In flight school, we're learning about aerodynamics and flight operation procedures. And I can put in navigation radio. Phil Crowley: When we think of learning, education may first come to mind. Now, they seem and, uhm-- talked to... After I learned Arabic, I can talk to my grandmother in her language. Phil Crowley: It's the way we improve and enrich our lives. Learning to be a tennis player is my ticket to college. Phil Crowley: But learning is much broader, it's any relatively permanent change in behavior brought on by experience. Through experience, we learn to associate one event with another. As a child, we might learn that gravity can be a harsh critic, a trip to grandma's can lead to cookies and a visit to a doctor can lead to pain. The Learning Machine MICHAEL MERZENICH, I UNIVERSITY OF CALIFORNIA Michael Merzenich, I: The cerebral cortex, this big cortical mantle that is the main thing you see when you look onto a brain. The main thing that's filling your skull you could say, ah, it's a learning machine and it's supported by a subcortical machinery that's controlling in that learning, that's modulating, that's regulating it. Phil Crowley: Inside the brain, information is processed by neurons forming neural networks. These networks connect one event with another. Michael Merzenich, I: The barin is continually associating information across time. That is to say it's continually generating constructive implants that relate to what is concurrently occurring or occurring across excessive time. So for example, if you train an animal connected distinction about things in a sequence in time in which there is a fall by being-- it actually create selectivity for the sequence. Michael Merzenich, I: Neuron's response was powerfully to be when they're proceeded by a-- it actually see that development upbringing. Phil Crowley: We use the term conditioning to refer to simple types of associative learning. The Scientific study of conditioning began in 1898. JAMES L. McGAUGH, PH.D. FELLOW, NEUROBIOLOGY OF LEARNING & MEMORY CENTER James L. McGaugh: One of the most influential set of findings ever in the, in the history of the field of learning in memory came from a laboratory of Ivan Petrovich Pavlov in Russia who had won a Nobel Prize for studies of digestion. And in the course of these studies had develop the technique for having the saliva come outside of the cheek of the dog to into a pouch so that he could study the chemical content of the saliva. And what he learned one day was that the dogs began to salivate before they got the food that was going to start being digested. And he said, "Wait a second. What's going on?" GINGER OSBORNE, PH.D. SANTA ANA COMMUNITY COLLEGE Ginger Osborne: My guess if I were to put myself in his place, I would think that stupid dog. He is responding where he's not supposed to throw a mouth and we'll get a fresh dog and start over again. And I tend to imagine that that might have been what he initially thought..

1. In flight school, we're learning about aerodynamics and flight
operation procedures.
And I can put in navigation radio.
Phil Crowley: When we think of learning, education may first
come to mind.
Now, they seem and, uhm-- talked to...
After I learned Arabic, I can talk to my grandmother in her
language.
Phil Crowley: It's the way we improve and enrich our lives.
Learning to be a tennis player is my ticket to college.
Phil Crowley: But learning is much broader, it's any relatively
permanent change in behavior brought on by experience.
Through experience, we learn to associate one event with
another. As a child, we might learn that gravity can be a harsh
critic, a trip to grandma's can lead to cookies and a visit to a
doctor can lead to pain.
The Learning Machine
MICHAEL MERZENICH, I UNIVERSITY OF CALIFORNIA
Michael Merzenich, I: The cerebral cortex, this big cortical
mantle that is the main thing you see when you look onto a
brain. The main thing that's filling your skull you could say,
ah, it's a learning machine and it's supported by a subcortical
machinery that's controlling in that learning, that's modulating,
that's regulating it.
Phil Crowley: Inside the brain, information is processed by
neurons forming neural networks. These networks connect one
event with another.
Michael Merzenich, I: The barin is continually associating
information across time. That is to say it's continually
generating constructive implants that relate to what is
concurrently occurring or occurring across excessive time. So
for example, if you train an animal connected distinction about
things in a sequence in time in which there is a fall by being-- it
actually create selectivity for the sequence.

