... simply speaking, the analysis of a person’s response to his environment. John B. Watson, B. F. Skinner, and Edward C. Tolman would include their own varying details to accompany that definition. Most researchers in behaviorism concur that psychology should be considered as the study of behavior, not the study of the mental processes, and that behavior is caused by stimuli that abide in the external environment, not from the internal mind (Goodwin, 2008). From Watson’s first findings, which pushed behaviorism forward, Skinner proposed his own theory of behaviorism called radical behaviorism. Tolman believed that the important concepts of psychology could be deduced from the behavior displayed by rats traveling through mazes that he created (Goodwin, 2008). Even though they were thought of as behaviorists, their concepts and theories contrasted on a wide scale that went from Pavlov’s conditioning one end to the start of cognitive theory on the other end (Goodwin, 2008). Fundamental Perspective of John B. Watson John Watson (1878-1958) attended the University of Chicago where he studied under John Dewey. Dewey’s teachings did not satisfy him, and he soon decided to study under a functionalist psychologist named James Rowland Angell and Henry Donaldson, a physiologist. From their teachings, Watson began formulating his own beliefs, which would lead eventually to the establishment of what is called the psychological school of behaviorism. Watson’s theory is known as classical...
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..."Molecular Structure of Nucleic Acids: A Structure for Deoxyribose Nucleic Acid" was an article published by Francis Crick and James D. Watson in the scientific journal Nature in its 171st volume on pages 737–738 . It was the first publication which described the discovery of the double helix structure of DNA. This article is often termed a "pearl" of science because it is brief and contains the answer to a fundamental mystery about living organisms. This mystery was the question of how it is possible that genetic instructions are held inside organisms and how they are passed from generation to generation. The article presents a simple and elegant solution, which surprised many biologists at the time who believed that DNA transmission was going to be more difficult to deduce and understand. The discovery had a major impact on biology, particularly in the field of genetics, enabling later researchers to understand the genetic code . Origins of molecular biology The application of physics and chemistry to biological problems led to the development of molecular biology. Molecular biology is particularly concerned with the flow and consequences of biological information at the level of genes and proteins. The discovery of the DNA double helix made clear that genes are functionally defined parts of DNA molecules and that there must be a way for cells to make use of their DNA genes in order to make proteins. Linus Pauling was a chemist who was very influential in developing...
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...Behaviorism and Its Effect on the Understanding of Learning AIU Online Abstract This paper focuses on a brief summary on the history of behaviorism, starting with experiments conducted by Franklin Henry Giddings and Ivan Pavlov, a sociologist and a physiologist whom established the groundwork for behaviorism, particularly in America. In addition, this paper also explains the main components of behaviorism, which are classical conditioning and operant conditioning, connectionism, and the contiguity theory. It moves forward to explain four experiments that are popular through the study of behaviorism: the reason behind conditioned salivation in Ivan Pavlov’s dogs, conditioned responses in humans through Watson’s little Albert experiment, Thorndike’s research with cats and a puzzle box to demonstrate the law of effect through the use of reinforcements, and B.F. Skinner’s experiment with rats to prove how an organism learns through operant conditioning. Finally, this paper examines how, according to behaviorists, there are three principles of learning new and intricate behaviors, known as shaping, chaining, and fading. Behaviorism and Its Effect on the Understanding of Learning Behaviorism suggests that an organism learns from its environment. It is the result of the association between a stimulus and a response. An organism learns new behavior through classical or operant conditioning. It is a theory that does not base its ideals on emotions or prior knowledge. Some say behaviorism...
