324 02 part 1 elicited behavior, habituation, sensitization
•Download as PPTX, PDF•
1 like•597 views
The document discusses the basic forms of human learning. It notes that while human behavior is not entirely fixed, we are not a blank slate, as we have a type of "firmware" that allows us to interpret experiences. It describes elicited behaviors as responses to stimuli in our environment, such as reflexes, eye blinks, withdrawal, and salivation. Reflexes are defined as stimuli that elicit a corresponding response through a reflex arc involving sensory, motor, and interneurons.
Report
Share
Report
Share
Recommended
324 02 part 3 elicited behavior, habituation, sensitization
The document discusses habituation, which is the most basic form of learning where reflexes change and responses to repeated, neutral stimuli decrease over time. An example given is how salivation decreases in response to a repeated stimulus. Habituation is stimulus-specific and temporary, as the response can recover with the passage of time or a change in stimulus frequency/rate of presentation. Sensitization is also discussed, which is the increasing intensity of response due to arousal. The document notes what habituation is not, such as sensory adaptation, fatigue, or a result of changes at the sensory or motor locations.
324 02 part 2 elicited behavior, habituation, sensitization
This document discusses modal action patterns (MAPs), which are more complex reflexes that occur in nearly all members of a species in response to similar stimuli. It provides examples of MAPs, including the feeding behavior of herring gull chicks, which peck in response to a specific sign stimulus presented by their parents. The document also notes that MAPs can change depending on the state of the organism and provides the example of male stickleback fish.
Gel electrophoresis power point
Gel electrophoresis is a process used to separate DNA fragments by size. It involves placing DNA samples into a gel and applying an electric current, causing the fragments to migrate through the gel at different rates depending on their size, with smaller fragments traveling farther than larger ones. This allows researchers to determine the length of DNA fragments for various applications such as DNA fingerprinting.
Genetics pp
Genes contribute to behaviors but do not determine them. Studies of twins and genes like 5-HTT and COMT show that:
- Genetics influence traits like intelligence (70%) and likelihood of depression, but environment also matters
- The 5-HTT gene predicts if one will become depressed after stressful life events
- COMT impacts stress response and test/task performance depending on allele (fast or slow acting enzyme)
However, one gene does not cause a behavior and ethics around genetic testing and research are important issues.
Gel electrophoresis power point may 23
Gel electrophoresis is a technique that separates DNA fragments by size using an electric current run through agarose gel. DNA is placed in wells at one end of the gel and a current causes the fragments to migrate through the gel, with smaller fragments traveling farther than larger ones. This allows DNA fragments of different sizes to be visually separated, which is useful for applications like solving crimes, paternity testing, diagnosing genetic diseases, and determining genetic relationships between species.
Media, technology, and learning
This document discusses learning, types of learning, psychological perspectives on learning, media, methods, and technology as they relate to education. It covers:
1. Different types of learning including habituation, sensitization, associative learning, classical conditioning, imprinting, observational learning, and enculturation.
2. Psychological perspectives on learning from behaviorist, cognitivist, constructivist, and social-psychological views.
3. Various media used for instruction like slides, videos, charts, and multimedia presentations.
4. Instructional methods categorized as presentation, demonstration, discussion, drilling, tutorials, cooperative learning, gaming, simulation, discovery, and problem solving.
5. The role
Learning
This document discusses learning and memory. It defines learning as acquiring or modifying knowledge through experience, while memory is the retention and storage of that information. There are different types of learning, including non-associative (habituation and sensitization) and associative (classical and operant conditioning). Habituation involves diminishing response to repeated stimuli through neurotransmitter release inhibition. Sensitization causes increased response through facilitatory interneurons and serotonin receptors activating calcium channels and neurotransmitter release. Classical conditioning pairs an unconditioned stimulus that elicits a reflex with a neutral stimulus. Operant conditioning uses reinforcement or punishment to alter probability of behaviors.
Memory2
This document summarizes molecular mechanisms of learning and memory, including procedural and declarative memory systems, and models like Aplysia and cerebellum that are used to study these mechanisms at the neuronal and molecular level. It discusses various forms of learning like habituation, sensitization, and classical conditioning; and memory mechanisms like long-term potentiation and long-term depression that involve modification of synaptic strength through molecular cascades and changes in gene expression.
Recommended
324 02 part 3 elicited behavior, habituation, sensitization
The document discusses habituation, which is the most basic form of learning where reflexes change and responses to repeated, neutral stimuli decrease over time. An example given is how salivation decreases in response to a repeated stimulus. Habituation is stimulus-specific and temporary, as the response can recover with the passage of time or a change in stimulus frequency/rate of presentation. Sensitization is also discussed, which is the increasing intensity of response due to arousal. The document notes what habituation is not, such as sensory adaptation, fatigue, or a result of changes at the sensory or motor locations.
324 02 part 2 elicited behavior, habituation, sensitization
This document discusses modal action patterns (MAPs), which are more complex reflexes that occur in nearly all members of a species in response to similar stimuli. It provides examples of MAPs, including the feeding behavior of herring gull chicks, which peck in response to a specific sign stimulus presented by their parents. The document also notes that MAPs can change depending on the state of the organism and provides the example of male stickleback fish.
Gel electrophoresis power point
Gel electrophoresis is a process used to separate DNA fragments by size. It involves placing DNA samples into a gel and applying an electric current, causing the fragments to migrate through the gel at different rates depending on their size, with smaller fragments traveling farther than larger ones. This allows researchers to determine the length of DNA fragments for various applications such as DNA fingerprinting.
