...Learning Experience Paper Anthony Boss PSY/103 July 20, 2016 Kathy Gromoll Learning Experience Paper People learn things in many different ways. Some people learn easy and some people learn in hard ways. The thing is that anyone can learn something. I will share an experience that I learned while I was growing up. My Learning Experience I was young when my father taught me to hunt. I really liked hunting because you had to be quite and still to see something to shoot. My father taught me by classical conditioning. I learned to hunt by doing it over and over. Hunting is a skill that has to be learned by making mistakes and learning how to do it better when you make a mistake. I learned by conditioning myself to do the same thing over and over to get a kill. Classical Conditioning Classical Conditioning is a process by which we learn to associate stimuli and, consequently, to anticipate events. This type of learning is the most common type of learning for some people and dogs. The way you learn this way is being able to associate something like a click with good behavior in dogs. The dog does something good then you click a button and then the dog associates the good behavior with the button click. Some people learn this way also. (Spielman, Dumpter, Jenkins, Lacombe, & Lovett, 2014). Operant Conditioning Operant Conditioning is when a person learns to associate a behavior and its consequence. This type of learning can consist of a reward/punishment...
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...The Learning Experience PSY/103 The Learning Experience Bruce Lee (1970) was quoted as saying, “A wise man can learn more from a foolish question than a fool can learn from a wise answer”. Asking questions to working with our hands or in a classroom environment. The point is there are different types of learning be it hands on or from learned experience from a situation. This paper is going to describe a single informal learning experience that I have had broccoli. It will discuss three types of conditioning or learning, classical conditioning, operant conditioning, and cognitive-social learning. This paper will show how each type of conditioning could have been the reason for the response that shaped view of broccoli to this day. As a young child I was never one to eat too many vegetables. My mother would make meals with some type of vegetable on the side because as we all well aware of is that we need a good diet that includes vegetables. However this is something that is hard to enforce into young children and in my case I was no different. One evening my mother cooked a meal with broccoli as the vegetable of choice. Just like most vegetables I did not want to eat it. The smell, color, taste, and texture was not something I enjoyed. After sitting for a long time starring at this frightful food my mother forced me to eat it. What happened next would forever shape my thinking on broccoli, I threw it all up. Fast forward 36 years and to this day I cannot smell broccoli...
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...Learning Experience Paper Nixon Merassaint PSY/103 December 1, 2014 Tricia Ferre There is really no right or wrong answer when it comes describing how or why particular foods or smells moves someone emotionally. The emotion occurs for one reason or another. The ethnic background of an individual can play a part in the experience or emotion. For example being a Haitian the smell of white rice, beans and turkey being cooked brings a since of being back in Haiti among family and friends. Another smell that brings a sense of emotion is when coffee is being brewed regardless of what time of the day, it makes you want to drink it. The smell makes an individual feel alive and well. These types of foods bring comfort and remembrance of family such as grandparents who have past. In a Haitian household the foods and smells are what brings families and friends together and can make an individual stop and remember their childhood. It may not be truly understood how or why foods or smells bring the emotion that it brings all that can really be determined is that it does and in some cases it brings about a peace. These are just a few examples of how particular foods and smells can bring emotion to an individual. In this experience the learning theories where influential and played an important role in expressing the thought and feeling of the individual are behaviorism, cognitive, humanistic and social. Emotions are caused by external stimuli such as the sight and smell of food. The...
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...Learning Experience Paper Brandie Logsdon PSY/103 January 26, 2015 Russell Sprinkle Phobia is where a person is afraid of certain things or situations such as being or speaking in public, snakes, spiders, dogs, clowns, or open spaces. Acrophobia is an informal learning experience of being afraid of heights. This type of phobia belongs to a specific classification of phobias known as space and motion discomfort. Acrophobia can be dangerous, as victims can suffer an anxiety attack in a high place and become too anxious to get down cautiously. I suffer from a severe degree of acrophobia that prevents me from renting an apartment on any floor other than the ground floor. When I did live on the second floor of an apartment complex, I had to keep my window blinds closed causing my claustrophobia to kick in, which in turn, caused a severe anxiety attack. People with acrophobia may also experience other phobias or types of anxiety. I suffer from several phobias like being in public, spiders, closed spaces, and heights but was also diagnosed with bipolar II, PTSD, and anxiety disorder. Acrophobia can have a negative effect on a person’s life by restricting their job possibilities or where to go for vacation and one’s regular day-to-day situations such as changing a light bulb in a ceiling fan or hanging new window curtains. One might ask, how could someone become afraid of heights? Some psychologists debate the cause of phobias claiming that they are instigated by early traumatic...