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...realize. The workday events that ignite their emotions, fuel their motivation, and trigger their perceptions are fundamentally the same. The Double Helix, James Watson's 1968 memoir about discovering the structure of DNA, describes the roller coaster of emotions he and Francis Crick experienced through the progress and setbacks of the work that eventually earned them the Nobel Prize. After the excitement of their first attempt to build a DNA model, Watson and Crick noticed some serious flaws. According to Watson, "Our first minutes with the models…were not joyous." Later that evening, "a shape began to emerge which brought back our spirits." But when they showed their "breakthrough" to colleagues, they found that their model would not work. Dark days of doubt and ebbing motivation followed. When the duo finally had their bona fide breakthrough, and their colleagues found no fault with it, Watson wrote, "My morale skyrocketed, for I suspected that we now had the answer to the riddle." Watson and Crick were so driven by this success that they practically lived in the lab, trying to complete the work. Throughout these episodes, Watson and Crick's progress--or lack thereof--ruled their reactions. In our recent research on creative work inside businesses, we stumbled upon a remarkably similar phenomenon. Through exhaustive analysis of diaries kept by knowledge workers, we discovered the progress principle: Of all the things that can boost emotions, motivation, and perceptions during...
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...and that any human action is the result of the consequences of the same action. If the consequences are bad, there is a high chance that the action will not be repeated; however if the consequences are good, the actions that led to it will become more probable.[6] Skinner called this the principle of reinforcement.[7] The use of reinforcement to strengthen behavior he called operant conditioning. As his main tool for studying operant conditioning Skinner The Skinners’ grave at Mount Auburn Cemetery invented the operant conditioning chamber, also known as the Skinner Box.[8] Skinner developed his own philosophy of science called radical behaviorism,[9] and founded a school of experimental research psychology—the experimental analysis of behavior. His analysis of human behavior culminated in his work Verbal Behavior, as well as his philosophical manifesto Walden Two, both of which still stimulate considerable experimental research and clinical application.[10] Contemporary academia considers Skinner a pioneer of modern behaviorism along with John B. Watson and Ivan Pavlov. Skinner emphasized rate of response as a dependent variable in psychological research. He invented the cumulative recorder to measure response rate as part of his highly influential work on schedules of reinforcement.[11][12] In a June 2002 survey, Skinner was listed as the most influential psychologist of the 20th century.[13] He was a prolific author who published 21 books and 180 articles.[14][15] Alpha Fraternity...
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...to 137.8" Exhibition View, 3rd Biennial of Contemporary Art of Valencia The Power Of Small Wins Want to truly engage your workers? Help them see their own progress. by Teresa M. Amabile and Steven J. Kramer SPOTLIGHT ON PRODUCTIVITY WHAT IS THE BEST WAY to drive innovative work inside organizations? Important clues hide in the stories of world-renowned creators. It turns out that ordinary scientists, marketers, programmers, and other unsung knowledge workers, whose jobs require creative productivity every day, have more in common with famous innovators than most managers realize. The workday events that ignite their emotions, fuel their motivation, and trigger their perceptions are fundamentally the same. The Double Helix, James Watson’s 1968 memoir about discovering the structure of DNA, describes the roller coaster of emotions he and Francis Crick experienced through the progress and setbacks of the work that eventually earned them the Nobel Prize. After the excitement of their first attempt to build a DNA model, Watson and Crick noticed some serious flaws. According to Watson, “Our first minutes with the models…were not joyous.” Later that evening, “a shape began to emerge which brought back our spirits.” But when they showed their “breakthrough” to colleagues, they found that their model would not work. Dark days of doubt and ebbing motivation followed. When the duo finally had their bona fide breakthrough, and their colleagues found no fault with it, Watson wrote...
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...manuscript is intended for students and research scholars of science subjects such as mathematics, physics, chemistry, statistics, biology and computer science. Various stages of research are discussed in detail. Special care has been taken to motivate the young researchers to take up challenging problems. Ten assignment works are given. For the benefit of young researchers a short interview with three eminent scientists is included at the end of the manuscript. I. WHAT IS RESEARCH? Research is a logical and systematic search for new and useful information on a particular topic. It is an investigation of finding solutions to scientific and social problems through objective and systematic analysis. It is a search for knowledge, that is, a discovery of hidden truths. Here knowledge means information about mat- ters. The information might be collected from different sources like experience, human beings, books, journals, nature, etc. A research can lead to new contributions to the existing...
