Classical Conditioning. Stimulus > Response SR Theory. Human Development and Learning. Stephen E. Brock, Ph.D., NCSP 1 EDS 248
|
|
|
- Sydney Simpson
- 7 years ago
- Views:
Transcription
1 EDS 248 Stephen E. Brock, Ph.D.,NP Stimulus > Response SR Theory Classical conditioning is based on the premise that certain stimuli automatically trigger certain responses. (Possible triggers of the ) (Involuntary, automatic, reflexive reactions) Salivation Pleasure Exhaustion Sleep Displeasure Stimulus > Response SR Theory Classical conditioning is based on the premise that certain stimuli automatically trigger certain responses. (Possible triggers of the ) Food, food smells Exercise, intoxication, sex Injury Load noise Strenuous exercise Fatigue Nausea (Involuntary, automatic, reflexive reactions) Salivation Pleasure Exhaustion Sleep Displeasure Stephen E. Brock, Ph.D., NP 1
2 In classical conditioning, a neutral stimulus (NS) is paired with an unconditioned stimulus (). Overtime this association changes the NS to a conditioned stimulus (). This occurs when the elicits the same response as the [a conditioned response ()] Bunny Loud Noise NS Bunny office NS office Punished A NS (office) is paired with an (punishment). Overtime this association changes the NS to a. This occurs when the (office) elicits the (anxiety). The is now referred to as a. Occurs when two stimuli are presented at about the same time. For a NS to become a it is most effective if it is presented just before the. Contiguity may, however, be overly simplistic. Contingency is perhaps more important. The potential conditioned stimulus must occur only when the is going to follow. Sometimes one pairing is enough for the learning/conditioning to take place. The more noticeable the NS, the more likely it is to become a. Some stimuli are more naturally associated (e.g., food and nausea, playground and school, etc.). This is referred to as associative bias. Characteristics of the NS affect the degree to which it becomes and. The more noticeable the NS (the principal s office is very unique) the more likely it is to become a Classical condition is now thought to involve cognitions. Stephen E. Brock, Ph.D., NP 2
3 Activity Develop real world (preferably school based) examples of ( ) ( ) ( ) ( ) ( ) Extinction Hospital NS Hospital Hospital Surgery Job will weaken and eventually disappear if the is no longer associated with it. The weaker the, the quicker it will be extinguished. Extinction is not always predictable. Spontaneous Recovery Extinction >>> Rest period >>> Spontaneous Recovery The recurrence of a when a period of extinction is followed by a rest period (essentially one remembers the prior association). The spontaneously recovered, however, will be weaker and will extinguished more quickly. Stephen E. Brock, Ph.D., NP 3
4 Stimulus Generalization Rabbit NS 1 / 1 NS 2 / 2 Noise Fuzzy things NS that are similar to the may also generate a. The more similar a NS is to a given, the greater the likelihood of generalization May increase over time. 1 2 Stimulus Discrimination Rabbit Loud noise Fear NS 1 1 NS 1 1 NS 2 2 No NS 2 2 Fuzzy things No loud noises No fear Present the similar stimuli (that has become a ) without the. The organism learns or is conditioned to expect that the will not occur. Higher Order Conditioning NS 1 1 NS 2 2 Abuse Stephen E. Brock, Ph.D., NP 4
5 Sensory Preconditioning NS 1 Playground NS 2 NS 1 Playground 1 Playground NS 2 1 Shooting 2 Fear/pain Fear/pain Fear/pain Eliminating Conditioned Responses Extinction Counterconditioning Systematic Desensitization Conclusion In the school setting it is very easy for a variety of NS to be associated with Neutral Stimuli Teacher Work Unconditioned Stimuli Punishment Frustration Unconditioned Response Fear/ Further, s can be very durable and difficult to eliminate. This emphasizes the importance of setting children up for early school success. Stephen E. Brock, Ph.D., NP 5
