Expert answer:Case studies assignment retake, plus psychology es
Answer & Explanation:Hello, im needing help revising two case studies assignments. The work is already done but needs some corrections. I will post the instructor feedback for that. I also have an essay assignment that needs to be done along with the two case studies corrections. I will post the two chapters from the text book that the case study assignments are on the last page of the chapter, along with the essay assignment topic (which also needs to come from chapter 5) that i will upload. Im needing at least a 70% or better which is considered the passing grade for these assignments. This will be my last chance for a retake. Hoping someone can help me. Thank you! case_study_feedback_retake.docxpsychology_essay_assignment_topic_1.docxpsychology_chapter_5.docxpyschology_chapter_9.docx
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RUNNING HEAD: CASE STUDY
January 11
Case
Studies
2016
1
RUNNING HEAD: CASE STUDY
Mira_Medley – 00000000
Essentials of Psychology SSC130
Assignment 25063000
Essentials of Psychology Case Studies Project
Evaluation of 250630
Name:
Mira_Medley
Student Id:
00000000
Skill
Skill
Realized
Skill
Skill
Developing Emerging
Not
Evident
CONTENT: The
student responded to
each question fully.
*The Case of the
Manager Who
Doubled
Productivity, page
195
Question 1 0/8
Question 2 6/8
Question 3 2/8
Question 4
0/8
Question 5 0/8
80
75
74
62
50
CONTENT: The
student responded to
each question fully.
*The Case of Mike
and Marty
Scanlon, the
Unlikely Twins,
page 383
Question 1 0/8
Question 2 2/8
Question 3 0/8
Question 4 6/8
Question 5 8/8
2
24
0
RUNNING HEAD: CASE STUDY
GRAMMAR,
SENTENCES,
and
MECHANICS:
The student
proofread his/her
paper. The student
used correct
grammar, spelling,
punctuation, and
sentence structure.
The student made
sure that there
were no
typographical
errors and that
chose the correct
words.
10
9
8
7
6
4
0
FORMAT and
LENGTH: The
cover page
contained the
required
information (name,
student number,
and the course and
project number).
The student used
standard font and
margins.
10
9
8
7
6
4
0
Essay Grade: 44
Date of Evaluation: 1/14/16
Evaluator: STP
REQUIRED RETAKE INSTRUCTION FORM
Essentials of Psychology Case Studies
250630
3
RUNNING HEAD: CASE STUDY
Student name/number: Mira_Medley
00000000
Exam grade: 44
Date/Instructor: 1/14/16 STP
Please review the instructor feedback and the reference pages
given before resubmitting your assignment.
Review all the study materials and self-checks for the
lesson related to this assignment. Contact the school with
any questions about the requirements. As you draft and
revise be sure to incorporate the instructional tips
provided in the evaluation of your first attempt and in the
Retake Guidance that follows this form.
Submit the required retake assignment to the school with
this form no later than 30 days from the above date. If
submitting your retake online, copy and paste this form as
the first page of the document containing your exam. If
you do not include this form, ten additional points may be
deducted from your retake score.
*Retake Grade:
Date:
Instructor:
*Please note the highest score that can be posted for this retake
assignment is a 70%
4
RUNNING HEAD: CASE STUDY
CASE STUDY 1
1. In “operant conditioning”, new or continued behaviour are affected by new or
continued outcomes. Skinner theorized that “if behaviour is followed by
reinforcement, that behaviour is more likely to be repeated, but if it is followed by
some sort of aversive stimuli or punishment, it is less likely to be repeated. He also
believed that this learned association could end, or become extinct, if the
reinforcement or punishment was removed.” The new Manager Cliff began
implementing this theory in his department. He decided not to punish the staff
members until it was too necessary. Instead he rewarded them whenever they did a
good job. Portions of this were plagiarized from
https://www.boundless.com/psychology/textbooks/boundless-psychologytextbook/learning-7/operant-conditioning-47/basic-principles-of-operantconditioning-skinner-197-12732/
2. The predecessor of Cliff tried to control his staff and used to criticise or punish them
for every little mistake they commit. As a result of this, many productive members
left the organization and those who were left they felt demoralized. Everything you
said is true, but you must expand on the your discussion of those employees that
remained. 6/8
3. Behaviours are encouraged through the utilization of reinforces, discouraged through
the utilization of punishments, and rendered terminated by the complete evacuation of
a stimulus. Cliff made good use of partial reinforcement schedules. He used to set
goals for his staff members and on every Friday he bought lunch for those members
who met the goals. The Friday lunches are not examples of partial reinforcement 2/8
4. Cliff randomly conducted spot checks on all the staff members and tried to find out
what they were doing and what they are finding difficult to do. That is intermittent
5
RUNNING HEAD: CASE STUDY
and should have been used in the previous response. He rewarded those members
with extra break time whom he found to be hard working. Thus, it inculcated a feeling
of motivation in all others to work hard and achieve goals. All of this should have
been used in previous response. This question is asking about NEW training
techniques refer to your text page 177 and 185-186
5. The “Cognitive Behavioural Theory” says that people tend to shape self-ideas that
influence the behaviour they show. These ideas can be certain or antagonistic and can
be influenced by a person’s environment. Cliff believed that creating a positive
environment would result in better goal achievements and staff members would be
motivated to work harder with no fear of punishments. Ou summed up what Cliff did
bot what he might do.
