Tuesday, September 25, 2012

DAY 17 (Wednesday) Darts Lab Continued

Today is the only other class day to do your Darts Lab - please see previous two days' blog entries for all of the information you need.

Today you are in Lab 211.


DAY 16 Day to Work on Your Darts Lab Report

Most of you got a good head start on this report today.  To finish up please use Wednesday's class, which is booked into 211, to finish.  See yesterday's blog entry for a picture of the targets and the graph resulting from the aggregation of all of the data.

The handout on what's expected in your lab report is here, How to Guide to Darts Lab.

Monday, September 24, 2012

DAY 15 Darts Lab


Today we did a lab experiment that Psychologists would use to draw conclusions about how well your limbs and brain communicate and about how quickly your brain can adapt to changing information coming into it from your limbs and eyes (hand eye coordination).  The body's process of communication between what your body is doing and how your brain perceives and then acts upon that information is call "proprioception" .  

This is a picture of a couple of participants collecting darts from the targets for two dart throwing subjects .















Results Chart of Entire Class Dart Throws


Below are the notes you should be using to help you complete your lab report on this experiment - they're a general outline and you should use them to help organize your ideas and get them into a useful format of writing.

These are notes for your to use to help you to write your Darts Lab Report.  It is based on the Handout, Report Writing in the Social Sciences.

Here is the published report on Buffering Effects of Religiosity on Substance Use.

Title: we are measuring ACCURACY of dart throws before, during and after a CHANGING field of vision.  The example that I used was the title of a prior study, "Buffering Effects of Religiosity on Substance Use."

Abstract: write this after the rest of the report is complete!  About 100 words.  Summary of:
Topic
Method
Results
Conclusions

Introduction: like any written work, introduce the topic to your audience to give it context.
Must include references (two in this case) to PREVIOUS studies on the same topic.  What did these previous studies conclude?  Google "proprioception studies "  to lots of results.

End the introduction with a statement of some predictions for the outcome of your study (hypothesis).

For example: you might predict that introducing prism glasses will result in a corresponding shift in accuracy in the same direction as the prism glasses, in this case approx. 11.5 degrees to the right.

Also, with practice, accuracy will improve.

Removing prism glasses will result in a corresponding shift in accuracy to the left of the target, i.e. in the opposite direction compared to when prism glasses were introduced, i.e. to the left.

Write a hypothesis using "if / then" statements.  e.g. "If prism glasses are introduced, then a corresponding loss in accuracy will result . . . . " etc.

Method:  in the first handout, "Prism Adaptation Experiment," I have listed the steps to perform for this lab.  Use it as a rough guide.  Use detail but not too much detail.

In the Method you will have several subheadings as follows:
Design: explain the tasks of each participant.  Explain the independent and dependent variables.
Independent variable: the non-changing process that you use, i.e. prism glasses @ 11.5 deg. right.
Dependent variable: the change as a result of indep. var., i.e. accuracy scores.

Participants: be specific, reference the class (HSB4M1), 9 males, 26 females, (ages 16 - 18), two male teachers.  Are there any characteristics that are important?  Could we generalize the results to other groups?  e.g. grade 3 class, the elderly, etc.

Apparatus & Materials: the simple list of what we used - it's good to use a graphic or two here.  Also, combine these as this is a very simple lab.  I've added a picture of the target boards in the Classes folder.

Procedure: refer to the handout with the bird on it and be specific about what everyone involved did.  A List works well here.

Results: start with a concise summary of results.

Explain how data was transformed into usable figures (in this case the graph).

In this case you need to explain each of the eight data points and the slopes of the parts of the graph.


Discussion: this is arguably the most important part of any lab report.

Start with a brief summary of results again, to refocus the audience's attention on the main points.

Explain each conclusion you make and support it with direct reference to the data.

Suggest further experimentation to do to cover the topic and any questions raised more fully.

Explain limitations and sources of potential error in your experiment, eg:
- we only studied one group of 30 adolescents.
- some people have better hand/eye coordination that others: significant because with such a small group our participants might be skewed, i.e. higher proportion of elite athletes than the general population.
- age, younger people tend to have better hand/eye coordination, thus limiting the scope of our findings to younger people.
- people stepping over the throw line
- a noisy environment
- distractions

Final paragraph stating conclusions and how further research could be conducted.

Friday, September 21, 2012

DAY 14 Last World on the Teenage Brain and More Illusions

Today we had a look at some of the videos on optical illusions.