6 Independent Study Writing Prompt Distinguishing Between Classical and Operant Conditioning A teacher reported that she had been giving her students points on the chalkboard whenever their group was the most quiet and attentive. Eventually, her students learned to become quiet and attentive whenever the teacher approached the chalkboard. What type of conditioning is at work here? What is the role of the teacher by the chalkboard? Stephen E. Brock, Ph.D., NP 6
Introduction to Learning. Chapter 1
Introduction to Learning Chapter 1 A Definition of Learning Learning is: An experiential process Resulting in a relatively permanent change Not explained by temporary states, maturation, or innate response
A BEHAVIORAL VIEW OF LEARNING
Chapter 10 Classical Conditioning Classical Conditioning: The Story of Dogs and Little Albert A BEHAVIORAL VIEW OF LEARNING As you read below you may come to think that behavioral learning theories seem
Learning. Any relatively permanent change in behavior brought about by experience or practice. Permanent Experience Practice
Learning Any relatively permanent change in behavior brought about by experience or practice Permanent Experience Practice Ivan Pavlov (1849-1936) Russian Physiologist Father= Village Priest Father-in-law=
Chapter 7 Conditioning and Learning
Chapter 7 Conditioning and Learning Chapter Summary Definitions Learning is defined as a relatively permanent change in behavior due to experience. A stimulus is anything that comes in through your senses.
Programmed Learning Review
Programmed Learning Review L-HO1-121907 Take another sheet of paper and cover the answers located in the right hand column. Then read through the unit filling in the blanks as you go. After filling in
Learning. Relatively permanent behavior change that is acquired through experience
Learning Relatively permanent behavior change that is acquired through experience Learning vs Maturation Not all behavior change is best described as learning Maturation (neuromuscular development) usually
Classical vs. Operant Conditioning
Classical vs. Operant Conditioning Operant conditioning (R S RF ) A voluntary response (R) is followed by a reinforcing stimulus (S RF ) The voluntary response is more likely to be emitted by the organism.
Faulty Explanations for Behavior
Functional Assessment of Behavior EDS 240 Stephen E. Brock, Ph.D., NCSP California State University, Sacramento Faulty Explanations for Behavior 1. Behavior occurs because of the student is bad 2. Behavior
LEARNING. Chapter 6 (Bernstein), pages 194-229
LEARNING Chapter 6 (Bernstein), pages 194-229 What is LEARNING? LEARNING is the adaptive process through which experience modifies preexisting behavior and understanding; relatively permanent change in
A. Learning Process through which experience causes permanent change in knowledge or behavior.
Woolfolk, A. (2010). Chapter 6: Behavioral Views of Learning. In A. Woolfook (Ed.), Educational psychology (11th ed.). Columbus, OH: Pearson/Allyn & Bacon. This chapter begins by defining learning and
How do we Learn? How do you know you ve learned something? CLASS OBJECTIVES: What is learning? What is Classical Conditioning? Chapter 6 Learning
How do we Learn? Chapter 6 Learning CLASS OBJECTIVES: What is learning? What is Classical Conditioning? How do you know you ve learned something? 1 Can our beliefs and attitudes be a result of learning??
Behavior Analysis and Strategy Application after Brain Injury: Addressing the long-term behavioral outcomes of brain injury
Behavior Analysis and Strategy Application after Brain Injury: Addressing the long-term behavioral outcomes of brain injury Chris M. Schaub, MS Ed., BCBA Christina M. Peters, MS Ed., CBIS Stephanie A.
