanford-Binet IQ (1)
-Identify crystallized or fluid intelligence described in a scenario (1)
-Know the normal distribution of intelligence testing and use the information to identify IQ based on percentile (2)
-Define IQ and identify the tests that result in IQ (2)
-Explain savant syndrome (1)
-Know Gardner's multiple intelligences (1)
-Know the Flynn Effect (1)
-Know nature vs. nurture in intelligence (1)

All previously covered content is fair game for the 4-6 review questions that will be present on the test

Quizlet Flashcards

Thank you, Gaby!

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Focus Questions pp.469-481

1. Describe the nature-nurture controversy in respect to intelligence.
2. Which type of genetic relationship would a hereditarian most likely use to argue his/her viewpoint?
3. What viewpoint does Jensen hold about black-white IQ differences?
4. What are some counterpoints to Jensen's argument?
5. Describe the relationship between socioeconomic status (SES) and IQ. Explain the reason for this relationship.
6. Describe some potential built-in biases of IQ tests.
7. What is Head Start? What do the results of the program show us about environmental influences on IQ?

***Carefully read the chapter summary***
1. Take the review test and vocabulary test. Check your answers.

Mini Quiz

Just for fun, here is a quiz that might get you thinking a little bit more about language:
http://www.stumbleupon.com/su/25E9R9/www.davidpbrown.co.uk/psychology/smart-test.html
Many thanks, again, to Gaby:)

Classical Conditioning

Gaby, I don't know how you found this one, but this guy is kind of mean to his roommate! Regardless, this is a good example of the basics of classical conditioning.

Extra credit to the first person who comments with the NS, UCS, UCR, CS, and CR.

Hearing

More extra credit for Gaby! Here is a great video on hearing:

Don't forget, sensation and perception was a really challenging unit. Watch these videos to refresh your memory!

Vision

Thanks to Gaby for this fabulous video. It explains how light enters the eye. Great!

Gaby has earned extra credit for passing along this great resource. You, too, can earn extra credit for finding a valuable resource for our blog!

Yale Psychology Lectures

Want to review past units? Watch these lectures delivered by Paul Bloom, a professor of psychology at Yale. http://academicearth.org/courses/introduction-to-psychology

Kim Peek: The Real Rain Man

Have you heard of the movie Rain Man? This 10 minute clip is about Kim Peek, the man who inspired the film.


Sadly, Kim passed away from a heart attack in December 2009.

Extra credit opportunity: Comment on this post and answer the following questions.
1. What does Kim's retention of long numbers show you about his short-term, or working, memory?
2. What types of memories did Kim make most easily?
3. What does Kim show us about the limitations of intelligence testing?
4. How do you think Kim's encoding skills differed compared to those of "normal" people?

More information about Kim Peek can be found here: http://www.wisconsinmedicalsociety.org/savant_syndrome/savant_profiles/kim_peek

Savant Syndrome: Daniel Tammet

Do you remember reading about Daniel Tammet last year? Here is a clip that shows his amazing savant abilities:

Focus Questions pp. 451-468

How do we measure individual differences?
1.  What is the difference between validity and reliability?
2.  How can you tell if a test is valid?
3.  How can you tell if a test is reliable?
4.  What is a normal distribution?
5.  What is the difference between objective and subjective tests?
6.  Describe at least two ethical concerns with testing.

How is intelligence measured?
1.  Describe the Binet-Simon approach to testing.  Why did they develop the test?  What types of questions did the test ask?  How did they interpret and use the results?
2.  Know that IQ stands for intelligence quotient.  How is IQ calculated?  What types of questions are asked to determine one's IQ?
3.  Describe some problems that may surface from IQ testing.

Classifying People by IQ
1.  Describe mental retardation and what causes it.
2.  Name some things a parent can do to deal with a mentally retarded child.
3.  Describe giftedness.
4.  Name some things a parent can do to deal with a gifted child.