Genetics pp
Genes contribute to behaviors but do not determine them. Studies of twins and genes like 5-HTT and COMT show that:
- Genetics influence traits like intelligence (70%) and likelihood of depression, but environment also matters
- The 5-HTT gene predicts if one will become depressed after stressful life events
- COMT impacts stress response and test/task performance depending on allele (fast or slow acting enzyme)
However, one gene does not cause a behavior and ethics around genetic testing and research are important issues.
Gel electrophoresis power point may 23
Gel electrophoresis is a technique that separates DNA fragments by size using an electric current run through agarose gel. DNA is placed in wells at one end of the gel and a current causes the fragments to migrate through the gel, with smaller fragments traveling farther than larger ones. This allows DNA fragments of different sizes to be visually separated, which is useful for applications like solving crimes, paternity testing, diagnosing genetic diseases, and determining genetic relationships between species.
Media, technology, and learning
This document discusses learning, types of learning, psychological perspectives on learning, media, methods, and technology as they relate to education. It covers:
1. Different types of learning including habituation, sensitization, associative learning, classical conditioning, imprinting, observational learning, and enculturation.
2. Psychological perspectives on learning from behaviorist, cognitivist, constructivist, and social-psychological views.
3. Various media used for instruction like slides, videos, charts, and multimedia presentations.
4. Instructional methods categorized as presentation, demonstration, discussion, drilling, tutorials, cooperative learning, gaming, simulation, discovery, and problem solving.
5. The role
Learning
This document discusses learning and memory. It defines learning as acquiring or modifying knowledge through experience, while memory is the retention and storage of that information. There are different types of learning, including non-associative (habituation and sensitization) and associative (classical and operant conditioning). Habituation involves diminishing response to repeated stimuli through neurotransmitter release inhibition. Sensitization causes increased response through facilitatory interneurons and serotonin receptors activating calcium channels and neurotransmitter release. Classical conditioning pairs an unconditioned stimulus that elicits a reflex with a neutral stimulus. Operant conditioning uses reinforcement or punishment to alter probability of behaviors.
Memory2
This document summarizes molecular mechanisms of learning and memory, including procedural and declarative memory systems, and models like Aplysia and cerebellum that are used to study these mechanisms at the neuronal and molecular level. It discusses various forms of learning like habituation, sensitization, and classical conditioning; and memory mechanisms like long-term potentiation and long-term depression that involve modification of synaptic strength through molecular cascades and changes in gene expression.
402 Lecture Reinforcement
Reinforcement is any stimulus that strengthens or maintains a behavior when added or removed contingent on that behavior. There are two types of reinforcement: positive reinforcement, which involves adding a stimulus, and negative reinforcement, which involves removing a stimulus. Choosing an effective reinforcer depends on individual preferences and motivational factors like deprivation and satiation. Conditioned reinforcers can also be used by pairing them with primary reinforcers. Intermittent reinforcement, where reinforcement is given inconsistently, tends to be the most effective schedule of reinforcement at maintaining behaviors.
Mechanism of habituation
- Drugs vary in their capacity to produce pleasant feelings and reinforcement, which increases the likelihood of repeated use and abuse. The effects of drugs are influenced by agent/drug factors like their pharmacokinetic and pharmacodynamic properties, as well as host/user factors like genetics. Repeated drug use can lead to tolerance through pharmacokinetic changes like metabolism or pharmacodynamic changes in receptors. Abrupt discontinuation of chronic drug use can produce withdrawal symptoms and physical dependence. Treatment for dependence includes gradual drug reduction or maintenance therapies.
Principles of Learning
This document outlines Forum's Principles of Learning presentation from 2011. It discusses trends impacting workplace learning effectiveness and strategies for success. The 6 principles of workplace learning are outlined as linking learning to individual and organizational value, connecting action and reflection in a continuous cycle, addressing learners' attitudes and behaviors, providing a balance of challenge and support, creating opportunities for participants to teach, and designing learning communities and media. The presentation also discusses developing leaders and a shifting role for learning and development in enabling knowledge sharing and building learning solutions to address strategic issues.
LEARNING MEMORY
This document discusses learning, memory, and higher brain functions. It covers topics like reflex learning, associative learning through classical and operant conditioning, different types of memory including implicit, explicit, semantic and episodic memory. It discusses the mechanisms of memory formation, consolidation and retrieval. It also covers higher intellectual functions of the prefrontal cortex and disorders of memory like amnesia and Alzheimer's disease.
Ap chap 51 animal behavior
Animal behavior can be studied in terms of evolution, neurology, and ecology. Behavior is defined as actions performed by muscles or glands under control of the nervous system in response to stimuli. The scientific study of behavior is called ethology. Both proximate and ultimate causes influence behavior. Proximate causes are immediate environmental stimuli and mechanisms, while ultimate causes relate to survival and reproduction benefits. Many animals breed in spring/summer due to warmer temperatures and abundant food providing higher chances of offspring viability.
The Neuroscience of Learning Design
There is a science when it comes to learning. Dr. Britt Andreatta shares the latest research from top scientists at Harvard, Stanford, University of Wisconsin, and New York University––on how the central nervous system and peripheral nervous system work together to create and retain new knowledge and skills.
More on the neuroscience of learning design: http://www.lynda.com/Higher-Education-tutorials/Neuroscience-Learning/188434-2.html
324 01 history, methodology
This document discusses the historical context and methodology of human learning research. It describes Rene Descartes' dualist view that the mind and body are separate but interacting, with voluntary behavior governed by the mind and involuntary reflexes governed by the body. It also discusses how Descartes' view led to the fields of mentalism and reflexology. Later researchers like John Locke debated nativism versus empiricism and whether ideas are innate or formed from experience. Comparative cognition research used animal models and experiments to better understand learning and neural functions.