This is full of good illusions - the last one is actually quite extraordinary - Optical Illusions

Then we watched this TED Talk about the adolescent brain - it was just published that's why we didn't watch it earlier, but it's worth a look.  TED Adolescent Brain.

Then we went to the lab to begin work on your B-Mod project within Google.

Thursday, September 20, 2012

DAY 13 Review of Psych and Optical Illusions

I asked you to recall as much of this information as possible (review of Psych so far):

1. What are the three main disciplines that we'll study in this course?
2. What is Howard Gardner's theory of Multiple Intelligence and what are his eight categories (there are 10, but his original 8 are what we studied).
3. Define "Intelligence."
4. In one sentence, what was Sir Ken Robinson's main message in his TED Talks lecture?
5. Explain how brain neurons make connections and then retain them.
6. Explain why the best way to learn a new piece of information or a new skill is to practice it repeatedly over a period of several days (or longer if it's a very complex skill).
7. Explain the process of rapid brain growth at puberty and the subsequent "paring down" of the brain over the next decade or so.
8. Explain, using specific parts of his theory, Erik Erikson's theory of Psycho-Social Development.
9. Explain, using specific parts of his theory, B.F. Skinner's Theory of Operant Conditioning.
10. Explain, using specific parts of his theory, Abraham Maslow's Theory of The Hierarchy of Human Needs.


Here's the link to the Optical Illusions presentation that we looked at today - it's a fun way to demonstrate just how adaptable our brains are and just how vulnerable our brains are to over stimulation and/or incomplete or conflicting data through our eyes.  Here are a couple of Illusions Videos that we looked at today as well.
3D Chalk Illusions
Bill Nye

Wednesday, September 19, 2012

DAY 12 Behaviour Modification on You!

Today we spent time discussing your plans for next year, very interesting.

Then you helped to create the criteria that I might look for when marking your B-Mod Projects (see below).

Knowledge

  • Correctly identifying a workable problem (e.g. bad habit)
  • Correctly listing and explaining Skinner's theory
  • Positive/Negative Punishments/Rewards - fully explain each, with examples


Thinking

  • You correctly / effectively evaluate your personal "conditioning" according to Skinner's principles.  (You state clearly whether your program is effective or not and WHY)
  • You show clear connections between your program and Skinner's ideas.
  • Clear examples offered and explained.


Communication

  • Writing Style or Presentation Style is clear, concise.
  • Free of errors in spelling, grammar, punctuation, etc.
  • Graphics used effectively to support your ideas.
  • Proper/Effective paragraph structure - topic sentence, ppd


Application

  • Relating knowledge to the issue (problem)
  • Examples used effectively
  • Experiment on yourself uses Skinner's principles effectively (explain)


DAY 11 - More Freud, Hominid Evolution and What's In a Nail?

We reviewed a fair bit of what we did yesterday, and you did the little quiz to determine whether you have a female- or male-typical problem solving "brain".  We also talked at length about your B-Mod project.

Monday, September 17, 2012

DAY 10 (Sept 17) Freudian Slips!

Beginning our look at normal development and socialization from babyhood to adulthood, we looked at Freud and his Theory of  Psycho Sexual Development.

We also had a look through the Freud PowerPoint presentation on the same topic.

Then we had a look at the fun questionnaire, What Gender is Your Brain, which is a quick (albeit completely unscientific yet fun) look at whether your brain is hard-wired more in line with a typically female or male brain in problem-solving thought patterns.





Sigmund Freud is considered the "Father of Psychoanalysis" and some of his pioneering work in this field is considered important today, but to be fair, much of his work is widely considered to be incorrect - his legacy and popularity live on perhaps because he was widely read and ground-breaking in his connection to psychology and sexual drives in people, a topic considered "taboo" in at the time of his writing in the largely still Victorian-age Europe.  



After considering Freud for part of the class we had a look back at Behaviour Modification - first the three short videos from the other day, then an explanation of your first project in the course.



Behaviour Modification Project: for today, start with a behaviour of yours that you would like to change.  Brainstorm ideas of how/why that behaviour is easy for your to engage in and put the reasons into the left hand column of a chart that you make.

On the right hand side of that chart list the reasons that make it difficult for you to stop the behaviour.

Below the chart list things (modifications) that you could put into place that might help you to curb or improve the behaviour.


Behaviour Modification Project  Baseline Due Wednesday, Final Project Due Oct 2.  You will be pasting the link to a Google tool that I will share with you later.  There is also some daily work that must be done for this project, and yes, you will be marked daily on it.