2. Michael Merzenich, I: Neuron's response was powerfully to be
when they're proceeded by a-- it actually see that development
upbringing.
Phil Crowley: We use the term conditioning to refer to simple
types of associative learning. The Scientific study of
conditioning began in 1898.
JAMES L. McGAUGH, PH.D. FELLOW, NEUROBIOLOGY OF
LEARNING & MEMORY CENTER
James L. McGaugh: One of the most influential set of findings
ever in the, in the history of the field of learning in memory
came from a laboratory of Ivan Petrovich Pavlov in Russia who
had won a Nobel Prize for studies of digestion. And in the
course of these studies had develop the technique for having the
saliva come outside of the cheek of the dog to into a pouch so
that he could study the chemical content of the saliva. And what
he learned one day was that the dogs began to salivate before
they got the food that was going to start being digested. And he
said, "Wait a second. What's going on?"
GINGER OSBORNE, PH.D. SANTA ANA COMMUNITY
COLLEGE
Ginger Osborne: My guess if I were to put myself in his place, I
would think that stupid dog. He is responding where he's not
supposed to throw a mouth and we'll get a fresh dog and start
over again. And I tend to imagine that that might have been
what he initially thought. But a good scientist is one who is
able to put aside their expectations. And actually see what is
going on, and this is what Pavlov did.
James L. McGaugh: What he learned was cues that are
associated with food will come to induce the same or if
someone response which is the salivation response. A dog can
be presented with some kind of a cue, ah, and he use such
things as running water or a block square or something of that
kind associated with food, put on the dog's trunk and eventually
the dog would come to salivate to whatever cue is being used.
Ginger Osborne: And so, he dropped his work on the digestive
process in salivation and began to study what he called a

3. conditioned reflex. We now call it classical conditioning
because it was the first type of learning that was studied.
DAVID G. MYERS, PH.D. AUTHOR, PSYCHOLOGY &
EXPLORING PSYCHOLOGY
David G. Myers: Pavlov's work was really important for two
reasons. One, it demonstrated that you could study basic
processes of learning scientifically and so it gave input as to the
scientific prospective in psychological science. Secondly, his
principles of conditioning are applicable to many other human
realms then just dogs drooling. And so, for example, human
fears are conditioned. I was in my car one day and driving down
the road and a car came from the side and go through a stop
light, ah, and hit me. Ever thereafter is I approached that
intersection, ah, and intersections like it because I generalized
from that experience. I would cautiously look and slow down a
bit. Ah, that was a conditioned emotion and it was a Pavlovian
conditioned emotion.
SUSAN MINEKA, PH.D. NORTHWESTERN UNIVERSITY
Susan Mineka: We know that, ah, one of the primary ways
people learned fears is one something that they are originally
not afraid of, gets paired with some negative experience. If
they were swimming and almost drown, they would be quite
likely to acquire fear of water in those circumstances. Some
people try to discredit a conditioning fear of phobias by saying,
"It doesn't work for everybody." Well, we expect that prior
experience knowing that, ah, an object to a situation is safe, is
going to help protect you against later learning that it's
dangerous.
JOHN CACIOPPO, PH.D. UNIVERSITY OF CHICAGO
John Cacioppo: So that classic example, a Pavelov, the bell
going off and the meat powder, the bell of its, its salvation.
Okay? Well, let's say that I have, ah, a lot of pre-exposure to
that bell. Late in a vision says that that dog will not learn to
salivate to that bell just because it linked with meat powder
because of many, many, many exposures to that bell that wasn't
associated with meat powder.

4. Phil Crowley: Though we usually think of learning is an
adaptive process, some associations made by the brain may have
destructive effects.
John Cacioppo: So where did prejudices come from? Well, our
cultural views or beliefs that we've learned as children here
holds certain things to be true about African-Americans versus
Caucasians. And now, you might be educated and know those
to be in accurate. But you still have that associative structure in
your head that associative structure can influence your
behavior and why is it a quite subtle.
TRAVIS GIBBS, PH.D. RIVERSIDE COMMUNITY COLLEGE
Travis Gibbs: With the definition of learning, it is relatively
permanent changes. Just because you're conditioned, it doesn't
mean you can't become unconditioned. Because if you learned
how to do this, then you can on learn how to do it and do
something else.
Phil Crowley: The research of Psychologist John Garcia took
the study of classical conditioning in a remarkable direction in
1974. At that time, sheep ranchers in California's Antelope
Valley, worked well with wild coyotes destroying their herds.
The need for a solution inspired Garcia.
JOHN GARCIA, PH.D. PROFESSOR EMERITUS, UCLA
John Garcia: Then, I met Carl(ph) (inaudible) who was a very
bright student on his own study in coyotes. As if, "You get the
coyotes and, ah, and we can teach 'em not to eat sheep.
Phil Crowley: The coyotes were fed mutton laced with lithium
chloride which made them ill. Garcia's coyotes now associated
their illness with the taste and smell of sheep meat. The results
were remarkable.
John Garcia: And they were often ate mutton just like that. We
wonder two trials at the most would coyotes, they hit the sheep
as to somewhere in the flank or at the side, ah, and going for
the-- certainly and there's real back as free kind of conical.
Then, the sheep then starts bluffing and it doesn't have a horn
(inaudible) and they hasn't-- and the car has no rules, give way.
Phil Crowley: But with this conditioned taste diversion actually