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...Individual Learning Paper PSY 103 April 28, 2008 As ever changing individuals, there are many learning experiences that one encounters every day of one’s life. These event s can be good or bad. But the ultimate goal is to learn from them. I will discuss from a psychological viewpoint, my personal learning experience with the mistake of giving a minor permission to drink wine while at home without clear and implemented guidelines. I was about 15 years old when my father gave me permission to drink wine freely in the home. He assumed that he was teaching me the properly way to consume and enjoy the taste of various wines. My father’s rationing was that if I learned from an adult instead of another minor this would keep me from abusing alcohol. Unfortunately that was not the case. Being inexperienced to the risk of over drinking, I experienced firsthand what being drunk felt like. I had in the past few months enjoyed the flavor of very chilled wine. My father would place a bottle in the freezer along with our glasses for about 10 to 20 minutes or so. After the wine and glasses were chilled, my father and I would partake in the enjoyment. One particular Friday evening my father did his usual routine with the wine and glasses, except that he unintentionally left the wine bottle in the freezer. I went back to get myself another glass full, only to notice that the wine had froze...
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...Learning Experience Paper Joshua Catt PSY/103 March 7, 2016 Sandra Mohr Learning Experience Paper This paper is going to discuss the personal experience that have provided me ability to analyze the perspective to learning theories. The experiences that are examined are through classical conditioning, operant condition and cognitive social learning theory. The experience I am going to discuss is the fear I have of snakes and the reasons why I have this fear. To provide some insight about my fear of snakes let me tell you a little about the background. Snakes ae very prominent in Arizona because of the climate that is there. When I was a kid there was never a day that went by that I never saw a snake slithering outside of my house. This fear that I talk about is best explained through Pavlov’s classical conditioning. According to (Feist, 2008) the type of learning that is through the neutral stimulus can be associated with the meaningful stimulus that requires the capacity to a response that is somewhat similar. The fear of snakes that I have comes back to me when I was a young boy riding around on my bike. It was a normal day when I was riding around on my bike like I did any other day when I passed a field that had some tall weeds. When I drove past this field a baby rattler leaped out and attached his fangs into by back tire. If anyone knows about baby rattlers when they strike they are very poisonous because they don’t understand when to stop putting venom out. So...
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...Learning Experience Paper Tiffany N. Moore Psy/103 February 22, 2016 Joseph Foster Learning Experience Paper How can anyone be afraid of an insect that is smaller than them? My fear of spiders started when I was seven years old. Every year during summer break I would go out to the country to visit my godparents on their farm. I was always told not to play outdoors in my bare feet because of the insects, snakes, and small rodents. Being an adventurous child I did the total opposite of what I was being told. While playing in the barn one summer day I decided to take my shoes off, which led to me getting bit by a spider, becoming terribly ill, and having to spend several days in the hospital. Every day since that incident occurred I have had a deadly fear of spiders. A phobia is a type of anxiety disorder where you have an excessive fear of a certain object or situation, says Raphael Rose, PhD, associate director of the Anxiety Disorders Research Center and associate clinical professor at the University of California-Los Angeles' Department of Psychology and Psychiatry and Bio-behavioral Sciences. An estimated 19.2 million American adults’ deal with specific phobias, the National Institute of Mental Health reports. And specific phobias are twice as common in women as in men, NIMH says. Phobias usually develop during childhood or, if not then, by early adulthood, Rose says. Common specific phobias, according to NIMH, include closed-in spaces, heights, highway driving...