Behavioral Principles. S-R Learning. Pavlov & Classical Conditioning 12/2/2009
Behavioral Principles S-R Learning Classical conditioning The most basic form of learning; one stimulus comes to serve as a signal for the occurrence of a second stimulus (the response) Stimulus a physical
Psychology with Mr. Duez UNIT 3 "Learning" LEARNING TARGETS
Psychology with Mr. Duez UNIT 3 "Learning" LEARNING TARGETS If you learn only 6 things from this chapter... 1. Learning refers to a relatively permanent change in behavior based on experience. 2. Classical
Okami Study Guide: Chapter 7
1 Chapter in Review 1. Learning is difficult to define, but most psychologists would agree that: In learning the organism acquires some new knowledge or behavior as a result of experience; learning can
Learning: Classical Conditioning
How Do We Learn? Learning Learning: Classical Conditioning Chapter 7 One way is through Classical Conditioning Pavlov s Experiments Extending Pavlov s Understanding Pavlov s Legacy Psy 12000.003 1 2 Definition
Encyclopedia of School Psychology Conditioning: Classical And Operant
Encyclopedia of School Psychology Conditioning: Classical And Operant Contributors: Merilee McCurdy & Michelle Swanger Edited by: Steven W. Lee Book Title: Encyclopedia of School Psychology Chapter Title:
Okami Study Guide: Chapter 7
1 Chapter Test 1. Knowing how to do something, like drive a car or play a sport, is referred to as a. explicit knowledge b. behavioral knowledge c. procedural knowledge d. implicit knowledge 2. All of
Image Source: Markstivers.com
Classical Conditioning Image Source: Markstivers.com What is Learning? Relatively permanent change in an organism s behavior due to experience Behaviorism Types of Learning Classical Conditioning Operant
GCSE PSYCHOLOGY UNIT 2 LEARNING REVISION
GCSE PSYCHOLOGY UNIT 2 LEARNING REVISION GCSE PSYCHOLOGY UNIT 2 CLASSICAL CONDITIONING LEARNING LEARNING= Is a relatively permanent change in behaviour due to experience Some behaviours are learnt, but
Chapter 5: Learning I. Introduction: What Is Learning? learning Conditioning II. Classical Conditioning: Associating Stimuli Ivan Pavlov
Chapter 5: Learning I. Introduction: What Is Learning? A. Psychologists define learning as a process that produces a relatively enduring change in behavior or knowledge as a result of an individual s experience.
Learning from Experience. Definition of Learning. Psychological definition. Pavlov: Classical Conditioning
Learning from Experience Overview Understanding Learning Classical Conditioning Operant Conditioning Observational Learning Definition of Learning Permanent change Change in behavior or knowledge Learning
Classical (Pavlovian) Conditioning
Psychology Behavior 01 Notes Classical (Pavlovian) Conditioning Behaviorism is essentially the study of how we learn. Humans are different from many animals in that we possess very little instinct, or
Behavioural Therapy A GUIDE TO COUNSELLING THERAPIES (DVD) Published by: J & S Garrett Pty Ltd ACN 068 751 440
Behavioural Therapy A GUIDE TO COUNSELLING THERAPIES (DVD) Published by: J & S Garrett Pty Ltd ACN 068 751 440 All Case Histories in this text are presented as examples only and any comparison which might
Today. Learning. Learning. What is Learning? The Biological Basis. Hebbian Learning in Neurons
Today Learning What is Learning? Classical conditioning Operant conditioning Intro Psychology Georgia Tech Instructor: Dr. Bruce Walker What is Learning? Depends on your purpose and perspective Could be
HONORS PSYCHOLOGY REVIEW QUESTIONS
HONORS PSYCHOLOGY REVIEW QUESTIONS The purpose of these review questions is to help you assess your grasp of the facts and definitions covered in your textbook. Knowing facts and definitions is necessary
IMPORTANT BEHAVIOURISTIC THEORIES
IMPORTANT BEHAVIOURISTIC THEORIES BEHAVIOURISTIC THEORIES PAVLOV THORNDIKE SKINNER PAVLOV S CLASSICAL CONDITIONING I. Introduction: Ivan Pavlov (1849-1936) was a Russian Physiologist who won Nobel Prize
Classical Conditioning. Classical and Operant Conditioning. Basic effect. Classical Conditioning
