UNIT #4 Learning and Development

Transcription

1 One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for Psychology. UNIT #4 Learning and Development Elaborated Unit Focus In this unit, students will explore and demonstrate their understanding of the major theories of human development and learning/conditioning. Using the theme, Beliefs and Ideals, students will develop their knowledge of human development through the study of the theories of Piaget, Chomsky, Skinner, Whorf, Lenneberg, Erikson, and Kohlberg. These models include cognitive, language, psychosocial, and moral development. Using the theme, Human Environmental Interaction, students will build their knowledge of the conditioning theories of Thorndike, Skinner, Watson, Pavlov, and Bandura. These conditioning theories include operant conditioning, classical conditioning, and observational learning. Standards/Elements *SSPBC1: The student will identify the characteristics of and major approaches to learning. a. Identify learning as a relatively permanent change in behavior based on experience. b. Explain the behavioral approach to learning. c. Compare and contrast the paradigms of classical and operant conditioning. d. Describe changes in behavior using the social learning theory. *SSPBC3: Describe behavioral, social, and cognitive changes from the prenatal period throughout the life span. a. Chart physical changes of a human being from conception through late adulthood. b. Explain the developmental models of Freud, Piaget, Kholberg, and Erikson. c. Compare and contrast the theories of language and language acquisition; include Chomsky, Skinner, and Whorf. d. Describe the role of critical periods in development. Enduring Understandings/Essential Questions HUMAN ENVIROMENTAL INTERACTION: The student will understand that humans, their society, and the environment affect each other. How do we know if learning has happened? How is learning a product of environmental interaction? What are the basic tenets of the perspective of behaviorism? How did psychologists from the perspective of behaviorism define the role of the environment in the development of a human being? Which types of behaviors develop due to associations learned through classical conditioning? Which types of behaviors develop due to associations learned through operant conditioning? Which types of behaviors develop due to associations learned through PSYCHOLOGY UNIT 4 July 21, 2009 Page 1 of 19

2 observational conditioning? Are observable behaviors the only evidence that learning has occurred? How do humans psychologically or physiologically change from conception to adulthood? Which changes or milestones in psychological and physiological development are attributed to genetics and/or the environment? Which human abilities are thought to go through a critical period and how are these periods influenced by genetics and/or the environment? BELIEFS AND IDEALS: The student will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society. How did the stages and milestones in Jean Piaget s theories of cognitive development affect the field of education? What were Jean Piaget s basic beliefs concerning how a child thinks differently than an adult about the world around them? Which theories of cognitive development developed that contradicted Piaget? What are the dominant theories concerning psychosocial development? How are the milestones of all age groups showcased in these stage theories? How does morality change and develop as a human ages? How do the major theories concerning language development/acquisition differ? Are the major theories of language development/acquisition complimentary or in contention with each other? Balanced Assessment Plan Note: The Balanced Assessment Plan included in this unit is presented as a series of suggested activities. It is not that the expected that teacher would completes all of these activities for a successful unit. These activities provide for a formative assessment of student understanding for specific standards/elements. In line with the idea of Understanding by Design, the Balanced Assessment Plan represents what students are to be able to do. The instruction to prepare students for the task is to be determined by the teacher. Description of Assessment The Heinz Dilemma: Have students, either individually or in groups, analyze the Heinz Dilemma and the Brother s Dilemma. They should make a moral decision about both of the two scenarios while still remaining cognizant of which perspective they are taking, e.g. Heinz and Alex (the younger brother). Afterwards, stop and discuss the students responses to each of the dilemmas. Then explain or have students research the three levels and six stages of Kohlberg s moral ladder. Information about Kohlberg s levels and stages can be found in almost an introductory psychology textbook and on the internet. Afterwards, have students, either individually or July 21, 2009 Page 2 of 19 Standard/ Element PBC3b Type of Assessment Informal Observation Dialogue and Discussion