324 10 observational learning
This document discusses observational learning, which is a change in behavior that occurs due to observing and watching the behavior of others. It describes classical conditioning studies where observers showed conditioning responses after watching a model receive shocks or eye blink conditioning. The document also discusses operant observational learning studies using monkeys and cats. It reviews factors that influence observational learning like the characteristics of the model and consequences received by the model. Finally, it briefly discusses theories of observational learning like social cognitive theory and Miller-Dollard modeling.
324 04 part 1.1 operant conditioning foundations
This document discusses the history and foundations of operant conditioning. It describes how Skinner removed inference from operant conditioning experiments and studied free operants. Voluntary behavior is determined by the consequences it produces, with reinforcing consequences increasing the probability that a behavior will occur again. Operant conditioning involves natural selection at the species, cultural, and individual level through the selection of behaviors by their consequences.
324 11 limits of learning
This document discusses several limits of learning, including physical characteristics, the non-heritability of learned behavior contrary to Lamarckian evolution, and the influence of heredity on learning ability as seen when comparing wolves and dogs. Additionally, it addresses how neurological damage from factors like neurotoxins, low socioeconomic status leading to exposure to lead paint, and head injuries can impact learning by damaging neurological functions. Critical periods of development and imprinting are also covered, alongside the concepts of instinctive drift and an organism's preparedness or resistance to certain types of learning.
324 06 stimulus control
The document discusses stimulus control and generalization in human learning. It describes how training with a specific stimulus can result in responding to similar but different stimuli, known as stimulus generalization. The strength of responding typically follows a normal curve, with strongest responding to the original trained stimulus and decreasing response strength as the stimuli vary further from the training stimulus. An example of semantic generalization is given where words paired with snacks come to elicit salivation in response to synonyms and homophones of the original words.
324 04 part 1.2 operant conditioning foundations
This document discusses the foundations of operant conditioning. It describes the different types of reinforcement including positive and negative reinforcement, and the different types of punishment including positive and negative punishment. A contingency table shows how behavior is increased or decreased based on whether a stimulus is added or removed. Conditioned and generalized reinforcers are introduced. The three-term contingency of a discriminative stimulus, behavior, and consequence is explained. Complex behaviors are formed from these basic processes combined with an individual's history of reinforcement.
Robin Dymond: "Your Brain and Better Product Development"
The document discusses recent discoveries in brain science and how they relate to product development. It explains that the prefrontal cortex has limited resources for problem solving and insights emerge when larger brain regions are engaged. It also discusses how the brain's threat response hinders thinking and how understanding one's internal states can help manage cognitive processes and insights. Strategies presented include practicing mindfulness, managing emotions, focusing attention on direct experiences, and using Scrum to address the brain's social needs.
324 12 2 special topics timing
This document discusses timing in human learning. It defines timing as identifying when time has passed and responding differently. It describes techniques for studying timing, including duration estimation tasks and peak procedures. The peak procedure demonstrates how introducing a break in the stimulus shifts the peak of responding. Finally, the document outlines cognitive and behavioral theories of timing, such as scalar expectancy theory involving a pacemaker, switch and accumulator, and theories involving adjunctive waiting behaviors.
Psyc 321_14 surveys
This document discusses different types of questions that can be used in questionnaires and surveys, including open-ended questions, fixed alternative questions, Likert-type scaling questions, and semantic differentials. It also covers considerations for survey administration such as question order effects, sensitive questions, response rates, and biases from different administration methods like face-to-face, telephone, mail, and computer surveys. The overall topic is methods for developing and administering effective questionnaires and surveys in developmental research.
Psyc 321_13 ethics
This document discusses ethics in developmental research. It outlines the rights of both scientists and subjects. For subjects, it discusses the rights to not be harmed, to learn, and to experience discomfort only with consent. It also discusses how to protect subjects through voluntary participation, informed consent, privacy, and oversight from Institutional Review Boards. The document notes some past unethical experiments and debates issues like deception, debriefing, and the study of nonhuman subjects.
Psyc 321_12 small n research
Small N research involves studying individual subjects to gain a deeper understanding of individual differences compared to group analysis. It uses experimental single-subject designs where the subject acts as their own control to establish a pattern of behavior and observe how that pattern changes when an intervention is introduced. Common small N designs include the simple AB design with a baseline and intervention phase, reversal designs like ABA to introduce baseline periods again, and multiple baseline designs that stagger the introduction of an intervention across subjects to control for external factors.
Psyc 321_11 quasi experimentation
This document discusses various quasi-experimental research methods, including archival studies, time series designs, single group pre-post tests, interrupted time series, multiple time series, cohort designs, ex-post facto designs, correlational designs, and naturalistic studies. Quasi-experimental designs aim to detect effects but have lower internal validity than true experiments. They also have limitations in determining causality due to the lack of random assignment to conditions. The document provides examples and explanations of these different quasi-experimental research methods.
psyc 321_10 experimental ecology
This document discusses issues that can impact experimental validity in ecological research, including:
1) Bias from experimenters that can influence data collection and interactions with subjects. Multiple observers and operational definitions can help address this.
2) Subject factors like the Hawthorne effect and demand characteristics that influence participant behavior and threaten validity. Blinding techniques and deception can help control for these influences.
3) Cultural biases from the experimenters' perspective that fail to account for diversity among subjects. Including diverse participants is important to address this.
Psyc 321_09 within groups
This document discusses within-groups or repeated measures designs. In within-groups designs, the same group of participants receives all levels of the independent variable. The key advantages are that all groups are equal at the beginning and the design is very sensitive to changes. Disadvantages include potential carryover effects and sensitivity to time variables like practice and fatigue. Counterbalancing techniques like Latin squares can help control for order effects. Mixed designs combine within- and between-groups approaches to rule out carryover effects while maintaining control. Matched subjects designs aim to reduce error variance by matching and randomly assigning participants.