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...Learning Experience Myra Midd PSY/103 July 22, 2010 Dr. Kristi Hendrix Learning Experience Psychologist define learning as “a relatively permanent change in behavior or mental process because of practice or experience” (Carpenter and Huffman, 2010, Ch. 5) In other words Learning is characterized as the method of developing fresh accomplishment, behavior, knowledge, use or taste. Learning is an alteration evolved as an outcome of experience. This paper analyses a personal learning experience in relation with several prospects of the learning theory. Identify what you learned from the experience or experiences. * When I was a little girl I did not like sleeping alone in my room so my mother allowed me to sleep with her until I fell asleep. Once I was asleep she would carry me to my bed and I continued to sleep with no interruptions. One night, my step dad had come home drunk, I heard him go to my mother’s side. As I was opening my eyes, I saw my step dad strike my mother in the face. I started screaming at him to leave her alone. My brother came out of his room and began to threaten him to leave her alone. He turned to him and began to charge after him but my brother ran for safety in the bathroom. I just sat on my mother’s bed crying. My mom began to tell him to pack his bags and leave but that’s when my step dad began to cry and ask for forgiveness. My mom tried to console me from the living room, stating that everything was okay, but I knew that everything...
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...I. Course Information Course Title: General Psychology Course Number: PSY 2012 Credit hours: 3 Instructor Name: Nicki Nance Office: Location: Onine Phone #: 352-302-7872 Virtual Office Hours: Wednesdays 9AM to 12 noon Fast Response Email: nikbud@earthlink.net Orientation Thu Jan 5, Bldg 4, (other emails checked only once daily ) 2PM Rm 103, 3PM Rm 205 (come to either) Extended Emergency Closure. “For emergency campus closings (natural disasters, etc.) call 352-291-4499 or 800-831-9244 or check our website www.cf.edu.” II. Course Description This course introduces the student to the study of behavior as a science, the design of experiments, statistical analysis of data, basic vocabulary, classical experiments, major contributors, and current trends in the discipline. Required Text: Feldman, R, Essentials of Understanding Psychology, 7th Edition or later. Extensive use of Supplemental materials: Internet resources III. Course Objectives At the successful completion of the course the student will be able to 1. Apply psychological concepts to everyday life 2. Demonstrate the ability to think critically about human behavior 3. Describe the history and subfields of psychology 4. Identify and describe concepts associated with learning, sensation, emotions, and behavior 5. Apply the concepts of personality and development to themselves 6. Demonstrate a basic understanding...
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...Lifespan Development and Personality PSY 103 (Introduction to Psychology) Lifespan Development and Personality Middle adulthood has been seen as a variety of different ages depending on the source you choose to believe. Oxford English Dictionary defines “middle-age” as the period of life between young adulthood and old age, now usually regarded as between about 45 and 60 years of age. The U.S. Census describes middle age as including the age categories of 35-44 and 45-54, and the Collins Dictionary considers it approximately between the ages of 41-60. No matter how it is viewed middle adulthood or middle age is arguably the most defining time of a person’s life. I will explain the factors that affect physical and cognitive development in most people as they reach these stages in life. First, let’s explore the physical affects. As we begin to get older it is almost inevitable to notice the physical changes that our bodies take as we age. Although some may age quicker or slower than others depend on the environment you live in and/or your genetic background. Slower metabolism, lose of organ functions such as eyesight and hearing loss and even gender specific ailments such as erectile dysfunction in men and menopause in women. These changes have no bias regarding race, ethnic background or social-economic class, as we get older our bodies start to change. Although many of these changes are biological in nature, there are certain that we do that can decrease or speed up...