3 collaboratively create their own moral dilemma with appropriate moral decisions that match the six stages of Kohlberg s moral ladder. [For example, students could pose this dilemma: The key (answers) to really hard test has been found by another student. You are tempted to cheat because the test is worth a large portion of your grade and if you fail it, you will more than likely fail the class. Should you ask the other student for a copy of the key and cheat on the test?] When finished, have students volunteer to share their moral dilemmas with the class. The student can then share a few of their moral decisions and the class can identify which of the six stages of Kohlberg s moral ladder they fall under. (See Heinz and Brother s Dilemmas Handouts) Piaget s Schema, Assimilation, and Accommodation Musk Lifesaver Activity: This activity takes some forethought and a minimal amount of funds on the part of the teacher. The teacher must order enough musk lifesavers for the class (one per student); this type of candy is common in the United Kingdom, Australia, and New Zealand and is virtually unknown in the United States. A good site to order these Lifesavers from is The teacher should start this activity by asking the students to list all of the candy flavors they can think of and the teacher should write them on the board. Next, the teacher should ask the students to create a hierarchy of candy flavors by deciding on subcategories under which the more specific candy flavors will fall. The most common subcategories include: fruit flavors, mints, chocolate, and soda flavors. Next, without revealing its flavor, teachers should let the students try a musk lifesaver. After the students have tried the lifesaver, ask them if the flavor fits any of the examples they chose to put on the board. The answer to this question is always no. The teacher should then ask if the new flavor of the lifesaver can at least fit into one of the subcategories they have written on the board. The answer will most likely be no again. Next ask the students to come up with a new subcategory and a name for the flavor of this new candy. Students often will come up with some very comical ideas. For example, one student of mine came up with the subcategory of perfume and the specific flavor of grandma. Another student came up with the category of cleaning products and the flavor laundry detergent. Before revealing the flavor of the lifesaver, take this moment to explain the concept of schema, which is a mental group. Everything that is written on the board transitioning from one July 21, 2009 Page 3 of 19 PBC3b Informal Observation Dialogue and Discussion No Assessment Required

4 content requirement to the next) would be the class s schema of candy flavors. Then explain that the students attempt to fit the foreign flavor into their preexisting schema of candy flavors is a cognitive process that Piaget called assimilation. The students addition of new subcategories and flavors is a cognitive process that Piaget called accommodation. Finally, reveal the real candy flavor, musk. Recommendations: 1) Order the lifesavers at least two weeks prior to the desired date of the lesson. 2) Have a student volunteer help write the candy flavors on the board; the class will yell flavors out left and right and it can be difficult to keep up with only one person. Objective: Students will learn Piaget s concepts of assimilation, accommodation, and schema while tasting a foreign candy flavor which never fails to elicit a strong and often comical response in the students. Language Acquisition Parent Advice: Have the students research the differing language acquisition theories of Noam Chomsky and B.F. Skinner. Once students have a grasp of these differing language models, have them come up with a list of advice for parents who may want to improve and accelerate the language skills of their children. (See Language Acquisition Parent Advice Handout.) Critical Period Hypothesis of Language Development, Case Study of Feral Children: An excellent website is available for the study of feral children and Lenneberg s critical period hypothesis of language acquisition. The website provides case studies, including the tragic case of Genie, and a list of the psychological and physiological outcomes of children being subjected to these depraved and abusive circumstances. There is a handout available at the end of the unit which covers the content available on this website. One of the more important questions on the handout concerns whether feral children provide more evidence for the nature or the nurture perspectives in the development of language. Often times, students initially state that feral children provide more evidence for nurture, since they were obviously deprived of environmental exposure, but most students quickly change their minds when they consider that a critical period is genetically programmed window of opportunity. Teachers can do one of the following: 1) review the answers to the handout with the entire class, 2) circulate from small group to group, or 3) collect and grade individual July 21, 2009 Page 4 of 19 PBC3c PBC3d Informal Observation Dialogue and Discussion If Desired, Graded for Content Informal Observation Dialogue and Discussion If Desired, Graded for Content