Psyc 321_07 control
This document discusses control in developmental research methods. It explains that control is established through careful selection of participants and random assignment to conditions. Random assignment balances any differences between groups to minimize confounding variables. True experiments use both random selection and assignment to control for threats to internal validity like history, maturation, and testing effects. Different experimental designs, like the Solomon four-group design, allow researchers to rule out additional validity threats.
psyc 321_06 threats to validity and control
The document discusses testing hypotheses in developmental research methods. It explains that there are two types of variation: systematic and unsystematic. Systematic variation can come from the independent variable or from confounding variables. There are also two types of errors in hypothesis testing: type I errors in which the null hypothesis is falsely rejected, and type II errors in which it is falsely retained. Various threats to internal validity are outlined, including history, maturation, instrumentation, selection, testing effects like pretest sensitization, and mortality. Ways to control for threats include random assignment, pilot studies, blinding subjects, using distracter items, and standardizing conditions.
More Related Content
Viewers also liked
402 Lecture Reinforcement
Reinforcement is any stimulus that strengthens or maintains a behavior when added or removed contingent on that behavior. There are two types of reinforcement: positive reinforcement, which involves adding a stimulus, and negative reinforcement, which involves removing a stimulus. Choosing an effective reinforcer depends on individual preferences and motivational factors like deprivation and satiation. Conditioned reinforcers can also be used by pairing them with primary reinforcers. Intermittent reinforcement, where reinforcement is given inconsistently, tends to be the most effective schedule of reinforcement at maintaining behaviors.
Mechanism of habituation
- Drugs vary in their capacity to produce pleasant feelings and reinforcement, which increases the likelihood of repeated use and abuse. The effects of drugs are influenced by agent/drug factors like their pharmacokinetic and pharmacodynamic properties, as well as host/user factors like genetics. Repeated drug use can lead to tolerance through pharmacokinetic changes like metabolism or pharmacodynamic changes in receptors. Abrupt discontinuation of chronic drug use can produce withdrawal symptoms and physical dependence. Treatment for dependence includes gradual drug reduction or maintenance therapies.
Principles of Learning
This document outlines Forum's Principles of Learning presentation from 2011. It discusses trends impacting workplace learning effectiveness and strategies for success. The 6 principles of workplace learning are outlined as linking learning to individual and organizational value, connecting action and reflection in a continuous cycle, addressing learners' attitudes and behaviors, providing a balance of challenge and support, creating opportunities for participants to teach, and designing learning communities and media. The presentation also discusses developing leaders and a shifting role for learning and development in enabling knowledge sharing and building learning solutions to address strategic issues.
LEARNING MEMORY
This document discusses learning, memory, and higher brain functions. It covers topics like reflex learning, associative learning through classical and operant conditioning, different types of memory including implicit, explicit, semantic and episodic memory. It discusses the mechanisms of memory formation, consolidation and retrieval. It also covers higher intellectual functions of the prefrontal cortex and disorders of memory like amnesia and Alzheimer's disease.
Ap chap 51 animal behavior
Animal behavior can be studied in terms of evolution, neurology, and ecology. Behavior is defined as actions performed by muscles or glands under control of the nervous system in response to stimuli. The scientific study of behavior is called ethology. Both proximate and ultimate causes influence behavior. Proximate causes are immediate environmental stimuli and mechanisms, while ultimate causes relate to survival and reproduction benefits. Many animals breed in spring/summer due to warmer temperatures and abundant food providing higher chances of offspring viability.
The Neuroscience of Learning Design
There is a science when it comes to learning. Dr. Britt Andreatta shares the latest research from top scientists at Harvard, Stanford, University of Wisconsin, and New York University––on how the central nervous system and peripheral nervous system work together to create and retain new knowledge and skills.
More on the neuroscience of learning design: http://www.lynda.com/Higher-Education-tutorials/Neuroscience-Learning/188434-2.html
Viewers also liked (6)
Similar to 324 02 part 1 elicited behavior, habituation, sensitization
324 01 history, methodology
This document discusses the historical context and methodology of human learning research. It describes Rene Descartes' dualist view that the mind and body are separate but interacting, with voluntary behavior governed by the mind and involuntary reflexes governed by the body. It also discusses how Descartes' view led to the fields of mentalism and reflexology. Later researchers like John Locke debated nativism versus empiricism and whether ideas are innate or formed from experience. Comparative cognition research used animal models and experiments to better understand learning and neural functions.
324 10 observational learning
This document discusses observational learning, which is a change in behavior that occurs due to observing and watching the behavior of others. It describes classical conditioning studies where observers showed conditioning responses after watching a model receive shocks or eye blink conditioning. The document also discusses operant observational learning studies using monkeys and cats. It reviews factors that influence observational learning like the characteristics of the model and consequences received by the model. Finally, it briefly discusses theories of observational learning like social cognitive theory and Miller-Dollard modeling.
324 04 part 1.1 operant conditioning foundations
This document discusses the history and foundations of operant conditioning. It describes how Skinner removed inference from operant conditioning experiments and studied free operants. Voluntary behavior is determined by the consequences it produces, with reinforcing consequences increasing the probability that a behavior will occur again. Operant conditioning involves natural selection at the species, cultural, and individual level through the selection of behaviors by their consequences.
