Classical Conditioning

I had a question today about classical conditioning.

All conditioning is a form of behavior modification. Classical conditioning seeks to increase the intensity of an already existing behavior, (unlike operant conditioning that increases the frequency i.e. the amount of times that a behavior occurs). In classical conditioning behavior is modified through paring an unconditioned stimulus (US) and unconditioned response  (US) to a conditioning stimulant (CS) to eventually get a conditioned response (CR).

US                      UR

Food makes you drool.  

US/CS                UR

Food with bell, you drool.

CS                    CR

 A Bell ring, there is no food, but you still drool.

Your behavior has now been modified in such a way that we have increased the intensity with which you drools. In other words, you now not only drool when you see food, but also when you hear the bell.

Now there are other elements that also come into play:

Generalization: You start to drool whenever you hear any bell, not only the one used to condition you. This is normally how phobias work. You are frightened once when you saw a Black Widow spider, that fear spread with time that eventually you are afraid of all spiders. an good example of this is the experiment of little Albert:

This is basically how one acquires a phobia.

Extinction: If there has not been any attempt to continue behavior modification, then that behavior will disappear with time.

Spontaneous return: Sometimes, after a long period of not being exposed to conditioning, and after the behavior that was modified had become extinct, the conditioned response may return spontaneously i.e. for no reason or randomly.

It is very important to note that both classical and operant conditioning form part of modeling and that in none of these do we speak of punishment. Punishment is when your only focus is to stop a behavior, not to modify it.

See also:
http://www.youtube.com/watch?v=CpoLxEN54ho

I hope this has helped some of you and please feel free to comment or ask questions if needed.

Regards,

Mr. Keyser

Rough Zulu translation:

Kwadingeka umbuzo namuhla mayelana conditioning zobuciko. 

Konke conditioning kuwuhlobo oluthile ukuguqulwa yokuziphatha. Conditioning Classical uhlose ukwandisa ukushuba i ukuziphatha okhona kakade, (akufani conditioning operant ukuthi kwandisa nobuningi ie inani izikhathi ukuthi ukuziphatha kwenzeka). In classic conditioning ukuziphatha is modified ngokusebenzisa paring i umfutho unconditioned (US) kanye Ukusabela unconditioned (US) kuya ivuselela conditioning (CS) kuya ekugcineni uthole impendulo moya (CR). 

US UR 

Ukudla ikwenza drool. 

US / CS UR 

Ukudla ne bell, nawe drool. 

CS CR 

  A Bell ring, kungekho ukudla, kepha wena namanje drool. 

Ukuziphatha yakho manje modified ngendlela yokuthi siye sanda umfutho esikhuluma ngalo drools. Ngamanye amazwi, manje drool hhayi kuphela lapho ubona ukudla, kodwa futhi uma uzwa insimbi. 

Kukhona nezinye izakhi ukuthi nako kuyadingeka: 

Isimiso: uqala drool noma nini uzwa noma yikuphi insimbi, hhayi kuphela kulowo asetshenziselwa sesimweni kuwe. Lokhu ngokuvamile zokwesaba asebenze kanjani. Nina bethukile once uma ubona spider Black Umfelokazi, ukwesaba basakaza ngokuhamba kwesikhathi ukuthi ekugcineni wena besaba wonke spider. isibonelo esihle salokhu imizamo ka Albert little: 

Lena ngokuyisisekelo kanjani izuza yokwesaba. 

Ukuqothulwa: Uma akubanga kukhona uma bezama ukuqhubeka ukuguqulwa ukuziphatha ke ukuthi ukuziphatha kuyoshabalala ngokuhamba kwesikhathi. 

Return okuzenzakalelayo: Ngezinye izikhathi, emva kwesikhathi eside akukhona ekuvezweni conditioning, futhi emva ukuziphatha kwaba modified zase ziphela nyá, ukusabela moya angase abuyele ngokuzenzekelayo okungukuthi ngaphandle kwesizathu noma ngezikhathi. 

Kubalulekile ukwazi ukuthi kokubili zakudala operant ifomu conditioning ingxenye Sokuzenzela nokuthi akekho lokhu sikhuluma ukujeziswa. Isijeziso Yilapho kugxilwa sakho sodwa ukuyeka ukuziphatha, hhayi ukushintsha kukho. 