5 student work. I prefer to let the students work in small groups and circulate to each group to check on comprehension. (See Feral Children Handout.) Internet Activity: Paired Associates Learning, the Shortfalls of Behaviorism, and the Rise of Cognitivism: This activity encourages students to develop definitions of the concepts of behaviorism, cognitivism, and learning. Students can either complete this five-step activity online at or teachers can access the PDF version instead. Conditioning Business Proposal: This review activity should be assigned at the end of the learning section of this unit. This activity can either be completed individually or in small groups. The Business Proposal activity evaluates the basic concepts of operant conditioning, classical conditioning, and observational learning by applying these concepts to the field of marketing and industrial/organizational psychology. The students will apply the concepts of classical conditioning to create a marketing campaign with the desired result (conditioned response-cs) of consumers buying their product. The students will then apply the concepts of operant conditioning to increase worker productivity. And finally, the students will apply the theories of observational learning to either of the aforementioned areas. (See Business Proposal Handout.) Recommendations: 1) Allow the students freedom and creativity in selecting their products and name of their company. The more the laugh, the more they retain. 2) Consider allowing a peer evaluation and/or review of the other groups proposals. Have each group check the other groups proposals for correctness. 3) This assignment could easily lend to a larger project. The students could create a commercial or a poster with an advertisement which could then be hung around the classroom. Token Economy: To review the concept of a token economy and hopefully increase student motivation in the process, teachers can create a token economy in their classroom. This activity could be finished within one period or spread throughout an entire unit. Teachers should provide a small token for good behavior. An effective and inexpensive token can be raffle tickets which can be purchased at any office supply store. Good behavior can include, but is not July 21, 2009 Page 5 of 19 PBC1a & b PBC1c and d PBC1b Informal Observation Dialogue and Discussion If Desired, Graded for Content Informal Observation Dialogue and Discussion If Desired, Graded for Content Informal Observation Dialogue and Discussion Points Earned Equal a

6 limited to: completing homework assignments, answer a question correctly in class, asking an insightful question in class, working well in small groups, staying on task, being prepared for class, being respectful to a peer, etc. At the end of the day or unit, tickets should be submitted for a larger, more tangible reinforcer. If the token economy is only implemented for a day, a good reinforcer could be candy. For a unit-long token economy, an appropriate and effective exchange can be extra credit points or points added to an assessment. At the end of the token economy, the teacher should lead a class discussion on the positives and negatives of the concept of the token economy. The teacher could ask the following questions: Did you enjoy the token economy? Why or why not? Did you feel more motivated in class? Why or why not? Do you think a token economy was an effective method for controlling and/or changing behavior? Which type(s) of conditioning (classical, operant, or observation) does a token economy fall under? Explain how it resembles this specific type of conditioning. Recommendations: 1) Give an envelop or plastic Ziploc bag to students to keep tickets in. 2) Establish the exchange rates at the beginning of the token economy, for example ten tickets = one point added to a test. 3) Have students write their names on the tickets when they earn them. This will return lost tickets to their rightful owner. 4) You may want to make a connection at the end of the token economy between this behavioral technique and the term overjustifcation effect. Some students may have suffered from this phenomenon during the token economy. Larger, Tangible Reward Sample Culminating Performance Task Enduring Understandings: HUMAN ENVIROMENTAL INTERACTION: The student will understand that humans, their society, and the environment affect each other. BELIEFS AND IDEALS: The student will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society. Standards: *SSPBC1: The student will identify the characteristics of and major approaches to learning. a. Identify learning as a relatively permanent change in behavior based on experience. b. Explain the behavioral approach to learning. c. Compare and contrast the paradigms of classical and operant conditioning. July 21, 2009 Page 6 of 19

7 d. Describe changes in behavior using the social learning theory. *SSPBC3: Describe behavioral, social, and cognitive changes from the prenatal period throughout the life span. a. Chart physical changes of a human being from conception through late adulthood. b. Explain the developmental models of Freud, Piaget, Kholberg, and Erikson. c. Compare and contrast the theories of language and language acquisition; include Chomsky, Skinner, and Whorf. d. Describe the role of critical periods in development. Students will compose a creative short story from the perspective of a developmental psychologist conducting a case study of a fictional child. Though out the story, the student will display understanding of the various learning and developmental models covered in this unit. This story can pull from either autobiographical or creative sources (or a combination of the two). The case study fictional child, the main character of the story, will pass through selective stages of cognitive, psychosocial, moral, and language development. In addition, the character will be conditioned through association and observation. The students will be required to mention the following elements in their story which will occur in the development of the focus of his or her case study: 1) at least two of Piaget s stages of cognitive development and two milestones (i.e. object permanence), 2) at least three stages of Erikson s psychosocial development, 3) at least two stages of Kohlberg s moral development, 4) one theory of language development (either Skinner, Chomsky, or Whorf), 5) one critical period, 6) at least one instance of classical conditioning, 7) at least on instance of operant conditioning, and 8) at least one instance of observational learning. The number of items for these eight requirements is arbitrary and of course amendable. For instance, the teacher could require four stages of Erikson s psychosocial development instead of three. The story should be typed, double-spaced, with one inch margins, and twelve-point font. The students should provide a title for their stories and should edit their work before submitting it for review. Recommendations: 1) The student should not be required to mention the stage or theory by name (this might sap the creativity and natural flow of the story). It should be clear through context if they are addressing one of the required elements by providing a distinctive and descriptive situation during which the main character goes through a developmental stage or is conditioned. 2) Other options than writing a short story can be provided for those students who may be identified as ESOL or having special needs. The teacher may want to consider a photo album with captions or teachers can alter the number of content requirements as well. For the artistically talented students, teachers may want to provide the options of creating a graphic novel, video diary, composing and performing a song, or writing a play. Objective: Students will apply their grasp of the various developmental and conditioning models by extracting information from their own lives during which development and learning occurred or creating fictional situations that show students can apply this knowledge. July 21, 2009 Page 7 of 19