Classical Conditioning Classical and Operant Conditioning January 16, 2001 Reminder of Basic Effect What makes for effective conditioning? How does classical conditioning work? Classical Conditioning Reflex-basic
Learning Theories 4- Behaviorism
LEARNING THEORIES - BEHAVIORISM CHAPTER 4 CHAPTER Learning Theories 4- Behaviorism LEARNING OUTCOMES After studying this chapter, you should be able to: 1. Explain the principles of classical conditioning,
Outline. General Psychology PSYC 200. Definition. Habituation. Habituation. Classical Conditioning 3/17/2015. Learning
/17/015 General Psychology PSYC 00 Outline 0) Definition of Learning 1) Habituation ) Classical Conditioning ) Operant Conditioning Learning Definition Learning = change in behavior or thought as a result
Chapter 5. Learning. Outline
Chapter 5 Learning Outline I. What Is Learning? A. Learning is demonstrated by a relatively permanent change in behavior that occurs as the result of practice or experience. 1. Learning cannot be observed
From Head to Nails: Practical Uses for Desensitization and Counter-Conditioning Workshops By Teoti Anderson, CPDT-KA, KPA-CTP
From Head to Nails: Practical Uses for Desensitization and Counter-Conditioning Workshops By Teoti Anderson, CPDT-KA, KPA-CTP Summary Trimming a dogs' nails, or getting a dog to happily wear an Elizabethan
Classical Conditioning
Chapter 5 Learning Classical Conditioning Learning relatively permanent change in behavior due to experience Behaviorism emphasizes the study of observable behavior and the role of the environment as determinant
Learning. Chapter 5. How have you used reinforcement to modify your own behavior or the behavior of others? Video 00:00 / 02:28
Chapter 5 Learning Yoshiko s first-grade teacher started a reading contest. For every book read, a child would get a gold star on the reading chart, and at the end of one month the child with the most
Classical Conditioning Overview
Classical Conditioning Overview Classical conditioning was first identified and developed by a Russian physiologist, Ivan Pavlov. The phenomenon of classical conditioning is widely considered to be the
UNIT 6: LEARNING. 6. When the US is presented prior to a neutral stimulus, conditioning DOES NOT (does/does not) occur.
UNIT 6: LEARNING HOW DO WE LEARN? OBJECTIVE 1: Define learning, and identify two forms of learning. 1. A relatively permanent change in an organism s behavior due to experience is called LEARNING. 2. More
GCSE Psychology Learning
GCSE Psychology Learning Student: Tutor: Unit 2: Understanding other people 1 Learning What is classical conditioning? What do we mean when we say we have learnt something? Read the statements below and
9/14/2015. Innate behavior. Innate behavior. Stimuli that trigger innate behaviors are called releasers.
& & has a fixed, genetic component. Despite differing environments, the behavior develops in all individuals. Learned behavior is acquired and modified over development. s can be triggered or enhanced
PSYC2011 Exam Notes. Instrumental conditioning
PSYC2011 Exam Notes Instrumental conditioning Also called operant conditioning Response learning - Stimulus -> Response -> Outcome - Learning about the consequences of your actions, behaviour change Distinct
Chapter 15. Historical Perspective. How the world creates who you are: behaviorism and social learning theory
Chapter 15 How the world creates who you are: behaviorism and social learning theory Learning 2 stimuli events, things, or people repeatedly experienced together will eventually come to elicit the same
Behaviorism & Education
Behaviorism & Education Early Psychology (the use of nonobjective methods such as Introspection) Learning = behavior change movement toward objective methods Behaviorism Pavlov, Skinner (Focus on Sà R)
AP Psychology 2008-2009 Academic Year
AP Psychology 2008-2009 Academic Year Course Description: The College Board Advanced Placement Program describes Advanced Placement Psychology as a course that is designed to introduce students to the
Psychology Ciccarelli and White
1 Psychology Ciccarelli and White What is Learning? -Any relatively permanent change in behavior based on experience or practice Chapter Five: Learning -Learning is not maturation. Maturation is change