Bhekafuthi: 

http://www.youtube.com/watch?v=CpoLxEN54ho 

Ngiyathemba lokhu isize abanye benu futhi sicela ukhululeke ukuphawula noma buza imibuzo uma sidingeka. 

Mayelana-

Mnu Keyser

For those who took the time

I would like to say thank you too all my students who took the time today to ensure that I have their emails. I hope that you have already received the question papers I have sent you. Good luck and practice hard!
Best regards,
Mr. Keyser

Memo's for LP level 4 students

Dear level 4's

I will be posting the supplementary question 4 and the first paper's questions 2 -3 of last year’s memo's soon. Please see if you can go through them and if there are any questions that you need me to go through with you.

Best regards,
Mr. Keyser

For my Level 4 LP students, here is some short questions.

QUESTION 2

Indicate whether the following statements are TRUE or FALSE. Choose the answer

and write only 'true' or 'false' next to the question number (2.1 – 2.15) in the ANSWER

BOOK.

2.1 A live model involves descriptions and explanations of a desired behaviour

2.2 Modelling increases the frequency of previously learned behaviours.

2.3 The infant stages according to Erikson is characterised by Trust versus

       Mistrust.

2.4 Pavlov made use of dogs to prove his theory of operant conditioning.

2.5 Cognitive constructivism means that we find meaning and learn through social

       interaction.

2.6 Zone of Proximal Development refers to someone who knows more than you.

2.7 Cognitive theory in the classroom means that learning does not take place in

       a certain context.

2.8 Egocentrism is the ability to understand the basic make-up of objects.

2.9 Scaffolding means the learner receives the same level of assistance all the

       time.

2.10 CV stands for Career Vitae.

2.11Networking means meeting new people

2.12 A career is the course of your life in terms of the jobs you have.

2.13 Personality does not affect the choice of your career

2.14 Horizontal career path refers to doing different jobs at the same level.

2.15 A CV is also known as a résumé

[15]

QUESTION 3

3.1 Describe each of the following terms.

3.1.1 Problem-solving                                            (2)

3.1.2 Barriers to problem solving                       (2)

3.1.3 Naturalist intelligence                                  (2)

3.1.4 Vertical career path                                      (2)

3.1.5 Career opportunities                                    (2)

3.1.6 Extinction                                                        (2)

3.2 Read the following scenario and answer the question that follows:

You are writing your Learning Psychology Level 4 final exam on Friday but

you are also writing your Level 3 Art and Science exam.

Using the stages of problem solving, how would you go about implementing

solutions to this problem?

(Hint: Name each stage and briefly discuss your thought process). (6 × 3)

(18)

3.3 Read the scenario below and answer the questions that follow:

Tshepo is having trouble solving a mathematics problem. He has never had

to do a long division problem before and struggles terribly. Tshepo finds

mathematics to be very difficult and is embarrassed to ask for help. Tshepo

will rather not go to class than go to class with the incorrect answer.

3.3.1 Identify and explain THREE barriers to learning identified in the

scenario above.                                                                                   (3 × 3)

(9)

3.3.2 Identify the type of intelligence Gardner proposed for learning

mathematics.                                                                                                      (1)

3.3.3 Describe THREE characteristics a learner will have with a high

level of the intelligence mentioned above.                                                   (3)

3.3.4 Recommend TWO ways in which teachers can plan their lessons

to appeal to different types of intelligences.                                                 (2)

[45]

TOTAL SECTION A: 75

For my Level 4 LP students, here is some short questions.

QUESTION 2

Indicate whether the following statements are TRUE or FALSE. Choose the answer

and write only 'true' or 'false' next to the question number (2.1 – 2.15) in the ANSWER

BOOK.

2.1 A live model involves descriptions and explanations of a desired behaviour

2.2 Modelling increases the frequency of previously learned behaviours.

2.3 The infant stages according to Erikson is characterised by Trust versus

       Mistrust.

2.4 Pavlov made use of dogs to prove his theory of operant conditioning.

2.5 Cognitive constructivism means that we find meaning and learn through social

       interaction.