324 11 limits of learning
This document discusses several limits of learning, including physical characteristics, the non-heritability of learned behavior contrary to Lamarckian evolution, and the influence of heredity on learning ability as seen when comparing wolves and dogs. Additionally, it addresses how neurological damage from factors like neurotoxins, low socioeconomic status leading to exposure to lead paint, and head injuries can impact learning by damaging neurological functions. Critical periods of development and imprinting are also covered, alongside the concepts of instinctive drift and an organism's preparedness or resistance to certain types of learning.
324 06 stimulus control
The document discusses stimulus control and generalization in human learning. It describes how training with a specific stimulus can result in responding to similar but different stimuli, known as stimulus generalization. The strength of responding typically follows a normal curve, with strongest responding to the original trained stimulus and decreasing response strength as the stimuli vary further from the training stimulus. An example of semantic generalization is given where words paired with snacks come to elicit salivation in response to synonyms and homophones of the original words.
324 04 part 1.2 operant conditioning foundations
This document discusses the foundations of operant conditioning. It describes the different types of reinforcement including positive and negative reinforcement, and the different types of punishment including positive and negative punishment. A contingency table shows how behavior is increased or decreased based on whether a stimulus is added or removed. Conditioned and generalized reinforcers are introduced. The three-term contingency of a discriminative stimulus, behavior, and consequence is explained. Complex behaviors are formed from these basic processes combined with an individual's history of reinforcement.
Robin Dymond: "Your Brain and Better Product Development"
The document discusses recent discoveries in brain science and how they relate to product development. It explains that the prefrontal cortex has limited resources for problem solving and insights emerge when larger brain regions are engaged. It also discusses how the brain's threat response hinders thinking and how understanding one's internal states can help manage cognitive processes and insights. Strategies presented include practicing mindfulness, managing emotions, focusing attention on direct experiences, and using Scrum to address the brain's social needs.
324 12 2 special topics timing
This document discusses timing in human learning. It defines timing as identifying when time has passed and responding differently. It describes techniques for studying timing, including duration estimation tasks and peak procedures. The peak procedure demonstrates how introducing a break in the stimulus shifts the peak of responding. Finally, the document outlines cognitive and behavioral theories of timing, such as scalar expectancy theory involving a pacemaker, switch and accumulator, and theories involving adjunctive waiting behaviors.
Similar to 324 02 part 1 elicited behavior, habituation, sensitization (8)
Robin Dymond: "Your Brain and Better Product Development"
Robin Dymond: "Your Brain and Better Product Development"
More from Ryan Sain
Psyc 321_14 surveys
This document discusses different types of questions that can be used in questionnaires and surveys, including open-ended questions, fixed alternative questions, Likert-type scaling questions, and semantic differentials. It also covers considerations for survey administration such as question order effects, sensitive questions, response rates, and biases from different administration methods like face-to-face, telephone, mail, and computer surveys. The overall topic is methods for developing and administering effective questionnaires and surveys in developmental research.
Psyc 321_13 ethics
This document discusses ethics in developmental research. It outlines the rights of both scientists and subjects. For subjects, it discusses the rights to not be harmed, to learn, and to experience discomfort only with consent. It also discusses how to protect subjects through voluntary participation, informed consent, privacy, and oversight from Institutional Review Boards. The document notes some past unethical experiments and debates issues like deception, debriefing, and the study of nonhuman subjects.
Psyc 321_12 small n research
Small N research involves studying individual subjects to gain a deeper understanding of individual differences compared to group analysis. It uses experimental single-subject designs where the subject acts as their own control to establish a pattern of behavior and observe how that pattern changes when an intervention is introduced. Common small N designs include the simple AB design with a baseline and intervention phase, reversal designs like ABA to introduce baseline periods again, and multiple baseline designs that stagger the introduction of an intervention across subjects to control for external factors.
Psyc 321_11 quasi experimentation
This document discusses various quasi-experimental research methods, including archival studies, time series designs, single group pre-post tests, interrupted time series, multiple time series, cohort designs, ex-post facto designs, correlational designs, and naturalistic studies. Quasi-experimental designs aim to detect effects but have lower internal validity than true experiments. They also have limitations in determining causality due to the lack of random assignment to conditions. The document provides examples and explanations of these different quasi-experimental research methods.
psyc 321_10 experimental ecology
This document discusses issues that can impact experimental validity in ecological research, including:
1) Bias from experimenters that can influence data collection and interactions with subjects. Multiple observers and operational definitions can help address this.
2) Subject factors like the Hawthorne effect and demand characteristics that influence participant behavior and threaten validity. Blinding techniques and deception can help control for these influences.
3) Cultural biases from the experimenters' perspective that fail to account for diversity among subjects. Including diverse participants is important to address this.
Psyc 321_09 within groups
This document discusses within-groups or repeated measures designs. In within-groups designs, the same group of participants receives all levels of the independent variable. The key advantages are that all groups are equal at the beginning and the design is very sensitive to changes. Disadvantages include potential carryover effects and sensitivity to time variables like practice and fatigue. Counterbalancing techniques like Latin squares can help control for order effects. Mixed designs combine within- and between-groups approaches to rule out carryover effects while maintaining control. Matched subjects designs aim to reduce error variance by matching and randomly assigning participants.
Psyc 321_07 control
This document discusses control in developmental research methods. It explains that control is established through careful selection of participants and random assignment to conditions. Random assignment balances any differences between groups to minimize confounding variables. True experiments use both random selection and assignment to control for threats to internal validity like history, maturation, and testing effects. Different experimental designs, like the Solomon four-group design, allow researchers to rule out additional validity threats.
psyc 321_06 threats to validity and control
The document discusses testing hypotheses in developmental research methods. It explains that there are two types of variation: systematic and unsystematic. Systematic variation can come from the independent variable or from confounding variables. There are also two types of errors in hypothesis testing: type I errors in which the null hypothesis is falsely rejected, and type II errors in which it is falsely retained. Various threats to internal validity are outlined, including history, maturation, instrumentation, selection, testing effects like pretest sensitization, and mortality. Ways to control for threats include random assignment, pilot studies, blinding subjects, using distracter items, and standardizing conditions.