Learning Theories Taught in EDFL 2240: Educational Psychology. Behavioral Learning Theories (Learning is defined as a change in behavior)
Learning Theories Taught in EDFL 2240: Educational Psychology Behavioral Learning Theories (Learning is defined as a change in behavior) Pavlov & Watson s Classical (Reflexive) Conditioning Definition:
A Brief Explanation of Applied Behavior Analysis. conditioning to identify the contingencies affecting a student s behavior and the functions of the
A Brief Explanation of Applied Behavior Analysis Applied Behavior Analysis is the procedure for using the principles of operant conditioning to identify the contingencies affecting a student s behavior
Chapter 7. Behavioral Learning Theory: Operant Conditioning
Chapter 7 Behavioral Learning Theory: Operant Conditioning Overview Operant Conditioning Educational Applications of Operant Conditioning Principles Using Computer-Based Instruction in Your Classroom Copyright
Principles of animal learning
23 Chapter 1 Perspectives on animal learning theory Part 3 Principles of animal learning Stewart Hilliard Summary The objective of this section is to summarise some of the main principles of animal learning,
The Four Term Contingency and Tier 3 Functional Behavior Intervention: Avoiding Common Pitfalls and Encouraging Successful Outcomes
The Four Term Contingency and Tier 3 Functional Behavior Intervention: Avoiding Common Pitfalls and Encouraging Successful Outcomes Kevin Kuhn, 2014 ASPP Conference Kahoot.it Code: The Four Term Contingency
Chapter 13 & 14 Quiz. Name: Date:
Name: Date: Chapter 13 & 14 Quiz 1. Regarding the difference between normal and abnormal behavior, which of the following statements is TRUE? A) Abnormal behavior is unusual, whereas normal behavior is
Section 2 - Behavior Modification Section 2.2 - Reinforcement
Section 2 - Behavior Modification Section 2.2 - Reinforcement Positive versus Negative Reinforcement Wiki - reinforcement is an increase in the strength [or frequency] of a response following the change
5 Learning. Links to Learning Objectives. Enduring Issues. How is learning influenced by an organism s inborn characteristics?
CHAPTER 5 Learning Links to Learning Objectives ENDURING ISSUES IN LEARNING CLASSICAL CONDITIONING Definition of learning Basic elements & establishing a response Classical conditioning in humans & selectivity
Psychological Models of Abnormality
Several Different Models Psychological Models of Abnormality Psychoanalytic Models Learning Models Cognitive Models Psychology 311 Abnormal Psychology Listen to the audio lecture while viewing these slides
Classical Conditioning
OpenStax-CNX module: m49048 1 Classical Conditioning OpenStax College This work is produced by OpenStax-CNX and licensed under the Creative Commons Attribution License 4.0 By the end of this section, you
Is the stimulus/response something that was learned or something that occurs naturally, by instinct?
Chapter 5: Learning: Classical Conditioning Notes & Exercises Many students get confused with the terms of classical conditioning. There are four major components to this type of learning: unconditioned
7/17/2014. Applied Behavior Analysis (ABA) Therapy Overview. Applied Behavior Analysis Therapy. Ivan Petrovich Pavlov
Applied Behavior Analysis Therapy Continuum Autism Spectrum Alliance Presented: Tram Chum Newcomb B.A. ABA Program Coordinator and Junior Consultant www.autismspectrumalliance.com Applied Behavior Analysis
3 Classical conditioning: involuntary associations
3 Classical conditioning: involuntary associations The method of classical conditioning is based on Pavlov's work, which was briefly introduced in Chapter 1. Pavlov himself was usually fairly cautious
Learning is defined as a relatively permanent change in behavior that occurs as a result of experience.
Content Outline Lesson 1 Attributes of Learning and Classical Conditioning I. Attributes of learning Learning is defined as a relatively permanent change in behavior that occurs as a result of experience.
