1. INTRODUCTION TO PSYCHOLOGY WEBQUEST HOW DO WE LEARN?

2. INTRODUCTION Most often, we think of learning as something we do in school; something formal. Learning, however, takes place continuously every day. We learn not to touch hot surfaces, how to hit a baseball, and how to behave in a restaurant. We essentially learn in one of three ways: 1.Operant Conditioning (by reinforcement) 2.Classical Conditioning (by association) 3.Cognitive Learning (observational & latent learning)

3. How do we learn bad habits? Why do some believe wearing their “lucky” socks will help their team win a game? What study habits work the best? Why? Why are you anxious every time you go to the dentist? THINK ABOUT IT!

4. YOUR TASK: Research and design a project of your choosing that illustrates the principles of the three learning theories and provides two original examples of each.

5. THE PROCESS: Step 1: Research the different ways we learn. Identify the following:  a description / definition of the learning theory  characteristics of the theory (For each learning theory, slides identifying key concepts & suggested websites follow)

6. Step 2: Describe/illustrate two examples of real-life applications of each learning theory.

7. Step Three: Choose a project or presentation type from the menu board below. Design & display a bulletin board. Write an essay.Create a poster series. Teach a lesson.Create an illustrated subject dictionary. Design & present a power point. Design a brochure or guide. Write & illustrate a children’s book. Perform a talk show. Perform a series of one-act plays. Design and present a prezi. Create a board game.

8. CLASSICAL CONDITIONING Think about:  Principles of learning by association  Clear explanation of unconditioned stimulus, unconditioned response, conditioned stimulus, conditioned response  Examples of generalization, extinction, spontaneous recovery, extinction (if applicable to your example)  Little Albert video clip for those interested: http://www.youtube.com/watch?v=9hBfnXACsOI

9. SUGGESTED WEBSITES – CLASSICAL CONDITIONING http://www.learning-theories.com/ http://allpsych.com/psychology101/learning.html http://www.simplypsychology.org/classical- conditioning.html http://www.simplypsychology.org/classical- conditioning.html http://www.psychpost.org/2011/04/classical- conditioning-in-marketing.html http://www.psychpost.org/2011/04/classical- conditioning-in-marketing.html http://cla.calpoly.edu/~cslem/101/8-C.html

10. OPERANT CONDITIONING Think about:  An explanation of the role of reinforcement in learning  Types of reinforcers and reinforcement (examples)  primary & secondary reinforcers  Positive reinforcement  Negative reinforcement  Punishment  Role of generalization, extinction, and discrimination (examples)  Schedules of Reinforcement (examples)  Variable and Ratio Schedules It is not necessary to include ALL of the above in your presentation/project. However, you should correctly identify your example(s) using the appropriate vocabulary.

11. SUGGESTED WEBSITES: OPERANT CONDITIONING http://www.simplypsychology.org/operant- conditioning.html http://www.seaworld.org/infobooks/Training/atlearn.html http://www.learning-theories.com/ http://allpsych.com/psychology101/learning.html http://www.psychologyandsociety.com/operantcondition ing.html http://peoplelearn.homestead.com/BEduc/Chapter_4.pd f http://www.cliffsnotes.com/study_guide/Operant- Conditioning.topicArticleId-25438,articleId-25346.html http://www.netplaces.com/psychology/conditioning- and-learning/applications-of-operant-conditioning.htm

12. COGNITIVE LEARNING – OBSERVATIONAL & LATENT LEARNING Think about:  E.C. Tolman’s research on latent learning  Bandura’s research on observational learning & modeling

13. SUGGESTED WEBSITES – SOCIAL LEARNING http://www.learning-theories.com/ http://allpsych.com/psychology101/learning.html http://www.sccs.swarthmore.edu/users/08/ajb/tmve/ wiki100k/docs/Observational_learning.html http://psychcentral.com/encyclopedia/2009/observ ational-learning/ http://www.netplaces.com/psychology/conditioning -and-learning/applications-of-observational- learning.htm http://peace.saumag.edu/faculty/kardas/courses/G PWeiten/C6Learning/ObsvLearn.html

14. DistinguishedProficientDevelopingUnacceptable Collaborate & Cooperate Actively helped to identify group goals & worked hard to meet them; Communicated commitment to group goals & carried out assigned tasks. Communicated understanding of group goals but did not carry out assigned tasks satisfactorily Did not work toward group goals or may have actively worked against them. Examples & Theoretical explanations Sources & Documentation Two original examples were included for each of the four learning theories. Project included a thoughtful explanation of the learning theory & accurately used terms to describe examples. Works Cited page complete & correct. Two examples were included for each of the four learning theories. Summaries of the learning theories were accurate for the most part and terms were used appropriately. Works Cited page with a few errors. Examples for the four learning theories were presented. Examples may have included some inaccuracies or theories were not clearly explained. Term use was limited in the descriptions. Works Cited page incomplete, significant errors. Examples may have been missing or incorrect. Limited explanations of the theories were included and/or term was limited. Works Cited page absent. Quality Work – The Product Advice was presented in a creative, engaging, well-organized, and illustrated project. Exceeded objectives, expectations, & requirements. Advice was presented in an organized and creative project. Met objectives, expectations, & requirements. Advice was presented in a project. Limited creative efforts – a basic presentation. Met some but not all objectives, expectations, & requirements. Advice was presented in a poorly organized and developed project. Did not meet objectives, expectations, & requirements. Presentation / Oral Communication Engaging, articulate, audible; demonstrates confidence & poise; doesn’t not depend solely on aids (PPT or notes) to discuss project. Eye contact is present. Generally clear & audible, few vocal distractions, good eye contact. Limited reliance on aids to discuss project. Sometimes unclear; poor eye contact, some distracting habits; may have read directly from notes or PPT.( Difficult to follow, little or no eye contact, frequent vocal distractions OR played no role in the group presentation.( HOW DO WE LEARN ? PROJECT RUBRIC School-wide rubric components are underlined. *Graduation competencies are available.

15. CONCLUSION Now that you have become experts on the main ways people learn behaviors: classical conditioning, operant conditioning, and observational learning, our focus will shift to cognitive learning and the factors which impact our ability to learn. Do learning styles matter in the classroom? What is intelligence and how is it defined? Is there more than one kind of intelligence? What factors impact our intelligence?