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...social behavior, while also exploring the physiological and neurobiological processes that underlie certain cognitive functions and behaviors. Structuralism was the first school of psychology and focused on breaking down mental processes into the most basic components. Researchers tried to understand the basic elements of consciousness using a method known as introspection. Wilhelm Wundt, founder of the first psychology lab, was an advocate of this position and is often considered the founder of structuralism, despite the fact that it was his student, Edward B. Titchener who first coined the term to describe this school of thought. Functionalism formed as a reaction to the structuralism and was heavily influenced by the work of William James and the evolutionary theory of Charles Darwin. Functionalists sought to explain the mental processes in a more systematic and accurate manner. Rather than focusing on the elements of consciousness, functionalists focused on the purpose of consciousness and behavior. Functionalism also emphasized individual differences, which had a profound impact on education. While Wundt's work helped to establish psychology as a separate science and contributed methods to experimental psychology and Titchener development of structuralism...
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...Introduction Around the 1960s and on to today, the environment of today’s organizations has changed a great deal. A variety of driving forces provoke this change. Increasing telecommunications has “shrunk” the world substantially. Increasing diversity of workers has brought in a wide array of differing values, perspectives and expectations among workers. Public consciousness has become much more sensitive and demanding that organizations be more socially responsible. Much of the third-world countries has joined the global marketplace, creating a wider arena for sales and services. Organizations became responsible not only to stockholders (those who owned stock) but to a wider community of “stakeholders.” As a result of the above driving forces, organizations were required to adopt a “new paradigm,” or view on the world, to be more sensitive, flexible and adaptable to the demands and expectations of stakeholder demands. Many organizations have abandoned or are abandoning the traditional top-down, rigid and hierarchical structures to more “organic” and fluid forms. Today’s leaders and/or managers must deal with continual, rapid change. Managers faced with a major decision can no longer refer back to an earlier developed plan for direction. Management techniques must continually notice changes in the environment and organization, assess this change and manage change. Managing change does not mean controlling it, rather understanding it, adapting to it where necessary and guiding...
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...------------------------------------------------- LEARNING Submitted to: Prof. Ma. Corazon Cabigao Constantino PSYC1013 Th 10:30am-1:30pm Submitted by: Apiladas, Jessa Marie Bestal, Vanesa Billones, Joanne Camangian, Mae-Ann Cortez, Shayna Dela Cruz, Carlo BSA I-1, GROUP 2 What is “learning”? In ordinary language, this term is applied to many different cases—the development of new skills, the acquisition of new knowledge, and more. Although most people think of learning as “studying”, a lot of situations nonetheless take place outside a classroom. Psychologists define it more broadly as the process of acquiring new and relatively enduring information or behaviors. It is a relatively permanent change in behavior due to experience. Notice that this definition excludes temporary changes caused by motivation, fatigue, maturation, disease, injury, or drugs. Each of these can alter our behavior, but none qualifies as learning. Merely repeating a response will not necessarily produce learning. You could close your eyes and swing a tennis racket hundreds of times without learning anything about tennis. Merely repeating a response will not necessarily produce learning. You could close your eyes and swing a tennis racket hundreds of times without learning anything about tennis. For one to learn something, one must experience it first, whether directly from the person’s own experience or indirectly through the experiences of others. Learning must also be able to produce...