Final Exam Review for EDP304 Prague
Final Exam Review for EDP304 Prague Types of Instruction 1. The term used to describe lessons in which the teacher provides information directly to students, structuring class time to reach a clearly defined
Title: Conducting FBAs and Designing Behavior Interventions for Individuals with ASD: Keeping the Characteristics in Mind
Title: Conducting FBAs and Designing Behavior Interventions for Individuals with ASD: Keeping the Characteristics in Mind Presenters: Ruth Aspy, Ph.D., and Barry G. Grossman, Ph.D. Recognizing when problem
Operant Conditioning. Skinner and Thorndike
Operant Conditioning Skinner and Thorndike Operant Conditioning Organisms learn to do things, or not to do things, because of the consequences of their behavior Example: Avoid M&M s because they made you
31.1 The Neuron. BUILD Vocabulary. Lesson Objectives
Name Class Date 31.1 The Neuron Lesson Objectives Identify the functions of the nervous system. Describe the function of neurons. Describe how a nerve impulse is transmitted. BUILD Vocabulary A. The chart
Heather Maurin, MA, EdS, PPS, LEP, BICM School Psychologist-Stockton Unified School District THE ABC S OF APPLIED BEHAVIOR ANALYSIS
Heather Maurin, MA, EdS, PPS, LEP, BICM School Psychologist-Stockton Unified School District THE ABC S OF APPLIED BEHAVIOR ANALYSIS WHAT IS BEHAVIOR Every behavior has a purpose. There is no behavior that
Psychology lesson plans for the week of 11/16/09. Monday 11/16/09 Chapter 6 test Read chapter 5
Psychology lesson plans for the week of 11/16/09 Monday 11/16/09 Chapter 6 test Read chapter 5 Tuesday 11/17/09 What is the difference between motivation and emotion? Motivation drives us toward goals.
Recovering from a Mild Traumatic Brain Injury (MTBI)
Recovering from a Mild Traumatic Brain Injury (MTBI) What happened? You have a Mild Traumatic Brain Injury (MTBI), which is a very common injury. Some common ways people acquire this type of injury are
1 2013 the Behavior Analyst Certification Board, Inc. All rights reserved.
Coverage of the Behavior Analyst Certification Board Fourth Edition List by Cooper, Heron, and Heward s Applied Behavior Analysis, Second Edition The BACB Fourth Edition List is organized in three major
CHAPTER 5 LESSON PLAN NOV 28-DEC 9, 2011 LEARNING Learning Objectives
CHAPTER 5 LESSON PLAN NOV 28-DEC 9, 2011 LEARNING Learning Objectives After reading this chapter, you should be able to Classical Conditioning Define learning. Describe the elements of classical conditioning,
The Antabuse-Myth Why disulfiram cannot work
The Antabuse-Myth Why disulfiram cannot work Disulfiram prescriptions Mark et al., 2009 USA, 2007 25% of patients treated for alcohol received disulfiram Side effects disulfiram headaches garlic-like taste
Operant Conditioning
LP 6B Operant Conditioning: Reinforcements and Punishments 1 Operant Conditioning Operant conditioning (instrumental conditioning): A learning process in which the consequences of an action determine the
Contact Information. Rebecca.cain@state.sd.us Phone 773-3678
Contact Information Rebecca.cain@state.sd.us Phone 773-3678 Learning Behavior/Changing Behavior Students learn any behavior in the same way they learn to read through instruction/modeling, practice, feedback,
A Study in Learning Styles of Construction Management Students. Amit Bandyopadhyay, Ph.D., PE, F.ASCE State University of New York -FSC
A Study in Learning Styles of Construction Management Students Amit Bandyopadhyay, Ph.D., PE, F.ASCE State University of New York -FSC Abstract Students take in and process information in different ways.