8 Learning and Development Culminating Performance Task Student Handout Directions: You will be writing a creative short story using the elements and theories you have learned in this unit. You will be taking the perspective of a developmental psychologist who is conducting a case study of a maturing human being. The fictional character that you create will need to experience the following developmental stages/milestones and learning paradigms during the duration of your story: A Minimum of 2 of Piaget s Stages of Cognitive Development and 2 Milestones (i.e. Object Permanence, Conservation, Theory of Mind, etc.) A Minimum of 3 of Erikson s Stages of Psychosocial Development A Minimum of 2 of Kohlberg s Stages of Moral Development A Minimum of 1 Theory of Language Development (either Skinner, Chomsky, or Whorf) A Minimum of 1 Critical Period A Minimum of 1 Instance of Classical Conditioning A Minimum of 1 Instance of Operant Conditioning A Minimum of 1 Instance of Observational Learning Your paper should be typed, double-spaced, and well edited. There is no length requirement for this paper; your grade is instead based on the required content. That being said, your paper should smoothly transition from one content requirement to the next. Your story should follow the character chronologically and the developmental stages and milestones should match the age at which they typically occur. Instances of conditioning can fall at any point in the story since these types of learning are not age specific. Remember, you are taking the perspective of a developmental psychologist and should maintain a professional and articulate voice throughout the paper. As a professional, you should integrate psychological jargon whenever appropriate. Remember as a developmental psychologist, you are the evaluator of the theories associated with your discipline. You can be critical of the theories you are addressing if it is appropriate in the context of your story. Your paper should be written primarily in third person (he, she, it, they, Joe, etc.) since you are showcasing the development of another character. Be creative and have fun with your story. You are welcome to incorporate pictures if you believe they add depth and meaning to your character and your story. Date Assigned: Date Due: Grade Assigned to the Project: July 21, 2009 Page 8 of 19

9 Content Rubric for the Culminating Performance Task Scale Criteria 1 (Below Standard) 2 (Needs 3 (Meets Standard) 4 (Exceeds Standard) Improvement) Integrates at least two stages and two milestones from Piaget s theories of cognitive development. Incorrectly integrates two of Piaget s stages of cognitive development. Age and/or milestone are incorrectly matched with the cognitive stage. Correctly integrates one of Piaget s stages of cognitive development. But, age and/or milestone are incorrectly matched with the cognitive stage. Correctly integrates two of Piaget s stages of cognitive development. Age and/or milestone are correctly matched with the cognitive stage. In addition to everything in 3 (meets standard): Infers that Piaget s stages of cognitive development are based on maturation. Integrates at least three stages from Erikson s theories of psychosocial development. Integrates at least two stages from Kohlberg s theories of moral development. Incorrectly integrates three of Erikson s stages of psychosocial development. Age and/or social crisis are incorrectly matched with the psychosocial stage. Incorrectly integrates two of Kohlberg s stages of moral development. Correctly integrates one to two of Erikson s stages of psychosocial development. Age and/or social crisis are correctly matched with the psychosocial stage. Correctly integrates one of Kohlberg s stages of moral development. Correctly integrates three of Erikson s stages of psychosocial development. Age and/or social crisis are correctly matched with the psychosocial stage. Correctly integrates two of Kohlberg s stages of moral development. In addition to everything in 3 (meets standard): Infers that Erikson s stages of psychosocial development originate from physiological development. In addition to everything in 3 (meets standard): Infers that development beyond the preconventional level of morality requires abstract thinking and empathy. Integrates the three learning models: classical conditioning, operant conditioning, and observational learning. Incorrectly integrates the three learning models: classical conditioning, operant conditioning, and observational learning. Correctly integrates one to two of the three learning models: classical conditioning, operant conditioning, and observational learning. Correctly integrates the three learning models: classical conditioning, operant conditioning, and observational learning. In addition to everything in 3 (meets standard): Infers that learning is the product of associations. July 21, 2009 Page 9 of 19