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...Lifespan Development and Personality Paper: Middle Childhood Ages Soterica Johnson Psy 103 June 15, 2015 Mary Newhams Lifespan Development and Personality Paper: Middle Childhood Ages The main goal of developmental psychology is to pursue the understandings of and report different aspects of human development. These aspects include development of physical, cognitive, social, moral, and personality. Discussing these aspects in different terms can be a tough task. In this paper I chose to write on one age group. To define this age, I will focus on the middle childhood ages 6 to 12. I will address physical, cognitive, social, and moral as well as personality development. Within these factors I am also considering both hereditary and environmental factors. Middle childhood is the period of life between the years of 6 to 12, where children are going to school, beginning to make friends outside of their families, mastering new physical and mental abilities, and also learning to become independent. During these ages physical development is most important. Growth may be slower during these ages, causing wide differences in height and weight in children. Passing through the beginning stages of life children have already began losing teeth. Middle childhood ages is when permanent teeth began to come in and dental visits have become more frequent. Children of this age group have improved motor skills so they began getting involved in more physical activities. Along with the psychical...
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...Middle Childhood PSY/103 Middle Childhood There are various aspects of human development, including physical, cognitive, social, moral, and personality development. In this paper the author will discuss the middle childhood (6-12 years) stage of human development. Incorporated will be the factors that affect physical and cognitive development both hereditary and environmental. I will also discuss the factors that affect social, moral, and personality development. Developmentally, middle childhood is a big time in a child’s life. During this time, they begin their academic journey. “During middle childhood, defined by psychologists as the period between 6 and 12 years of age children develop the emotional, cognitive, and social skills necessary to become educable members of society” (Campbell, 2011). They are growing and changing in so many ways. Children begin learning how to relate to others outside the home. They also learn to respect others and how to treat others properly. A child’s physical and cognitive development can be affected by many things. Genetics, nutrition, home environment, income, and parenting affect how a child will develop during middle childhood. Culture also comes into play when a person looks at social, moral, and personality development. All of these things will affect how a child thinks and feels about the world around him or her. Genes have an effect on middle childhood development. Everything from height and weight to hair color are determined...
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...Learning Experience Paper Christopher Byer PSY/103 9/20/2015 Classical Conditioning There are two main explanations of how organisms learn. The first explanation is known as classical conditioning. The second explanation is known as operant conditioning. These two types of learning are exhibited in our everyday lives through our home, school, and school. Classical conditioning was discovered by Iran Petrovich Pavlov. He was originally a physiologist whose main focus was the digestive system (Anderman, 2009). His discovery was made during a study on the salivation of dogs when given food. Pavlov observed that the dogs began salivating at the sound of the scientist’s footsteps and at their appearance into the room (Anderman, 2009). This led Pavlov to study the phenomenon further. The experiments that Pavlov was originally observing were based on the set of unconditioned stimulus and its unconditioned response. What is meant by conditioned is that the response is automatic and based on instinct. To compliment this name the stimulus is known as the unconditioned stimulus (Anderman, 2009). With Pavlov's new observations a new set of stimulus and response was found. This new set is known as the conditioned stimulus and the conditioned response. What is meant by conditioned response here is that the response was learned. The stimulus begins as neutral and causes no conditioned response. However, if the neutral stimulus can be associated with another stimulus, then it...
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...Lifespan Development and Personality Luis Cervantes PSY/103 January 11, 2016 Susanne Nishino Lifespan Development and Personality Developmental psychology is the study of how human beings age and transform throughout the eight major stages of life. This paper will focus on the physical, cognitive, social, moral, and personality development of individuals found in stage two, (early childhood 1-6 year olds). Through exploring, and examining the countless influences that affect their growth development. The physical growth transformations infants undergo in stage two of lifespan development range from, brain, motor, to sensory/perceptual development, and infant’s overall body height and weight. During the first two years, brain development and the central nervous system experience the most growth increase of any other infant’s body parts. Brain growth and learning transpire simply because neurons grow in size and the number of axons and dendrites, escalate (Carpenter S, & Huffman K. 2013a. pp. 237, 238). Meanwhile on the outside of the infant’s skull the fontanels or soft spots close off (Bjorklund, D. F., & Bering, J. M. 2002., pp. 272- 275). Motor skill development fall into two categories fine, and gross motor skills. Fine motor skill development involves the muscular, skeletal, and nervous systems generating precise operations of motions on the infant hands (Fluetsch, K. 2015 p. 9). Example of fine motor skills, a child’s ability to grasp a fork, spoon,...
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