CHAPTER. 7 Learning and Health and
kin35406_ch06_180-215.indd Page 180 17/06/13 5:03 PM f-500 CHAPTER CHAPTER OUTLINE 1 2 3 4 5 6 Types of Learning Classical Conditioning Operant Conditioning Observational Learning Cognitive Factors in
Returning to School After a Concussion: A Fact Sheet for School Professionals
Returning to School After a Concussion: A Fact Sheet for School Professionals Assess the situation Be alert for signs and symptoms Contact a health care professional What is a Concussion? A concussion
Learning UNIT 6 UNIT PREVIEW UNIT GUIDE
UNIT 6 Learning UNIT PREVIEW Learning helps us adapt to our environment. Pavlov explored classical conditioning, in which we learn to anticipate events, such as being fed or experiencing pain. In his famous
Anxiety and Education Impact, Recognition & Management Strategies
Anxiety and Education Impact, Recognition & Management Strategies Dr Amanda Gamble Centre for Emotional Health (formerly MUARU) Macquarie University, Sydney. WHY SHOULD I BE CONCERNED? 1 Prevalence of
IT'S NOT JUST ABOUT SALIVATING DOGS! Pavlov, I. P. (1927). Conditioned reflexes. London: Oxford University Press.
1 IT'S NOT JUST ABOUT SALIVATING DOGS! Pavlov, I. P. (1927). Conditioned reflexes. London: Oxford University Press. Have you ever walked into a dentist's office where the odor of the disinfectant made
The ABC s of ABA. Claire Benson Kimberly Snyder Sarah Kroll Judy Aldridge
The ABC s of ABA Claire Benson Kimberly Snyder Sarah Kroll Judy Aldridge ABA Overview Applied Behavior Analysis is NOT one set of procedures that can be applied to everyone. Applied Behavior Analysis is
Schema Theory of Learning
Schema Theory of Learning Learning Goals Understand the concept of a schema and how they influence perception. Understand how schemas relate to instructional practices. 1 Memory Memories tend to include
FACT SHEET. What is Trauma? TRAUMA-INFORMED CARE FOR WORKING WITH HOMELESS VETERANS
FACT SHEET TRAUMA-INFORMED CARE FOR WORKING WITH HOMELESS VETERANS According to SAMHSA 1, trauma-informed care includes having a basic understanding of how trauma affects the life of individuals seeking
Concussion Management Return to Play Protocol
Concussion Management Return to Play Protocol Returning to play following a concussion involves a stepwise progression once the individual is symptom free. There are many risks to premature return to play
Educational Psychology (EDP304) Comprehensive Course Review
Educational Psychology (EDP304) Comprehensive Course Review Research Methods 1. The discipline or field that studies learners, learning and teaching is? 2. Explain the difference between external and internal
Theories for Child Development: What are they and why should you care? Lifespan Developmental Theory
Theories for Child Development: What are they and why should you care? Wednesday, August 24 th, 2005 Covering: Lifespan Developmental Theory, Psychoanalytic Theory, Erikson, Behavioral and Social Learning,
The FacTs: * All concussions are serious. A Fact Sheet for School Nurses
A Fact Sheet for School Nurses Assess the situation Be alert for signs and symptoms Contact a health care professional The FacTs: * All concussions are serious. * Most concussions occur without loss of
Psychology 305A Lecture 3. Research Methods in Personality Psychology
Psychology 305A Lecture 3 Research Methods in Personality Psychology 1 Reminder Research Assistant Positions available! Emotion and Self Lab needs your help! Email jeff.emoselflab@gmail.com for information
RESCORLA-WAGNER MODEL
RESCORLA-WAGNER, LearningSeminar, page 1 RESCORLA-WAGNER MODEL I. HISTORY A. Ever since Pavlov, it was assumed that any CS followed contiguously by any US would result in conditioning. B. Not true: Contingency
WORKSHOP ON THEORY OF MIND BRUCE BONNETT. I. Why do we care about Theory of Mind?