10 Scale Criteria Product Rubric for the Culminating Performance Task 1 (Below 2 (Needs 3 (Meets Expectations) Improvement) Expectations) 4 (Exceeds Expectations) Organization, Grammar, and Spelling Creativity, Integration of Content into the Short Story, Flow (transitioning from one part of the story the next) Perspective and Maintaining Continuity of Case Study Character The short story does not have a title and does not follow the format required (typed,12-point font, double-spaced). The short story contains numerous grammar and spelling errors. The short story lacks creativity. Student provides disconnected situations to integrate content. The short story lacks flow and continuity. The student fails to take the perspective of a developmental psychologist and the case study character lacks continuity and roundness of character. The short story does have an appropriate title and does follow the format required (typed,12-point font, double-spaced). The short story contains sporadic grammatical and spelling errors. The short story shows a minimal amount of creativity through original thought and interesting storytelling methods. Student attempts to connect situations that integrate content. The short story contains some flow and continuity. The student takes the perspective of a developmental psychologist and the case study character maintains continuity, but the story does not maintain and 3 rd person perspective. The short story does have an appropriate title and does follow the format required (typed,12-point font, double-spaced). The short story contains rare grammatical and spelling errors. The short story shows creativity through original thought and interesting storytelling methods. Student connects situations that integrate content. The short story contains flow and continuity. The student takes the perspective of a developmental psychologist and the case study character maintains continuity and a 3 rd person perspective. In addition to everything in 3 (meets standard): The paper is clean of any grammar and spelling errors. In addition to everything in 3 (meets standard): Story should be considered for publication. In addition to everything in 3 (meets standard): The developmental psychologist and the case study character are believable and authentic within the context of the story. July 21, 2009 Page 10 of 19

11 Resources for Unit Musk Lifesaver Activity and Examples of Assimilation, Accommodation, and Schemas Paired Associates Learning, the Shortfalls of Behaviorism, and the Rise of Cognitivism by Elizabeth J. Meinz Psychology Department Southern Illinois University Edwardsville July 21, 2009 Page 11 of 19

12 One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for Psychology. The Heinz and Brother s Dilemma Student Name Kohlberg interviewed children and young adults and presented them with a total of ten moral dilemmas. Kohlberg collected and compared the children s answers to develop the levels and stages of his moral ladder. Presented below are two of his most famous and cited moral dilemmas, the Heinz Dilemma and the Brother s Dilemma. Read each of the situations and answer the question posed at the end. Make sure to justify or explain your decision. Heinz Dilemma In Europe, a woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging 10 times what the drug cost him to make. He paid $200 for the radium and charged $2000 for a small dose of the drug. The sick woman s husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $1000, which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said, No, I discovered the drug and I m going to make money from it. So Heinz got desperate and broke into the man s store to steal the drug for his wife. Should the husband have done this? (pg. 17) The Brother s Dilemma Joe s father promised he could go to camp if he earned the $50 for it, and then changed his mind and asked Joe to give him the money he had earned. Joe lied and said he had only earned $10 and went to camp using the other $40 he had made. Before he went, he told his younger brother, Alex, about the money and about lying to their father. Should Alex tell his father? (pg. 17) Source Kohlberg (1964). Development of moral character and moral ideology. In H. Hoffman & L. Hoffman (Eds.), Review of child development research (Vol. 1). New York: Russell-Sage Foundation. PSYCHOLOGY UNIT 4 July 21, 2009 Page 12 of 19