Friday, September 14, 2012

DAY 9 Maslow's Hierarchy of Human Needs


Maslow Intro Video - in this video some of the shortcomings of Maslow's theory are highlighted.  In fact they are not actual shortcomings but because most people understand this theory incorrectly they appear to be shortcomings.

Maslow did not require that we meet our more basic needs before acting on our higher needs.  He suggested that our behaviours are motivated by our most immediate needs.  Also he suggested that most well-adjusted people have satisfied most of their needs at each level.  And, in order to be a "self-actualized" person, it tends to be easier if most of our other needs are met, however this is certainly not always the case.  The idea of being "self-actualized", typically the pinnacle of Maslow's Hierarchy, simply means that we are at our best, achieving goals and moving on to other goals and to continue to be "at our best."

Examples of this include war correspondents who die in the line of duty.  Here's a recent example from the news in Syria . . . link to news story of reporters killed in Syria . . . these reporters did not have their safety needs met, in fact they were doing their jobs knowing full well that their lives were in danger, yet they still worked and were being very self-actualized in that way - they were at the height of their abilities as reporters and photographers but were constantly in mortal danger.  Also, if you have read the story of the Uruguayan rugby team that crashed in the Andes you'll find that many of them had interesting relationships and accomplished great things for three months before being saved despite being in peril each day.

Here's the handout from the class.  Maslow's Hierarchy of Human Needs

After discussing each of Maslow's needs, briefly, you are to complete your own Hierarchy of Needs by completing the "pyramid" that I distributed (it's in the link above).  This should give you a good indication of what behaviours you engage in that result in your needs being met.

DAY 8 The Skinner Box and "Operant Conditioning"


Today we got into the idea of Skinner's Theory of Operant Conditioning (Presentation) .  During this presentation we covered many aspects of his theory including:

Rewards and Punishments to alter behaviours.

There are Positive and Negative Rewards.

And there are Positive and Negative Punishments.

In this context, "Positive" means that something is added to the situation, e.g. a candy reward, a "thank you", an electric shock into the Skinner box (probably seen as a positive punishment), etc.

In this context, "Negative" means that something is removed from the situation, e.g. getting grounded (your right to go out has been removed), the annoying electric jolts in the Skinner box are shut off, etc.

A quick video on the Skinner Box.

Here's a video on some work done on "Baby Albert" showing how conditioning of someone's responses to various things can actually work.  It has come out recently that little Baby Albert was, in fact, probably developmentally challenged.  It should also be noted that such experiments on children or babies in modern times would be considered child abuse, so do not attempt this at home!

Here is a Youtube video on Skinner's ideas and how they can translate to other areas of Psychological concern, especially the Superstitions that People have.

Here's another clip on Operant Conditioning from The Big Bang Theory.

DAYS 6 & 7 Erik Erikson's Theory of Psychosocial Development


Erik Erikson’s Stages of Psychosocial Development

Erikson, who died in 1994, is the modern “father of Psychosocial Development”, and saw personality as developing throughout the lifetime and looked at identity crises at the focal point for each stage of human development.

Erikson’s Theory of Psychosocial Development has eight distinct stages, each with two possible outcomes. According to the theory, successful completion of each stage results in a healthy personality and successful interactions with others.

Failure to successfully complete a stage can result in a reduced ability to complete further stages and therefore a more unhealthy personality and sense of self.  These stages, however, can be resolved successfully at a later time.

1. Trust vs Mistrust (birth - 1 year)     Is the world a safe place or is it full of unpredictable events and accidents waiting to happen?

Erikson claimed that in this stage the child will develop a sense of basic trust in the world and in his ability to affect events around him.  The development of this depends on the consistency of the child’s major caregiver.  If the care the child receives is consistent, predictable and reliable then the child will develop a sense of trust which he will carry with him to other relationships, and is able to feel secure even when threatened.  Success in this stage will lead to the virtue of hope.

However, if the care has been harsh or inconsistent, unpredictable and unreliable then the child will develop a sense of mistrust and will not have confidence in the world around them or in their abilities to influence events.  This child will carry the basic sense of mistrust with him to other relationships. It may result in anxiety, heightened insecurities, and an over feeling of mistrust in the world around them.


2. Autonomy vs. Shame and Doubt (2 - 3 years)
The child is developing physically and becoming more mobile. Between the ages of one and three, children begin to assert their independence, by walking away from their mother, picking which toy to play with, and making choices about what they like to wear, to eat, etc.