CASE STUDY 2
1. Mike and Marty Scanlon have totally different personalities. On one hand Marty
Scanlon was shy, quiet, and well-behaved and he excelled in the studies. He was
very polite and focussed towards his career and became a caring father later in his
life while on the other hand, Mike had a reverse personality. He was not shy at all.
In fact, he was a dreadful student for his teachers, later on in his life he got
involved in all immoral activities and wasted all his time and money at local bars.
He lead a life was not respectful and was completely messed up. You are not
responding to the question being asked and using Freudian terms refer to page 337
2. Surely, Marty would be ranked high on the Big Five personality traits as he
possesses all the good qualities to lead a respectful life. Mike on the other hand,
would be ranked low due to his irresponsible behaviour. To respond to this
6
RUNNING HEAD: CASE STUDY
correctly you must list all of the Big 5 traits for both men and then choose the
correct adjective that applies to each man.
3. Mike and Marty Scanlon are twins so their appearance was identical. But they
both possess completely opposite personalities. One was shy, polite, career
oriented and caring. Other was irresponsible, rude, and careless. You are not
answering the question which discusses temperament refer to page 353
4. Out of the two brothers, Marty Scanlon seems more achieving self- actualization
as he was more sincere towards leading a good life. He wanted to be a successful
person in his life and he became that. He succeeded in making a secured future
and proved to be a caring husband and father. Does this mean Mike has achieved
nothing?
5. The levels of intelligence may or may not be same in all individuals but what
matters more is the self- actualization. If someone determines to do something, he
can achieve it or become what he wants to become. In this case, although both the
brothers were intelligent but one invested his energy and skills in positive works
and the other got involved in immoral acts. This resulted in completely different
lives for the two brothers.
7
RUNNING HEAD: CASE STUDY
8
Topic 1: Conditioning. Begin by reviewing Chapter 5 beginning on page 162.
Chapter 5 discusses Classical Conditioning and the experiments of Ivan Pavlov,
Operant Conditioning and B.F. Skinner’s contributions to the field in particular with
his discussion on rewards and punishment. Chapter 5 also went on to discuss
Cognitive Approaches to Learning which include latent learning and observational
learning based on Bandura’s experiments.
1. Choose one of these conditioning/learning styles and discuss how it may be
applied to child rearing. In essay format, create a plan to help get a young child to
clean his/her room.
– OR 2. The text discusses the pros and cons of punishment and why reinforcement
“beats” punishment. Conditioning still plays a role in punishment, explain the theory
behind this phenomenon and give an example of it by how you used it when training
an animal.
CHAPTER OUTLI NE
A Four- Legged Co-Worker
Declan lies on his back wanting his belly scratched.
The eight-year-old black Labrador cross swings his legs
Classical Conditioning
The Basics of Classical Conditioning
Applying Conditioning Principles to Human Behavior
Extinction
Generalization and Discrimination
in the air for a few minutes before resigning himself to
chewing on someone’s shoe.
In the office he behaves like any pet dog, but in the
field he is like a tornado-focused on finding illegal
drugs being smuggled. Declan is a drug-detector dog
for the Customs Service and has been busting drug
Operant Conditioning
smugglers with his handler, Kevin Hattrill, for eight
The Basics of Operant Conditioning
years.
Positive Reinforcers, Negative Reinforcers, a nd Punishment
Airport passengers look on with curiosity as Declan
The Pros and Cons of Punishment :Why Reinforcement
Beats Punishment
darts around people and their luggage. Within minutes
Schedules of Reinforcement:Timing Life’s Rewards
he sniffs out a person of interest, who is taken away
Shaping:Reinforcing What Doesn’t Come Naturally
BECOMINC AN INFORMED CONSUMER OF PSYCHOLOCY : Using
Behavior Analysis and Behavior Modification
and questioned by airport authorities.
