Unit 4 Critical Thinking Questions

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Psychology

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Feb 20, 2024

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Unit 4 Critical Thinking Questions 1. A student describes to her uncle what she learned in psychology class. “Some guy taught a bunch of dogs to drool when he rang a bell?” the uncle says. “What is the point of that?” In your own words, explain what classical conditioning is. Then explain what effects the principles of classical conditioning could have on people (or animals) today. 2. An extended family is eating a holiday dinner when one family member brings up a funny incident that happened at the same family’s holiday the year before. “That’s not how I remember it!” another family member says. “No, she’s right. That’s exactly what happened!” someone else says. Is someone in the family lying? Explain how what you learned in this unit might help the entire family understand what is happening here. Use the word malleable or malleability in your response, and explain the word’s meaning. 3. Psychology students often must memorize this definition of psychology: the science of describing, explaining, predicting, and controlling behavior. Come up with a strategy that will help you remember this definition. Use a technique you learned in the unit. For instance, you might create an acrostic or acronym for the letters DEPCB. Or you might use rhyming, chunking, or visualization, or you might combine two or more of these techniques. 4. Two patients are in a hospital. One has retrograde amnesia and the other has anterograde amnesia. Explain one similarity and one difference between the two types of amnesias. Then predict how these two patients will interact with each other. 5. A psychology student has a five-year-old sister. He knows he has to take care of this sister on Tuesday and Thursday nights while his mother works late. However, he would really like his sister to play quietly while he finishes his homework. Define the Law of Effect in your own words. Then suggest how the student can use the Law of Effect to encourage his sister to play quietly and not disturb him too much.

1. Traditional molding is a kind of realization where a nonpartisan upgrade becomes related with a significant boost, bringing about a comparative reaction to the unbiased improvement alone. In the exemplary trial by Ivan Pavlov, canines at first salivated because of food (significant boost), however after over and over matching the food with a chime (nonpartisan improvement), they ultimately started to salivate at the ringer alone. The standards of traditional molding differently affect individuals and creatures today. For example, promoters frequently utilize old style molding procedures by matching their items with positive upgrades or feelings in commercials. Over the long haul, shoppers might foster positive relationships with the items, prompting improved probability of procurement. In a similar vein, educators can employ classical conditioning to foster positive associations with educational resources or environments. Students may develop a more positive attitude toward learning and be more motivated to participate in educational activities if learning activities are paired with enjoyable experiences or rewards. By and large, traditional molding assumes a critical part in forming ways of behaving and reactions in the two people and creatures, impacting different parts of day to day existence and collaborations. 2. It's not always that someone in the family is lying in this case; rather, memories are subjective and susceptible to distortion. Memory is pliant, meaning it is adaptable and can be effectively affected or changed by different factors like feelings, ideas, and the progression of time. Memory malleability is a phenomenon in which individuals' recollections of past events can diverge or even conflict due to differences in perception, interpretation, and personal biases. The family members are experiencing this phenomenon. Every individual's memory of an occasion might be molded by their one of a kind encounters, feelings, and mental cycles, prompting varieties by the way they recollect and review a similar episode. The entire family can benefit from an understanding of the concept of memory malleability by coming to the realization that differences in their recollections are not always a sign of dishonesty but rather reflect the inherent nature of memory. The family can approach disagreements in recollection with greater understanding and empathy by acknowledging the possibility of memory distortion and the fact that memories can be influenced by a variety of factors. They can likewise see the value in the intricacy of memory processes and the significance of considering different viewpoints while examining previous occasions. 3. D - Describing E - Explaining P - Predicting C - Controlling B - Behavior By partnering each letter of the abbreviation with a clear mental picture and its relating part of brain research, you can undoubtedly review the meaning of brain research as the study of portraying, making sense of, foreseeing, and controlling the way of behaving.

4. One comparability between retrograde amnesia and anterograde amnesia is that the two of them include memory disability. In retrograde amnesia, the individual experiences issues reviewing occasions that happened before the beginning of amnesia, while in anterograde amnesia, there is a failure to shape new recollections after the beginning of amnesia. One contrast between retrograde amnesia and anterograde amnesia lies in the course of events of memory weakness. Retrograde amnesia influences recollections framed before the amnesia happened, while anterograde amnesia influences the capacity to shape new recollections after the beginning of amnesia. The two patients with retrograde and anterograde amnesia may interact in a complementary manner in light of these distinctions. The person who has retrograde amnesia may have trouble remembering what happened in the past, but they can make new memories. Conversely, the patient with anterograde amnesia might recall occasions from an earlier time however will experience issues holding new data. As a result, they may rely on one another to construct a more comprehensive understanding of their experiences together. However, they may have trouble forming continuous conversations or recalling recent interactions because of their respective memory impairments. 5. The Law of Effect, proposed by clinician Edward Thorndike, expresses that ways of behaving followed by sure results are bound to be rehashed, while ways of behaving followed by adverse results are less inclined to be rehashed. The psychology student can use the Law of Effect in this case to get his sister to play quietly by using a system of positive reinforcement. For instance, he could make a prize framework where his sister procures stickers or focuses for each moment she plays unobtrusively without upsetting him. Toward the finish of every meeting, she can trade her stickers or focuses for a little treat or additional recess with a favored toy. Also, the understudy can lay out clear limits and ramifications for problematic way of behaving. Assuming his sister intrudes on him or makes over the top clamor while he's working, he can serenely help her to remember the standards and make sense of that her activities keep him from completing his schoolwork. Reliably implementing these limits and giving uplifting feedback to wanted conduct will probably improve the probability that his sister will play unobtrusively during their assigned schoolwork time.

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