Erikson says that this is the point at which the child can develop a certain amount of independence/autonomy.  It is at this stage that the child needs support from parents so that repeated failures and ridicule are not the only experiences encountered.  So, the parents need to encourage the child to becoming more independent whilst at the same time protecting the child so that constant failure is avoided. 

A delicate balance is required from the parent .... parents must try not to do everything for the child but if the child fails at a particular task they must not criticize the child for failures and accidents (particularly when toilet training).  The aim has to be “self control without a loss of self-esteem”.  Success in this stage will lead to the virtue of will.

If children in this stage are encouraged and supported in their increased independence, they become more confident and secure in their own ability to survive in the world.  If children are criticized, overly controlled, or not given the opportunity to assert themselves, they begin to feel inadequate in their ability to survive, and may then become overly dependent upon others, lack self-esteem, and feel a sense of shame or doubt in their own abilities.


3. Initiative vs. Guilt (3 - 5 years)
These are particularly lively, rapid-developing years in a child’s life. It is a “time of vigor of action and of behaviors that the parents may see as aggressive”.  The child takes initiatives which the parents will often try to stop in order to protect the child.  The child will often overstep the mark in his forcefulness and the danger is that the parents will tend to punish the child and restrict his initiatives too much.
Around age three and continuing to age six, children assert themselves more frequently.  They begin to plan activities, make up games, and initiate activities with others.  If given this opportunity, children develop a sense of initiative, and feel secure in their ability to lead others and make decisions.  Conversely, if this tendency is squelched, either through criticism or control, children develop a sense of guilt. They may feel like a nuisance to others and will therefore remain followers, lacking in self-initiative.

It is at this stage that the child will begin to ask many questions as his thirst for knowledge grows.  If the parents treat the child’s questions as trivial, a nuisance or embarrassing or other aspects of their behavior as threatening then the child may have feelings of guilt for “being a nuisance”.  Too much guilt can make the child slow to interact with others and may inhibit their creativity.  Some guilt is, of course, necessary otherwise the child would not know how to exercise self control or have a conscience. A healthy balance between initiative and guilt is important.  Success in this stage will lead to the virtue of purpose.


4. Industry (competence) vs. Inferiority (6 - 12 years)
Children are at the stage where they will be learning to read and write, to do sums, to make things on their own. Teachers begin to take an important role in the child’s life as they teach the child specific skills.  It is at this stage that the child’s peer group will gain greater significance and will become a major source of the child’s self esteem.  The child now feels the need to win approval by demonstrating specific competences that are valued by society, and begin to develop a sense of pride in their accomplishments.

If children are encouraged and reinforced for their initiative, they begin to feel industrious and feel confident in their ability to achieve goals.  If this initiative is not encouraged, if it is restricted by parents or teacher, then the child begins to feel inferior, doubting his own abilities and therefore may not reach his potential.

If the child cannot develop the specific skill they feel society is demanding then they may develop a sense of inferiority.  Some failure may be necessary so that the child can develop some modesty. Yet again, a balance between competence and modesty is necessary.  Success in this stage will lead to the virtue of competence.


5. Identity vs. Role Confusion (13 - 18 years)
During adolescence, the transition from childhood to adulthood is most important.  Children are becoming more independent, and begin to look at the future in terms of career, relationships, families, housing, etc.

This is a major stage in development where the child has to learn the roles she/he will occupy as an adult. It is during this stage that the adolescent will re-examine their identity and try to find out exactly who they are.  Erikson suggests that two identities are involved: the sexual and the occupational. 

What should happen at the end of this stage is “a reintegrated sense of self, of what one wants to do or be, and of one’s appropriate sex role”. During this stage the body image of the adolescent changes.

Erikson claims that the adolescent may feel uncomfortable about their body for a while until they can adapt and “grow into” the changes.  Success in this stage will lead to the virtue of fidelity.
During this period, they explore possibilities and begin to form their own identity based upon the outcome of their explorations.  This sense of who they are can be hindered, which results in a sense of confusion ("I don’t know what I want to be when I grow up") about themselves and their role in the world.


6. Intimacy vs. Isolation (young adulthood)
Occurring in Young adulthood, we begin to share ourselves more intimately with others. We explore relationships leading toward longer term commitments with someone other than a family member.  Successful completion can lead to comfortable relationships and a sense of commitment, safety, and care within a relationship.  Avoiding intimacy, fearing commitment and relationships can lead to isolation, loneliness, and sometimes depression.


7. Generativity vs. Stagnation (middle adulthood)
During middle adulthood, we establish our careers, settle down within a relationship, begin our own families and develop a sense of being a part of the bigger picture.  We give back to society through raising our children, being productive at work, and becoming involved in community activities and organizations.  By failing to achieve these objectives, we become stagnant and feel unproductive.