Dogs like Declan are trained to detect illegal drugs,
such as cannabis, methamphetamine, and cocaine, or
explosives. Hattrill said the dogs were dual response-
Cognitive Approaches to Learning
atent earning
l
trained when they detected something. “If the odor
is around a passenger. they are trained to sit beside
Observat ional earning: earning Through Imitation
Violence in Television and Video Games: Does the Media’s
Message Matter?
EXPLORINC DIVERSITY: Does Culture Influence How We
learn?
Psychology on the Web
The Case of . . . The Manager Who Doubled Productivity
Full Circle: Learning
them. If it’s around cargo, they are trained to scratch.
When they detect something, their whole temperament will change.
“The dogs can screen up to 300 people within 10 to
15 minutes at the airport. Nothing else can do that.”
(McKenzie-McLean, 2006, p. 7) •
Declan’s expertise did not jus t happen, of cou rse. I t is the resu lt of pa instaking traini ng procedu res-the
same ones that are at work in each of our lives, i llustrated by our ability to read a book, drive a car, play
poker, study for a test, or perform a ny of the numerous activities that make u p our daily routine. Like
Decla n, each of us must acq u ire and then refine our ski lls and abilities through learni ng.
Learning is a fundamental topic for psychologists and plays a central role in almost every specialty
area of psychology. For example, a developmen ta l psychologist m ight inqu ire, “How do babies learn to
distingu i sh their mothers from other people?” whereas a clinical psychologist might wondeF, “Why do
some people lea rn to be afraid when they see a spider?”
Psychologists have approached the study of learni ng from several angles. Among the most fu nda mental are studies of the type of learning that is i llustrated in responses ranging from a dog salivating when it
hears its owner opening a can of dog food to the emotions we feel when ou r national anthem is played .
Other theories consider how lea rning is a consequence of rewarding circumstances . Fina lly, several other
approaches focus on the cognitive aspects of lea rni ng, or the thought processes that underlie lea rning.
161
Classical
LEAR NING OUTCOMES
Does the mere sight of the golden arches in front of McDonald’s
make you feel pangs of hunger and think about hamburgers? If it
does, you are displaying an elementary form oflearning called classical conditioning. Classical conditioning helps explain such diverse
as crying at the sight of a bride walking down the aisle,
15.2 Give examples of applying phenomena
fearing the dark, and falling in love.
conditioning principles to
Classical conditioning is one of a number of different t of
human behavior.
learning that psychologists ha · tified, but a genera defini · n
encom asses t em a :
·s a relative y permanent chan
15.3 Explain extinction.
behavior that is brought about by experience.
We are primed for learning from the begin ning of life. Infants
15.4 Discuss stimulus
exhibit
a primitive type of learning called habituation. Habituation
generalization and
is
the
decrease
in response to a stimulus that occurs after repeated
discrimination.
presentations of the same stimulus. For example, young infants may
initially show interest in a novel stimulus, such as a brightly colored
toy,
but they will soon lose interest if they see the same toy over and
Learning A relatively permanent
over. (Adults exhibit habituation, too: newlyweds soon stop noticing that
change in behavior brought about by
] they are wearing a wedding ring.) Habituation permits us to ignore things
experience.
that have stopped providing new information .
Most learning is considerably more complex than habituation, and the study
of learning has been at the core of the field of psychology. Although philosophers since the time of Aristotle have speculated on the foundations of learning, the first systematic research on learning was done at the beginning of the
twentieth century, when Ivan Pavlov (does the name ring a bell?) developed the
framework for learning called classical conditioning.
15.1 Describe the basics of
classical conditioning and how
they relate to learning.
The Basics of Classical
Conditioning
Lo1
In the early twentieth century, Ivan Pavlov, a famous Russian physiologist, had
been studying the secretion of stomach acids and salivation in dogs in response
to the ingestion of varying amounts and kinds of food. While doing that he
observed a curious phenomenon: sometimes stomach secretions and salivation
would begin in the dogs when they had not yet eaten any food. The mere sight
of the experimenter who normally brought the food, or even the sound of the
experimenter’s footsteps, was enough to produce salivation in the dogs.
162
Chapter 5
LEAR N I NG
Ivan Pavlov (center)
developed the principles
of classical conditioning.
—,
Pavlov’s genius lay in his ability to recognize the implications of this discovery. He saw that the dogs were responding not only on the basis of a biological
need (hunger), but also as a result oflearning-or, as it came to be called, classical conditioning. Classical conditioning is a type of learning in which a neutral stimulus (such as the experimenter ‘s footsteps) comes to elicit a response
after being paired with a stimulus (such as food) that naturally brings about
that response.