Psyc 321_05 introduction to stats
basic statistics in the social sciences - not a full blown analysis, just a presentation about the topic(s) in research methods.
Psyc 321_04 numerical description
This document discusses numerical description in developmental research methods. It describes different types of scales used to measure variables, including nominal, ordinal, interval, and ratio scales. It also discusses distributions, measures of central tendency (mean, median, mode), variation (range, variance, standard deviation), standard scores, correlation, and examples of positive, negative and no correlation.
Psyc 321_03 hypotheses
This document discusses the traits of effective hypotheses for developmental research. Hypotheses should be testable using available technology and methods of measurement. They should also be concrete by including operational definitions that allow for measurement. The document contrasts inductive reasoning, where hypotheses are formed based on observations and evidence, with deductive reasoning, where a theory is used to predict observations and hypotheses. Effective hypotheses can come from existing problems, research, theories, or anywhere.
Psyc 321_02 methods of_science
This document discusses several key methods of science: naturalistic observation which involves non-intrusively observing populations without influencing them; correlational approaches which relate variables mathematically without implying causation; experimental methods which test hypotheses using experimental and control groups; and operational definitions which clearly define variables. It also discusses independent and dependent variables, confounds, validity, reliability, and the scientific attitude which values falsification, testability, skepticism, and parsimony.
Psyc 321_01 what is science
This document discusses different aspects of science as a way of knowing. It explains that science involves observing phenomena to develop facts, and emphasizes doubt and questioning existing beliefs. While science is a powerful way to evaluate knowledge, it also discusses other ways of knowing like tenacity, authority, reason, and common sense. The document then outlines different scientific approaches like naturalistic observation, correlation, experimentation, post-hoc analysis, and qualitative and quantitative methods. Overall, it provides an overview of what science is and different methodologies used.
324 12 3 special topics tool use language
Crows in New Caledonia were observed using tools to obtain food in ways greater than chance would predict, such as using sticks of varying lengths to reach food in tubes or bending metal strips to form hooks. While tool use could be explained by reinforcement or social learning, the crows were also able to fabricate tools on their own, suggesting an innate predisposition. Studies of primates and birds provide evidence of complex cognition and intelligence in non-human animals, sparking research on comparative cognition and questions around the origins and uniqueness of human language.
324 12 2 special topics timing
This document discusses timing in human learning. It defines timing as identifying when time has passed and responding differently. It describes techniques for studying timing, including duration estimation tasks and peak procedures. The peak procedure demonstrates how introducing a break in the stimulus shifts the peak of responding. Finally, the document outlines cognitive and behavioral theories of timing, such as scalar expectancy theory involving a pacemaker, switch and accumulator, and theories involving adjunctive waiting behaviors.
324 12 part 1 special topics food caching
The document discusses food caching behavior in Clark's nutcracker birds. The birds store over 33,000 seeds in thousands of caches and are able to recover the caches in the winter. Food caching is only useful if the birds can remember where the caches are located. Research shows the birds do not search randomly or rely on typical locations, smells, or visual cues when recovering caches. Their caching and recovery abilities suggest the birds may have episodic memory, allowing them to remember detailed episodes of what items were cached, where, and when.
324 09 avoidance
This document discusses discriminated avoidance learning in humans and animals. It describes how a warning signal prompts an avoidance response to prevent or remove an aversive stimulus. The dominant two-process theory explains that classical conditioning creates a fear response to the warning signal, and operant conditioning reinforces the avoidance response because it reduces this fear. The avoidance response is maintained because it allows escape from the conditioned fear response, not because it directly prevents the aversive stimulus.
324 7 part 2 extinction
The document discusses different aspects of extinction in human learning, including renewal where a response can reemerge in a new context, reinstatement where presenting the unconditioned stimulus can cause relearning, and ways to reduce recovery of the extinguished response such as using multiple extinction trials close together or presenting extinction cues in different contexts. It also notes that extinction is not permanent and does not completely erase the association between the conditioned and unconditioned stimuli.
324 05 part 2.3 schedules of reinforcement
This document discusses different types of schedules of reinforcement used in human learning experiments, including multiple schedules, mixed schedules, chained schedules, concurrent schedules, and cooperative schedules. Multiple schedules alternate between two simple schedules signaled by different stimuli. Mixed schedules are similar but lack distinct stimuli. Chained schedules deliver reinforcement upon completion of a series of component schedules. Concurrent schedules make two or more schedules available simultaneously. Cooperative schedules require coordinated responses from two organisms to receive reinforcement.
More from Ryan Sain (20)
Recently uploaded
AI 101: An Introduction to the Basics and Impact of Artificial Intelligence
Imagine a world where machines not only perform tasks but also learn, adapt, and make decisions. This is the promise of Artificial Intelligence (AI), a technology that's not just enhancing our lives but revolutionizing entire industries.
Your One-Stop Shop for Python Success: Top 10 US Python Development Providers
Simplify your search for a reliable Python development partner! This list presents the top 10 trusted US providers offering comprehensive Python development services, ensuring your project's success from conception to completion.
Programming Foundation Models with DSPy - Meetup Slides
Prompting language models is hard, while programming language models is easy. In this talk, I will discuss the state-of-the-art framework DSPy for programming foundation models with its powerful optimizers and runtime constraint system.