8. Ego Integrity vs. Despair (old age)
As we grow older and become senior citizens, we tend to slow down our productivity, and explore life as a retired person.  It is during this time that we contemplate our accomplishments and are able to develop integrity if we see ourselves as leading a successful life. 

Erik Erikson believed if we see our lives as unproductive, feel guilt about our pasts, or feel that we did not accomplish our life goals, we become dissatisfied with life and develop despair, often leading to depression and hopelessness.

DAY 5 The Human Brain in Action

So, why did I give you a pop-quiz (that I will not be counting in your marks) on the eight Multiple Intelligences from Gardner's theory?  As you now know, you are responsible for everything we do in class each day, even if you miss school for any reason.  The information from class will always be on the blog so you can always access it.  Also, I tried to teach you that the best way to study is to skim/scan your entire set of notes a few times a week, every week.  That constant repetition and practice, even though it's not intensive or too demanding, will most definitely help your mind form permanent and easily accessible memories and understandings of the information.  Try to get into the habit of doing just that, skim/scanning your entire set of notes a few times a week.

Today we looked at various functions of the human brain starting with a look at the old "science" of Phrenology - reading bumps on one's head.  Mine's nice and round like a cue-ball so there's not much inside to worry about.

Here's the completed "map" of the brain with a bit of information about various parts as discussed during class and in the PowerPoint Presentation on the Brain that we looked at today.

The reason that I asked you to take notes during my presentation and then afterwards I gave you a completed set of notes is so that your brain had to perform several more functions than if I had simply given you the completed set of notes.  By performing more tasks involving processing that information about the brain and its functions via my presentation you are much more likely to understand and retain more of the information.  You had to listen, see, interpret, ask questions, and finally formulate it all into your own notes - lots of work for your brain to process but now you will better understand and remember the information.

In addition you can have a look at the article, "Fertile Minds: How Our Brains Grow..  This article explains how neurons connect with each other in a developing brain and then what effect that might have.

DAY 4 Multiple Intelligence Theory


Yesterday everyone did the Mensa Mental Workout test - then we discussed various aspects of test taking, what the test actually tests, what does "Intelligence" actually mean.

Then I asked everyone to begin discussing your opinions to help with your thinking on the Mensa Follow Up.

So far so good, everyone - I'm thinking that you are all doing a great job so far!!  Yay!

Remember - I never ask, "How Intelligent Are You?".

Rather, I ask, "How Are You Intelligent?".

Here's a link to the lecture on the nature of intelligence and our school systems' inability to embrace all intelligences.  Here's the link to Sir Ken Robinson.

We discussed the nature of Intelligence further today and then we distributed a handout on the current thinking about Intelligence.

Here's the Multiple Intelligence Handout for the day (and here's the 2nd one for the day on MI.)

We went through the definitions of Intelligence and then you got into groups and created lovely chart pages, life-size! - with all the information on intelligence that we need and then you all did a great job of presenting your information to the class - now it's much clearer where Multiple Intelligence shows up in society.

Thursday, September 13, 2012

DAY 3 Multiple Intelligence and Sir Ken Robinson on Creativity


You enjoyed your first test of the semester today - you all did a Mensa Mental Workout - the Mensa organization has an interesting website with many fun mental acuity tests like the one you did today.  We didn't spend much time on taking up the answers, we'll do that on Friday, at least we'll help resolve the question about whether such a test actually measures one's intelligence or not.

We followed up with the TED Talks Sir Ken Robinson lecture on how modern education kills creativity.  Much to think about in his ideas . . . more on that on tomorrow.

DAY 2 "Let's Start Sorting This Thing Out"

Today was a slide show indicating various ways that the fields of Anthropology, Psychology and Sociology would look at different situations from around the world.  Great discussion everyone!

DAY 1 Oh the Places You'll GO ! ! !



We began the first class with an old fashioned story-time story, "Oh the Places You'll Go", by Dr. Seuss.  My personal message to all of you is that you are at the beginning of the best journey of your life, the journey into fully fledged adulthood and you are all well on your way to great things.



After the story we had a good look at some ideas about Anthropology, Sociology and Psychology through a slide show and accompanying questions.  Some of the ideas centred around what makes people think, say and do the things they think, say and do.  This will be one of the underlying themes in most days of this course, that is, trying to understand human behaviour, within our own minds, with others in social settings and with the larger population in culture.  I can't wait for us to really get under way in this class!