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...The History of Information Technology March 2010 Draft version to appear in the Annual Review of Information Science and Technology, Vol. 45, 2011 Thomas Haigh thaigh@computer.org University of Wisconsin, Milwaukee Thomas Haigh The History of Information Technology – ARIST Draft 2 In many scholarly fields the new entrant must work carefully to discover a gap in the existing literature. When writing a doctoral dissertation on the novels of Nabokov or the plays of Sophocles, clearing intellectual space for new construction can be as difficult as finding space to erect a new building in central London. A search ensues for an untapped archive, an unrecognized nuance, or a theoretical framework able to demolish a sufficiently large body of existing work. The history of information technology is not such a field. From the viewpoint of historians it is more like Chicago in the mid-nineteenth century (Cronon, 1991). Building space is plentiful. Natural resources are plentiful. Capital, infrastructure, and manpower are not. Boosters argue for its “natural advantages” and promise that one day a mighty settlement will rise there. Speculative development is proceeding rapidly and unevenly. But right now the settlers seem a little eccentric and the humble structures they have erected lack the scale and elegance of those in better developed regions. Development is uneven and streets fail to connect. The native inhabitants have their ideas about how things should be done, which sometimes...
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...The Hunger Games: Action-film feminism is catching fire Lisa Schwarzbaum Burning up Jennifer Lawrence’s Katniss Everdeen is both strong and vulnerable – a new kind of action heroine who has powered The Hunger Games: Catching fire to a $158m US debut. (Lionsgate) Jennifer Lawrence’s Katniss Everdeen is a new type of female action film icon, and moviegoers should be very excited about that, writes Lisa Schwarzbaum. As Catching Fire ignites on movie screens around the world, this is what we know about the 21st Century heroine called Katniss Everdeen: she is strong but also soft. She is brave but she has doubts. She is a phenomenal fictional creation, yet is real enough that moviegoers can draw inspiration from her values, her resourcefulness, and her very human inner conflicts. And she is played by Jennifer Lawrence, who appears not only to be handling her current duties as Hollywood’s finest model of well-adjusted millennial female stardom but doing so with charm. Everdeen and Lawrence: golden girls both. Personified in Lawrence’s lithe movements and cool, focused gaze, Katniss is a brave, resourceful and independent-minded fighter; but she is also a troubled and vulnerably guilt-ridden human being. Nina Jacobson, the producer of the Hunger Games film franchise, puts it this way: “She is a singular heroine in that the burden of survival weighs on her. She has a ton of survivor’s guilt. And she keeps surviving.” Girl on fire It is strange that behaving like a well-adjusted...
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...21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced Assessment 5.3.2 Modes of Public Assessment 74 74 74 75 77 77 77 Quality Learning and Teaching Resources 104 6.1 Use of Set Texts 6.2 Use of Other Learning and Teaching Resources 104 108 Chapter 6 Chapter 7 109 Supporting Measures 7.1 Learning and Teaching Resource Materials 7.2 Professional Development 109 109 Appendix 1 Examples of Poetry Analysis 110 Appendix 2 Examples of...
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...11 Stop and think - 11 Ten tenets of liberal humanism - 16 Literary theorising from Aristotle to Leavis some key moments - 21 Liberal humanism in practice - 31 The transition to 'theory' - 32 Some recurrent ideas in critical theory - 34 Selected reading - 36 2 Structuralism - 39 Structuralist chickens and liberal humanist eggs Signs of the fathers - Saussure - 41 Stop and think - 45 The scope of structuralism - 46 What structuralist critics do - 49 Structuralist criticism: examples - 50 Stop and think - 53 Stop and think - 55 39 Stop and think - 57 Selected reading - 60 3 Post-structuralism and deconstruction - 61 Some theoretical differences between structuralism and post-structuralism - 61 Post-structuralism - life on a decentred planet - 65 Stop and think - 68 Structuralism and post-structuralism - some practical differences - 70 What post-structuralist critics do - 73 Deconstruction: an example - 73 Selected reading - 79 4 Postmodernism - 81 What is postmodernism? What was modernism? - 81 'Landmarks' in postmodernism: Habermas, Lyotard and Baudrillard - 85 Stop and think - 90 What postmodernist critics do - 91 Postmodernist criticism: an example - 91 Selected reading - 94 5 Psychoanalytic criticism - 96 Introduction - 96 How Freudian interpretation works - 98 Stop and think - 101 Freud and evidence - 102 What Freudian psychoanalytic critics do - 105 Freudian...
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...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...
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