13 Stages of Moral Reasoning Level One: Pre-conventional Morality Level Two: Conventional Morality Level Three: Post-Conventional Morality Stage 1: Punishment-Obedience Orientation Stage 2: Instrumental Relativist Orientation Stage 3: Good Boy-Nice Girl Orientation Stage 4: Law and Order Orientation Stage 5: Social Contract Orientation Stage 6: Universal Ethical Principle Orientation Movement through the Stages Much like Jean Piaget s theories of cognitive development and Erik Erikson s theories of psychosocial development, Kohlberg s morality theories are based on stages. Kohlberg believed that individuals develop morally in a sequential, set order, but unlike Piaget and Erikson, Kohlberg s moral development is not based on age or maturation. Kohlberg believed that developing humans cannot skip stages and literally cannot cognitively grasp more than one stage above the one they currently are in. For example, a child who bases moral decisions on Stage 1: Punishment-Obedience Orientation, can understand, or at least try to understand Stage 2, but any stage above is beyond his or her reasoning abilities. Parents and educators should take these limitations into consideration while aiding their children in students in moral decision making and development. Development occurs when an individual reaches a point at which he or she begins to feel that their current methods for managing moral dilemmas is insufficient and experiences cognitive dissonance; the dissonance in turn pushes the individual to move on to the next stage. July 21, 2009 Page 13 of 19

14 Create Your Own Moral Dilemma Directions: Write a moral dilemma. Write six possible answers, one for each of the six stages of Kohlberg s moral ladder. Dilemma: Level One: Pre-conventional Morality Stage 1: Punishment-Obedience Orientation Answer: Stage 2: Instrumental Relativist Orientation Answer: Level Two: Conventional Morality Stage 3: Good Boy-Nice Girl Orientation Answer: Stage 4: Law and Order Orientation Answer: Level Three: Post-Conventional Morality Stage 5: Social Contract Orientation Answer: Stage 6: Universal Ethical Principle Orientation Answer: July 21, 2009 Page 14 of 19

15 Skinner s Theory of Language Acquisition: Describe Skinner s Theory of Language Acquisition: One Stop Shop For Teachers Language Acquisition Parent Advice Student Name Chomsky s Theory of Language Acquisition Describe Chomsky s Theory of Language Acquisition: If Skinner s theory was correct, what advice would you give to parents who wish to improve or accelerate their child s language development? If Chomsky s theory was correct, what advice would you give to parents who wish to improve or accelerate their child s language development? July 21, 2009 Page 15 of 19

16 Student Name Business Proposal Directions: You and associate will come up with a proposal to start a new business. Product: Name of Company: Consumer Base: Directions: Using the theories of Ivan Pavlov in his studies of classical conditioning, construct a marketing campaign that will target your consumer base. Fill out the following table. Pavlovian Element UCS ( unconditioned stimulus) UCR ( ) CS ( ) CR ( ) Classical Conditioning in Marketing Name the Element the Will be Used in Your Business Pavlovian Term Association Acquisition Equation Example: UCS+CS=CR How you will make it happen or how you will prevent it in order to encourage more sales of your product. Generalization Discrimination Extinction Spontaneous Recovery July 21, 2009 Page 16 of 19

17 Workforce: You and your associate must design how you will inspire your workforce. Think about how you might pay or award positive behavior. Operant Conditioning and Worker Productivity Operant Behavior What you have your workforce do Respondent Behavior Reinforcer Shaping Successive Approximations Primary Reinforcer Secondary Reinforcer Continuous Reinforcement Partial Reinforcement FR (fixed ratio) VR ( ) FI ( ) VI ( ) One of your partners, Albert Bandura, has an idea. Summarize it for the board or directors. July 21, 2009 Page 17 of 19

18 Feral Children What are they three types of feral children? Feral Children Website Research Student Name What was Psammetichus Forbidden Experiment? What is the critical period hypothesis? What is the Kaspar Hauser syndrome of Psychosocial Dwarfism? Which side of the nature vs. nurture do feral children seem to strengthen and why? Genie Describe what environment Genie was in before the age of thirteen. When was Genie discovered by the outside world? Describe the environment Genie was in after the age of thirteen. July 21, 2009 Page 18 of 19

19 Was Genie able to develop any language skills while she was with the Genie Team? What were some of the theories about why Genie was suffering from language deficiency? How did they know that Genie was not mentally retarded? What happened to the Genie Team after five years? What happened to Genie? Other Feral Children Describe the stories of two other feral children? How were their circumstances similar or different from Genie? Hollywood Feral Children According to what you have learned about feral children and language acquisition today, do you believe characters like Tarzan or Mowgli could actually exist as they are portrayed in the movies? July 21, 2009 Page 19 of 19