2.6 Zone of Proximal Development refers to someone who knows more than you.

2.7 Cognitive theory in the classroom means that learning does not take place in

       a certain context.

2.8 Egocentrism is the ability to understand the basic make-up of objects.

2.9 Scaffolding means the learner receives the same level of assistance all the

       time.

2.10 CV stands for Career Vitae.

2.11Networking means meeting new people

2.12 A career is the course of your life in terms of the jobs you have.

2.13 Personality does not affect the choice of your career

2.14 Horizontal career path refers to doing different jobs at the same level.

2.15 A CV is also known as a résumé

[15]

QUESTION 3

3.1 Describe each of the following terms.

3.1.1 Problem-solving                                            (2)

3.1.2 Barriers to problem solving                       (2)

3.1.3 Naturalist intelligence                                  (2)

3.1.4 Vertical career path                                      (2)

3.1.5 Career opportunities                                    (2)

3.1.6 Extinction                                                        (2)

3.2 Read the following scenario and answer the question that follows:

You are writing your Learning Psychology Level 4 final exam on Friday but

you are also writing your Level 3 Art and Science exam.

Using the stages of problem solving, how would you go about implementing

solutions to this problem?

(Hint: Name each stage and briefly discuss your thought process). (6 × 3)

(18)

3.3 Read the scenario below and answer the questions that follow:

Tshepo is having trouble solving a mathematics problem. He has never had

to do a long division problem before and struggles terribly. Tshepo finds

mathematics to be very difficult and is embarrassed to ask for help. Tshepo

will rather not go to class than go to class with the incorrect answer.

3.3.1 Identify and explain THREE barriers to learning identified in the

scenario above.                                                                                   (3 × 3)

(9)

3.3.2 Identify the type of intelligence Gardner proposed for learning

mathematics.                                                                                                      (1)

3.3.3 Describe THREE characteristics a learner will have with a high

level of the intelligence mentioned above.                                                   (3)

3.3.4 Recommend TWO ways in which teachers can plan their lessons

to appeal to different types of intelligences.                                                 (2)

[45]

TOTAL SECTION A: 75

For the Level 4 LP students, here is an example from last years paper of longer questions

SECTION B
QUESTION 4
Study the scenario below and answer the questions that follow:
4.1 You are required to solve a problem at your crèche. The problem is that
children do not have any toys. The crèche as well as the parents cannot
afford to purchase toys.
4.1.1 Explain any SIX stages in the problem solving process.
4.1.2 Identify FIVE practical ways in which the above problem can be
solved.

4.1.3 Identify and explain FIVE barriers that could prevent you from
solving the problem.
4.1.4 In order for creative problem solving to take place the environment
must be suitable. Explain FOUR ideal situations necessary for
creative problem solving to take place.
4.1.5 Recommend SIX techniques a teacher can use to improve
creativity in learners.

QUESTION 5
5.1 Describe how the theory of maturation should be taken into consideration
when it is applied practically. (3 × 2)
5.2 Explain how socio-cultural theory can be used in a classroom. (4 × 2)
5.3 Give a definition of the cognitive theory of learning
5.4 Explain Piaget’s cognitive development theory under the following headings:
5.4.1 Assimilation
5.4.2 Accommodation
5.4.3 Equilibrium
 (3 × 3)

5.5 Differentiate between the following elements of behaviourist theory.
Tabulate your answer as follows:
CLASSICAL CONDITIONING OPERANT CONDITIONING
(4 × 2)

5.6 Provide a definition for social learning and support your answer with a
practical example.
5.7 Pam is being bullied at school and becomes upset and anxious when she has
to go to school. Explain the behaviour in the child and what a teacher can do to assist the
learner.

For all the level 3 LP students and example from last year of a longer type question

QUESTION 4

Read the following scenario below and answer the questions that follow.