What are the components of intelligence?
1.  What is savant syndrome?  Describe something a savant may be able to do (think back to fiction lit last year!)
2.  What is psychometrics?
3.  What is the g factor?  Do you agree with Spearman's theory?
4.  What is the difference between crystallized and fluid intelligence?  How do they relate to the g factor?
5.  What is practical intelligence?  How do you feel this relates to the other types of intelligence (i.e., should it be viewed equally when determining one's intelligence)?
6.  Describe the components of Sternberg's triarchic theory.
7.  Describe Gardner's multiple intelligence theory.  Give an example of how you have seen this evidenced in your own educational experience.
8.  How does culture affect the components of intelligence?

Short Answer 
A mother decides to take her 10-year-old daughter to a psychometrician to administer an IQ test.  The results of the test indicate that her daughter is very close to the mental retardation range.
-What do you suggest the mother do with the results?  Should she share them with anyone (including her daughter)?  Should she change anything about her parenting style or her daughter's home or school environments?  Explain your answers.

Memory

Ms. Merlo forwarded me this link to an episode of NOVA.  The video explains how memory works and how psychologists and neurobiologists are pinpointing molecules that can create and erase memories!  Enjoy.
http://www.pbs.org/wgbh/nova/body/how-memory-works.html

Biases

Taylor found this video on biases. It was created by another AP Psychology teacher. His singing talents are much better than mine.

Practice Test Questions

If the Quizlet sections look jumbled up, just reload the page.

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Encoding and retrieval

Here are the notes I took on the board during today's review session.

One clarification on the retrieval photo: The diagram includes heuristics under retrieval. I am using "retrieval" loosely; heuristics are tools (rules of thumb) that one uses to solve a problem.

One more...

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Flashcards!

Thanks for making these, Roberto!

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The Innocence Project

Here is the link to the website of The Innocence Project, the organization mentioned in class today.  Read some of the stories; they are truly unbelievable!
(The title of this post is the link, just click on it!)

This site is so interesting.  Here is a link to a story about the Ford Heights Four:  http://www.innocenceproject.org/Content/Kenneth_Adams.php
The crime is horrific, and the fact that they were falsely imprisoned is unbelievable.

Here is the page directed at youth:  http://www.innocenceproject.org/fix/947/

Focus Questions pp.267-294

Questions are due on Thursday, February 10th


Language
1.  What is the difference between phonemes and morphemes?  Give one example of a phoneme and one of a morpheme.
2.  What is the relationships between syntax and grammar?
3.  A young child says "I goed to the store" instead of "I went to the store."  Explain the child's error.
4.  Explain the stages of language development and provide examples (e.g., babbling, holophrase/one-word stage, and telegraphic speech/two-word stage)
5.  What is a language acquisition device?

Thinking and Problem Solving
1. Describe Benjamin Whorf's linguistic relativity hypothesis. (You may need to look this one up)
2.  Define algorithm.
3.  What is a heuristic?  Give an example.
4.  What is the difference between inductive and deductive reasoning?

Obstacles to Problem Solving
1.  What is fixation and why is it an obstacle to problem solving?
2.  Describe the relationship among the concepts of fixation, mental set, and functional fixedness.
3.  Define availability heuristics and representative heuristics.  Why are these things obstacles to problem solving?
4.  How does framing pose an obstacle to problem solving?
5.  What is anchoring effect?  Give a real life example of this obstacle.

Biases
1.  Define and provide your own examples for the following:
A.  confirmation bias
B.  belief perseverance
C.  hindsight bias
D.  overconfidence bias

Creativity
1.  What is creativity?
2.  What is the difference between convergent and divergent thinkers?
3.  How does brainstorming aide creativity?

Fun Clip

Learning Exam

I finished grading your learning exams, and they are now in the gradebook.  Congratulations to the top scores:

1.  Alyssa and Maya set the curve (each earned a 93%)
2.  Edgar, Lizsandra, and Felicia were tied for second (each earned a 90%)

Excellent work!