To demonstrate classical conditioning, Pavlov (1927) attached a tube
to the salivary gland of a dog, allowing allow him to measure precisely
Classical conditioning A type of
learning in which a neutralstimulus
the dog’s salivation. He then rang a bell and, just a few seconds later, precomes to bring about a response
sented the dog with meat. This pairing occurred repeatedly and was careafter it is paired with a stimulus that
fully planned so that, each time, exactly the same amount of time elapsed
naturally brings about that response.
between the presentation of the bell and the meat. At first the dog would
Neutral stimulus A stimulus that,
salivate only when the meat was presented , but soon it began to salivate
before conditioning, does not naturally
at the sound of the bell. In fact, even when Pavlov stopped presenting the
bring about the response of interest.
meat, the dog still salivated after hearing the sound. The dog had been
Unconditioned stimulus (UCS)
classically conditioned to salivate to the bell.
A stimulus that naturally brings about
a particular response without having
As you can see in Figure 1, the basic processes of classical conditioning
been learned.
that underlie Pavlov’s discovery are straightforward, although the termiUnconditioned response (UCR)
nology he chose is not simple. Consider first the diagram in Figure lA.
A response that is natural and needs
Before conditioning, there are two unrelated stimuli: the ringing of a bell
no training (e.g., salivation at the
and meat. We know that normally the ringing of a bell does not lead to
smell of food).
salivation but to some irrelevant response, such as pricking up the ears
or perhaps a startle reaction. The bell is therefore called the neutral
stimulus because it is a stimulus that, before conditioning, does not naturally
bring about the response in which we are interested. We also have meat, which
naturally causes a dog to salivate-the response we are interested in conditioning. The meat is considered an unconditioned stimulus, or UCS, because
food placed in a dog’s mouth automatically causes salivation to occur. The
response that the meat elicits (salivation) is called an unconditioned response,
or UCR-a natural, innate, reflexive response that is not associated with
previous learning. Unconditioned responses are always brought about by
LE T
S TU D
the presence of unconditioned stimuli.
Figure 1(on the next page)
Figure lB illustrates what happens during conditioning. The bell is rung
can help you learn and
just before each presentation of the meat. The goal of conditioning is for
understand the process (and
the dog to associate the bell with the unconditioned stimulus (meat) and
terminology) of classical
therefore to bring about the same sort of response as the unconditioned
conditioning, which can be
stimulus. After a number of pairings of the bell and meat, the bell alone
confusing.
causes the dog to salivate.
Module 15
CLASSICAL CONDITIONING
163
r
f
,._ dit)Onmg
—Neutral stimulus
Response unrelated to meat
Sound of bell
Unconditioned stimulus (UCS)
ears
Unconditioned response (UCR)
Meat
1″,,,..inn
Conditioning
Neutral stimulus
Unconditioned response (UCR)
Sound of bell
When conditioning is complete, the bell has
evolved from a neutral stimulus to what is now
called a conditioned stimulus, or CS. At this
time, salivation that occurs as a response to
the conditioned stimulus (bell) is considered a
conditioned response, or CR. This situation
is depicted in Figure IC. After conditioning,
then, the conditioned stimulus evokes the
conditioned response.
The sequence and timing of the presentation of the unconditioned stimulus and the
conditioned stimulus are particularly important. Like a malfunctioning warning light
at a railroad crossing that goes on after the
train has passed by, a neutral stimulus that
follows an unconditioned stimulus has little
chance of becoming a conditioned stimulus. However, just as a warning light works
best if it goes on right before a train passes, a
neutral stimulus that is presented just before
the unconditioned stimulus is most apt to
result in successful conditioning (Bitterman,
2006).
Although the terminology Pavlov used
to describe classical conditioning may seem
confusing, the following summary can help
make the relationships between stimuli
and responses easier to understand and
remember:
Conditioned = learned.
Meat
Unconditioned = not learned .
Conditioned stimulus (CS)
Conditioned response (CR)
Sound of bell
1-
L
The basic process of classical conditioning.
(A) Before conditioning, the ringing of a bell does not bring about
salivation-making the bell a neutral stimulus. In contrast,
meat naturally brings about salivation, making the meat an
unconditioned stimulus and salivation an unconditioned
response. (B) During conditioning, the bell is rung just before the
presentation of the meat. (C) Eventually, the ringing of the bell
alone brings about salivation. We now can say that conditioning
has been accomplished: the previously neutral stimulus of
the bell now is a conditioned stimulus that brings .about the
conditioned response of salivation.
164
Chapter 5
LEARNING
An unconditioned stimulus leads to an
uncond …
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