Skybuffer SAM4U tool for SAP license adoption
Manage and optimize your license adoption and consumption with SAM4U, an SAP free customer software asset management tool.
SAM4U, an SAP complimentary software asset management tool for customers, delivers a detailed and well-structured overview of license inventory and usage with a user-friendly interface. We offer a hosted, cost-effective, and performance-optimized SAM4U setup in the Skybuffer Cloud environment. You retain ownership of the system and data, while we manage the ABAP 7.58 infrastructure, ensuring fixed Total Cost of Ownership (TCO) and exceptional services through the SAP Fiori interface.
みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
ここ3000字までしか入らないけどタイトルの方がたくさん文字入ると思います。
OpenID AuthZEN Interop Read Out - Authorization
During Identiverse 2024 and EIC 2024, members of the OpenID AuthZEN WG got together and demoed their authorization endpoints conforming to the AuthZEN API
Webinar: Designing a schema for a Data Warehouse
Are you new to data warehouses (DWH)? Do you need to check whether your data warehouse follows the best practices for a good design? In both cases, this webinar is for you.
A data warehouse is a central relational database that contains all measurements about a business or an organisation. This data comes from a variety of heterogeneous data sources, which includes databases of any type that back the applications used by the company, data files exported by some applications, or APIs provided by internal or external services.
But designing a data warehouse correctly is a hard task, which requires gathering information about the business processes that need to be analysed in the first place. These processes must be translated into so-called star schemas, which means, denormalised databases where each table represents a dimension or facts.
We will discuss these topics:
- How to gather information about a business;
- Understanding dictionaries and how to identify business entities;
- Dimensions and facts;
- Setting a table granularity;
- Types of facts;
- Types of dimensions;
- Snowflakes and how to avoid them;
- Expanding existing dimensions and facts.
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdf
Discover how MongoDB Atlas and vector search technology can revolutionize your application's search capabilities. This comprehensive presentation covers:
* What is Vector Search?
* Importance and benefits of vector search
* Practical use cases across various industries
* Step-by-step implementation guide
* Live demos with code snippets
* Enhancing LLM capabilities with vector search
* Best practices and optimization strategies
Perfect for developers, AI enthusiasts, and tech leaders. Learn how to leverage MongoDB Atlas to deliver highly relevant, context-aware search results, transforming your data retrieval process. Stay ahead in tech innovation and maximize the potential of your applications.
#MongoDB #VectorSearch #AI #SemanticSearch #TechInnovation #DataScience #LLM #MachineLearning #SearchTechnology
Cosa hanno in comune un mattoncino Lego e la backdoor XZ?
ABSTRACT: A prima vista, un mattoncino Lego e la backdoor XZ potrebbero avere in comune il fatto di essere entrambi blocchi di costruzione, o dipendenze di progetti creativi e software. La realtà è che un mattoncino Lego e il caso della backdoor XZ hanno molto di più di tutto ciò in comune.
Partecipate alla presentazione per immergervi in una storia di interoperabilità, standard e formati aperti, per poi discutere del ruolo importante che i contributori hanno in una comunità open source sostenibile.
BIO: Sostenitrice del software libero e dei formati standard e aperti. È stata un membro attivo dei progetti Fedora e openSUSE e ha co-fondato l'Associazione LibreItalia dove è stata coinvolta in diversi eventi, migrazioni e formazione relativi a LibreOffice. In precedenza ha lavorato a migrazioni e corsi di formazione su LibreOffice per diverse amministrazioni pubbliche e privati. Da gennaio 2020 lavora in SUSE come Software Release Engineer per Uyuni e SUSE Manager e quando non segue la sua passione per i computer e per Geeko coltiva la sua curiosità per l'astronomia (da cui deriva il suo nickname deneb_alpha).
How to Get CNIC Information System with Paksim Ga.pptx
Pakdata Cf is a groundbreaking system designed to streamline and facilitate access to CNIC information. This innovative platform leverages advanced technology to provide users with efficient and secure access to their CNIC details.
Building Production Ready Search Pipelines with Spark and Milvus
Spark is the widely used ETL tool for processing, indexing and ingesting data to serving stack for search. Milvus is the production-ready open-source vector database. In this talk we will show how to use Spark to process unstructured data to extract vector representations, and push the vectors to Milvus vector database for search serving.
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slack
Discover the seamless integration of RPA (Robotic Process Automation), COMPOSER, and APM with AWS IDP enhanced with Slack notifications. Explore how these technologies converge to streamline workflows, optimize performance, and ensure secure access, all while leveraging the power of AWS IDP and real-time communication via Slack notifications.
Project Management Semester Long Project - Acuity
Acuity is an innovative learning app designed to transform the way you engage with knowledge. Powered by AI technology, Acuity takes complex topics and distills them into concise, interactive summaries that are easy to read & understand. Whether you're exploring the depths of quantum mechanics or seeking insight into historical events, Acuity provides the key information you need without the burden of lengthy texts.
Artificial Intelligence for XMLDevelopment
In the rapidly evolving landscape of technologies, XML continues to play a vital role in structuring, storing, and transporting data across diverse systems. The recent advancements in artificial intelligence (AI) present new methodologies for enhancing XML development workflows, introducing efficiency, automation, and intelligent capabilities. This presentation will outline the scope and perspective of utilizing AI in XML development. The potential benefits and the possible pitfalls will be highlighted, providing a balanced view of the subject.
We will explore the capabilities of AI in understanding XML markup languages and autonomously creating structured XML content. Additionally, we will examine the capacity of AI to enrich plain text with appropriate XML markup. Practical examples and methodological guidelines will be provided to elucidate how AI can be effectively prompted to interpret and generate accurate XML markup.