You will be assigned test corrections for this exam, due on Thursday.  I will be available during office hours on Wednesday for anyone who wants to come in and work through test corrections; I expect anyone who earned lower than a 70% (before the curve) to be in attendance.   The scores that are in the gradebook have been curved, so you will need to look at your graded exam to determine if you fall into this group.  I will return the exam on Tuesday, or you can ask to see it at tomorrow's review session.

Clarification

It has been brought to my attention that some of you are confused about where to answer the focus questions.  Here is the answer I emailed to a student:  

It really doesn't matter where you write down your answers; you just need to make sure you record them somewhere.  You will want to write down the focus question and mark it in a way so that it is prominent (e.g., highlight them).

Reading Questions pp.233-266

  

I just emailed you these questions in an attachment.  It may be easier to view them in that document than it is here.  

Thoroughly answer these questions for Tuesday.  We will be reviewing the answers in class.

Our next review session is on Monday.  See you then!

During Reading Questions

pp.233-266

How do we form memories? 

Models of Memory

1.     Explain the connection between learning and memory.

2.     What are the three basic components of the information-processing model of memory?

3.     Describe chunking, rehearsal, acoustic encoding, and visual and spatial encoding.  How do each of these things improve working memory?

4.     What is the levels-of-processing theory?  (Hint:  Although the book includes this description within the information-processing model of memory, we should think of the levels-of-processing theory as a separate model of memory.)

5.     How does the levels-of-processing theory connect to schema (schemata)?  (You have to think about this one—there isn’t an answer in the book!)

6.     Describe the three types of long-term memory.

7.     Which brain parts are associated with memory?  How do we know?

8.     Compare and contrast anterograde and retrograde amnesia.  Can you make any connections to the meaning based on the word parts (e.g., antero and retro)?

9.     Why do we remember things more clearly when we are emotionally connected to the content?

10. What is the connection between neural firings and long-term memories?

How do we retrieve memories?

1.     What is the difference between implicit and explicit memory?

2.     Describe priming.

3.     What is elaborative rehearsal?  Provide a real life example.

4.     Give an example of recall and one of recognition.

5.     Describe how encoding affects retrieval of memories.

Why does memory sometimes fail us?

1.     Explain what can go wrong with encoding memories, and how this can cause us to “forget.”

2.     Explain what can go wrong with retrieving memories, and how this can cause us to forget.

Interesting Research on Studying

Many of you have expressed concerns to me about how you feel you read a lot of the material and understand it, but then you don't perform as well as you would like on the test.  Here's an interesting article that explains why this may be so.  http://www.nytimes.com/2011/01/21/science/21memory.html?_r=1&emc=eta1

What does this mean for our class?  More frequent quizzes (every class), and I will also provide you with practice quiz and test questions.  I will post everything on the blog, so check back frequently!

Snow Day Fun

I saw this on CNN today. Isn't this cool?

Tomorrow's Test

Yes, we have school tomorrow! I know you have been spending every waking hour of the past two days studying for psychology, so here is some more information that will help you on tomorrow's unit test:

-The test is 28 multiple choice questions
       -23 questions are about learning, the current unit
       -5 questions are review (research, developmental psych, and biological psych)
-You will need to understand the learning theories like the back of your hand in order to be successful on the essay.

I am weighting this exam and all future exams like the AP test.  This means the multiple choice section will be worth 2/3 of the exam grade and the essay will be worth 1/3.

Hints for tomorrow's exam:
-Ensure you know the difference between spontaneous recovery and relearning
-Understand primary, secondary, and generalized reinforcers (we talked about this at the study session).  Primary reinforcers fulfill our basic needs (think food, water, and rest), whereas secondary reinforcers are things we've learned to value.  Generalized reinforcers are things that we can use that can be traded for virtually anything (money and things that are used like money; e.g., tokens)

You are going to do great!  Now, get back to studying!