WORKSHOP ON THEORY OF MIND BRUCE BONNETT I. Why do we care about Theory of Mind? a. If you want to give sophisticated talks about hypnosis and hypnotherapy theory (or if you are, for example, Cheryl O
SENSORY DEFENSIVENESS
SENSORY DEFENSIVENESS When working on the Adult Psychiatric Care Unit at UMASS Memorial Medical Center I noted that many patients with trauma issues demonstrated symptoms of sensory defensiveness. I developed
BEHAVIORAL THERAPY. Behavior Therapy (Chapter 9) Exposure Therapies. Blurring the Line. Four Aspects of Behavior Therapy
BEHAVIORAL THERAPY Psychology 460 Counseling and Interviewing Sheila K. Grant, Ph.D. 1 Behavior (Chapter 9) A set of clinical procedures relying on experimental findings of psychological research Based
Highlights from the 2008 Consensus Statement on Concussion in Sport
Highlights from the 2008 Consensus Statement on Concussion in Sport The NFHS Sports Medicine Advisory Committee (SMAC) regularly discusses and reviews the latest medical evidence regarding sports-related
Applied Behavior Analysis. Session 1: Course overview and basic concepts
Applied Behavior Analysis Session 1: Course overview and basic concepts My background Special Ed teacher in Victoria Special Ed teacher in junior vocational high schools in Canada BEd, MSc University of
Empirical Background for Skinner s Basic Arguments Regarding Selection by Consequences
Empirical Background for Skinner s Basic Arguments Regarding Selection by Consequences Iver Iversen University of North Florida, Jacksonville Presentation at NAFO, April 2016 Gol, Norway Skinner was Controvercial
Psychology Chapter 5 5.1 Definition of Learning Learning- 5.2 It Makes Your Mouth Water: Classical Conditioning Reflex- Classical conditioning-
Psychlgy Chapter 5 5.1 Definitin f Learning Learning- is any relatively permanent change in behavir brught abut by experience r practice Maturatin- kind f change due t bilgy, nt experience Changes like
Post Acute Withdrawal Syndrome
Post Acute Withdrawal Syndrome SupportNet Recovery Learning Series - Believe that Recovery is Possible John Craven MD I get stressed out - and flustered - by things that didn t bother me before. S upport
HOW PARENTS CAN HELP THEIR CHILD COPE WITH A CHRONIC ILLNESS
CENTER FOR EFFECTIVE PARENTING HOW PARENTS CAN HELP THEIR CHILD COPE WITH A CHRONIC ILLNESS Parenting a chronically ill child is a challenge. Having a child with a chronic illness is stressful for any
Overview of the Basic Principles of Applied Behavior Analysis
Overview of the Basic Principles of Applied Behavior Analysis Key Principles of ABA (Kerr & Nelson, 2010) In managing classroom behavior and designing interven3ons, it is cri3cal that teachers understand
The Application of Applied Behavior Analysis in the Special Education Classroom
The Application of Applied Behavior Analysis in the Special Education Classroom Tonight s Agenda Review course requirements Discuss foundational principles and history of ABA SPC ED 519 Spring 2015 Professor:
University of Cincinnati Cognitive Behavioral Treatment for Substance Abuse Curriculum
University of Cincinnati Cognitive Behavioral Treatment for Substance Abuse Curriculum Developed by the University of Cincinnati Corrections Institute (UCCI) School of Criminal Justice www.uc.edu/corrections
Dimensions of ABA. Applied Behavior Analysis for Educational Settings. Underlying Assumptions of ABA
Applied Behavior Analysis for Educational Settings Christopher Ewing Behavior Intervention Consultant Arkansas Department of Education Underlying Assumptions of ABA Determinism The universe is a lawful
THE WORLD OF PSYCHOLOGY, 5/E 2005
THE WORLD OF PSYCHOLOGY, 5/E 2005 Ellen Green Wood Samuel E.Wood Denise Boyd 0-205-43055-4 Exam Copy ISBN (Please use above number to order your exam copy.) Visit www.ablongman.com/replocator to contact
Psychological Impact of Disasters Clinical and General Approaches
Psychological Impact of Disasters Clinical and General Approaches Dr.V.D.Swaminathan Professor of Psychology & Director in charge University Students Advisory Bureau, University of Madras Disaster means
Staff, please note that the Head Injury Routine is included on page 3.
Staff, please note that the Head Injury Routine is included on page 3. This booklet explains what can happen after a concussion, how to get better and where to go for more information and help if needed.