Further emphasis will be placed on the role of AI in developing XSLT, or schemas such as XSD and Schematron. We will address the techniques and strategies adopted to create prompts for generating code, explaining code, or refactoring the code, and the results achieved.
The discussion will extend to how AI can be used to transform XML content. In particular, the focus will be on the use of AI XPath extension functions in XSLT, Schematron, Schematron Quick Fixes, or for XML content refactoring.
The presentation aims to deliver a comprehensive overview of AI usage in XML development, providing attendees with the necessary knowledge to make informed decisions. Whether you’re at the early stages of adopting AI or considering integrating it in advanced XML development, this presentation will cover all levels of expertise.
By highlighting the potential advantages and challenges of integrating AI with XML development tools and languages, the presentation seeks to inspire thoughtful conversation around the future of XML development. We’ll not only delve into the technical aspects of AI-powered XML development but also discuss practical implications and possible future directions.
HCL Notes and Domino License Cost Reduction in the World of DLAU
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
- Reducing license cost by finding and fixing misconfigurations and superfluous accounts
- How do CCB and CCX licenses really work?
- Understanding the DLAU tool and how to best utilize it
- Tips for common problem areas, like team mailboxes, functional/test users, etc
- Practical examples and best practices to implement right away
Monitoring and Managing Anomaly Detection on OpenShift.pdf
Monitoring and Managing Anomaly Detection on OpenShift
Overview
Dive into the world of anomaly detection on edge devices with our comprehensive hands-on tutorial. This SlideShare presentation will guide you through the entire process, from data collection and model training to edge deployment and real-time monitoring. Perfect for those looking to implement robust anomaly detection systems on resource-constrained IoT/edge devices.
Key Topics Covered
1. Introduction to Anomaly Detection
- Understand the fundamentals of anomaly detection and its importance in identifying unusual behavior or failures in systems.
2. Understanding Edge (IoT)
- Learn about edge computing and IoT, and how they enable real-time data processing and decision-making at the source.
3. What is ArgoCD?
- Discover ArgoCD, a declarative, GitOps continuous delivery tool for Kubernetes, and its role in deploying applications on edge devices.
4. Deployment Using ArgoCD for Edge Devices
- Step-by-step guide on deploying anomaly detection models on edge devices using ArgoCD.
5. Introduction to Apache Kafka and S3
- Explore Apache Kafka for real-time data streaming and Amazon S3 for scalable storage solutions.
6. Viewing Kafka Messages in the Data Lake
- Learn how to view and analyze Kafka messages stored in a data lake for better insights.
7. What is Prometheus?
- Get to know Prometheus, an open-source monitoring and alerting toolkit, and its application in monitoring edge devices.
8. Monitoring Application Metrics with Prometheus
- Detailed instructions on setting up Prometheus to monitor the performance and health of your anomaly detection system.
9. What is Camel K?
- Introduction to Camel K, a lightweight integration framework built on Apache Camel, designed for Kubernetes.
10. Configuring Camel K Integrations for Data Pipelines
- Learn how to configure Camel K for seamless data pipeline integrations in your anomaly detection workflow.
11. What is a Jupyter Notebook?
- Overview of Jupyter Notebooks, an open-source web application for creating and sharing documents with live code, equations, visualizations, and narrative text.
12. Jupyter Notebooks with Code Examples
- Hands-on examples and code snippets in Jupyter Notebooks to help you implement and test anomaly detection models.
Recently uploaded (20)
AI 101: An Introduction to the Basics and Impact of Artificial Intelligence
AI 101: An Introduction to the Basics and Impact of Artificial Intelligence
Your One-Stop Shop for Python Success: Top 10 US Python Development Providers
Your One-Stop Shop for Python Success: Top 10 US Python Development Providers
Programming Foundation Models with DSPy - Meetup Slides
Programming Foundation Models with DSPy - Meetup Slides
みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdf
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdf
Cosa hanno in comune un mattoncino Lego e la backdoor XZ?
Cosa hanno in comune un mattoncino Lego e la backdoor XZ?
How to Get CNIC Information System with Paksim Ga.pptx
How to Get CNIC Information System with Paksim Ga.pptx
Building Production Ready Search Pipelines with Spark and Milvus
Building Production Ready Search Pipelines with Spark and Milvus
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slack
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slack
WeTestAthens: Postman's AI & Automation Techniques
WeTestAthens: Postman's AI & Automation Techniques
HCL Notes and Domino License Cost Reduction in the World of DLAU
HCL Notes and Domino License Cost Reduction in the World of DLAU
Monitoring and Managing Anomaly Detection on OpenShift.pdf
Monitoring and Managing Anomaly Detection on OpenShift.pdf
324 02 part 1 elicited behavior, habituation, sensitization
- 1. Human Learning Topic 2: The Most Basic Learning Part 1 CEDP 324 - Ryan Sain, Ph.D. 1 3/29/2012
- 2. Not such a blank slate Our behavior is not without limits But it is not entirely fixed We have a sort of ‘firmware’ that allows us to interpret experience CEDP 324 - Ryan Sain, Ph.D. 2 3/29/2012
- 3. Elicited behavior What do you have in common with: It responds to its environment It has reflexes It can learn CEDP 324 - Ryan Sain, Ph.D. 3 3/29/2012
- 4. Elicited behavior Responses that are the result of stimuli in our environment. The reflex Eye blinks Withdrawal Salivation CEDP 324 - Ryan Sain, Ph.D. 4 3/29/2012
- 5. The reflex Eliciting stimulus Class of stimuli Corresponding response Rarely occurs without the above Sensory neuron Motor neuron Interneuron These form the reflex arc CEDP 324 - Ryan Sain, Ph.D. 5 3/29/2012