Module 6

Learning Honors Summative Assessment

Classical Conditioning

  1. When I was younger I didn't like celery. Whenever I would try to eat it I would end up taking a small bite and throwing the rest away because it made me feel sick. One day my dad convinced me to try peanut butter on my celery because I like peanut butter. Now, as long as the celery has peanut butter on it, I enjoy it.

    1. US

      1. Plain Celery.

    2. UR

      1. Upset stomach.

    3. CS

      1. Peanut butter.

    4. CR

      1. Tolerance for celery.

Operant Conditioning

  1. One of my least favorite things to do when I had braces was wear my rubber bands. When I would go for my check up they could always tell and would give me more and tell me to wear them. Because I didn't wear them like I was supposed to, I had to keep my braces on for a longer period of time.

    1. What behavior was modified/changed?

      1. Not wearing my rubber bands.

    2. Was the behavior strengthened or weakened?

      1. Weakened.

    3. What was the consequence?

      1. Having my braces for a longer period of time.

    4. Was the consequence added or subtracted?

      1. Added.

Observational Learning

  1. My sister bought my nephew a face painting kit right before we went to visit them. My nephew was really excited to learn how to paint the faces that were given as examples. He watched me while I painted one of the examples onto his face. Afterwards, I led him through how to paint the same thing. On his second try he did it almost perfectly.

    1. Attention

      1. He watched me paint his face first.

    2. Retention

      1. Being able to do the same thing that the book did and I did shows that he retained what I had showed him.

    3. Reproduction

      1. He successfully painted my face the way he was shown.

    4. Motivation

      1. He was motivated by the fact that he painted the face and this made him feel as if he could do it again and again with any of the faces.

Operant Conditioning Experiment

  1. From my sophomore year to my junior year school spirit has greatly decreased at home football games. During my sophomore year our school created the "Red Zone." It's a student section where everyone goes all out in red and gets together to cheer on our football team. The whole season, everyone was always decked out and excited to be at the game. There was hardly ever a point where no one was cheering. I noticed though that during my junior year, this excitement decreased. I want to work to increase the number of students who attend games and the level of excitement.

  2. It's important to fix this problem because our football team always seems to do better when the crowd is loud and we have a lot of people in attendance. By increasing attendance, we could increase the support for the team.

  3. I want to make improvements to the red zone for the upcoming football season. These improvements could include signs, door prizes, and different activities for each week. We could also get the cheerleader involved by getting them to preform certain chants that the crowd can follow.

    1. What behavior was changed?

      1. The behavior of students attending home football games and their excitement levels.

    2. Was the behavior weakened or strengthened?

      1. The behavior was strengthened.

    3. What was the consequence?

      1. Prizes and activities during the game. (Positive Reinforcement)

    4. Was the consequence added or subtracted?

      1. The consequence was added.