Mafa is a ten-year-old boy.  He is a physically strong boy like his father, Clide. Mafa is shy, has introvert behaviour, and enjoys watching soccer indoors. He hates his father's job as it steals away their time to spend together.  Mafa always seeks his father's attention but can not find it.  Clide is a quantity surveyor, owning his own company.  He is a very busy man, which is likely a reason for his short temperament. He dearly loves his job and it steals away his family time. He sometimes attends to the boys' soccer games during weekends at their school.  Mafa likes soccer and fishing just like his father.  Mafa has a brother, Faith. Faith is an extrovert, active and a very outspoken boy. Faith's academic performance, like his brother's is viewed as adequate. He struggles with Mathematics at school but is good in languages. He loves his father dearly and looks up to his father and wants to follow in his footsteps. Like his father, his short temperament always leads to conflict with his brother Mafa.

4.1 4.2 4.3 4.4

Classify and explain the concepts nature and nurture when determining             intelligence.  Refer to the case study to justify your answer.                    (5 x 2) Outline the effect that Clide's work would have on Mafa's learning ability. Determine the influence of nature and nurture on determining temperament. Your answer should be based on the scenario. Practical intelligence refers to the ability to deal with mental activity in order to adapt to the environment. How does Mafa create an ideal fit between him and his father's job?

(10)   (5) (10)   (5) [30]

TOTAL SECTION A:

60

For all my LP students:

To all my LP students, here is a link that could help you with your summaries and revision. Not all the work on this site is important, but it is a useful tool to give you understanding of the work that you have already done, and they might explain the same work in a way that you might understand better.
http://www.sparknotes.com/psychology/

Regards,
Mr. Keyser

For those who want old question papers and memo's

Good day all my students.

Till such time that I can find a way to convert my PDF files I will have to email you the old question papers and memo's that I have at my disposal. Please send me your email addresses as a comment to this post and I will email you from jeankeyser@hotmail.com. The idea is not that you email me chain mail or any other nonsense. You may come back to me via the blog as a comment or a post if you have questions regarding any question in any of the paper that I mail you, but please be sure to give the year and the paper with the question that you have otherwise I have no point of reference.

I look forward to your questions and to sending you exam papers to practice with.

Regards,

Mr. Keyser

Some tips thanks to Study Mate

EXAMS ARE JUST AROUND THE CORNER!

The effort and commitment that you invest now is crucial.

·         Your attitude determines how you learn, how much you learn and what challenges you face.

·         For example if your attitude is negative, it is more difficult to internalise information.

·         Your level of organisation is also important. If you are organised you have an increased chance of covering all your work, managing your time effectively and tracking your progress.

·         A disorganised learner does not manage time effectively and is often forced to leave out sections that should be studied. As a result he ends up not being properly prepared for the exam.

·         Summarsing is a skill and technique that assists in radically reducing the load.

ACTIVE LEARNING TIPS:

·         It is important for you to use active learning methods. Many learners are passive learners and this often leads to boredom and disinterest.

·         Mark the text as you read – underline, highlight, make notes besides the text.

·         Make notes as you study.

·         Use diagrams, tables, equations, graphs, mind maps or webs as you study.

·         Ask questions such as: Why did this take place? Why must it be so? How do I explain this? How does this work? What is the principle or concept behind this? What are the uses of this concept?

A PLAN FOR SUCCESS:

·         Include aspects such as prioritising tasks, designing a schedule, keeping a daily ‘to do’ list and ticking off tasks as they are completed.

·         Remember to keep your space neat and organised and to set aside quiet time each day to plan the next day’s activities.

·         Always remember to acknowledge your achievements when your work is finished.

(With thanks to Study Mate. 2012. Available online: http://www.studymate.co.za/general-tips.html)

Good day all my students

To all of you who wish to practice your math literacy and/or learning psychology, I have created this page so that you can not only get old question papers, but also discuss with me and your fellow students, problems you might have with your subject.

As a start I would suggest that my math literacy students go to thatquiz.org to help you practice especially measurement unit conversion, how to work with money, ratio, area and volume. I hope to have old question papers loaded for both subject before the end of the week and then the responsibility to practice is up to you. I know and trust that you will do so and that you all have the capacity to succeed if you make a real effort. This means practicing you math for at least 30 min a day and regularly going through your LP notes.

I know you are all worried about the end year exam, and especially the level 2 math literacy groups have a reason to be, but I believe in you and you should too.

Best of luck,
Regards,
Mr. J Keyser