5. work in the wild.
John Garcia: And so then, we put together a, a mutton bate with
lithium chloride and it-- and wrapped it in a wool so that it
could be dispensed out in the field. Stewart(ph) and Allen(ph)
scattered those bates along their way. We should have picked up
and he zeroed a lamb kills in Antelope Valley.
Phil Crowley: This highly adaptive one-trail learning helps
ensure our survival. Evolution, it seems, has equipped us to
learn some lessons more quickly than others.
Susan Mineka: A colleague and friend and friend of mine in
Sweden, Arna Hermann(ph), had been studying whether there
are something special about the learning of, uhm, snake fear.
You take him in subjects who weren't afraid of snakes or spiders
or flowers and you present them with slides. Some of the slides
were followed by very mild electric shock to their hand. He
found that when you paired snakes or spiders with mild electric
shocks a few times that the human subjects would pick up or
conditioned fear and quotes response is in to expire the galvanic
skin response. But when you told them, "It won't gonna present
the shocks," it didn't seem to matter that they knew that they
won't gonna get shocked anymore. The fear was maintained.
And by contrast, if you paired pictures of flowers with mild
electric shocks, people would pick up the fear. But when you
told them you were gonna present the shocks, the fear went
away immediately. The reason people are more likely to pick
fears of snakes is because those who had quickly picked up a
fear would have had a selected advantage relative to those who
didn't pick up those fears readily who might be at more risk
and didn't stay at around to pass on their genes.
Phil Crowley: This idea of animals that negotiating their
environment by moving to rewards and away from dangers was
critical to the theories of Psychologist B.F. Skinner. Skinner
became famous for his lifetime of research into a second type of
associative learning called operant conditioning.
David G. Myers: Operant conditioning pertains to behaviors that
operate upon in the environment to produce consequences, so

6. the organism does something. And then, there's a consequence
that's either punishing or rewarding. And behaviors that are
rewarded tend to be strengthened. And if the behavior is
strengthen by the consequence that follows that, we called that a
reinforcement.
Phil Crowley: Using a system of reinforcement, Skinner was
able to gradually shake an animal’s behavior. Skinner
conditioned animals of many species to perform behaviors based
on reinforcement. He claimed that regardless of the species,
their response to reinforcement was virtually the same.
John Garcia: And so, he said, that was a power of his message
that he couldn't tell the difference between the pigeon, a rat and
monkey.
Phil Crowley: Examples of operant conditioning are found just
about everywhere.
RONALD E. RIGGIO, PH.D. CLAREMONT COLLEGE
Ronald E. Riggio: If you think about how we reward employees,
then the reinforcement there is-- are very important. And
important helping us understand, uhm, ah, work goes on in a
work place. People are getting rewarded and it's done on
schedules just like the rats in a, in a Skinner boxes. And so,
there are lots of parallels there.
Phil Crowley: At the Taub Clinic in Birmingham, Alabama, Dr.
Edward Taub and his team use operant conditioning to help
victims of traumatic brain injuries. Virginia Garlitz is
relearning to walk after her body was paralyzed by an AVM.
VIRGINIA GARLITZ
Virginia Garlitz: AVM is an Arterial Venous Malformation.
Venous having to do with vein, it's nothing to do with the
glottis. I was very disappointed to find out and I just finished a
Spanish literature class and was sitting and talking to a student.
And all of a sudden, I just lost the left side. It's been very tough
because what you take you for most of your life just hasn't there
anymore.
EDWARD TAUB, PH.D. UNIVERSITY OF ALABAMA,
BIRMINGHAM

7. Edward Taub: One of our central procedures is called shaping
which is a type of operant conditioning. It was developed in the
context of operant psychology, behavior modification. And it's
essential nature is to take a behavioral objective that is just a
little beyond the capability of a person at a given point time.
But you keep making it just a little more difficult so that the
person doesn't fail very often. But you keep extending the
behavioral capacity a little bit at a time. But in a very short of
time that odd can end up to a very substantial improvement of
movement.
Phil Crowley: To shake Virginia's walk, Therapist Jean Crago
challenges Virginia to navigate over barriers but therapy is
intense. Even Virginia's subtle list improvements are reinforced
with encouragement.
Jean Crago: Focus on left to make-- oh, good. Just keep
walking.
Virginia Garlitz: Oh.
Jean Crago: Just a walk to in there. Good. Okay. Three to five
minutes to this way, all the way. That's good. So that's it.
Edward Taub: The therapist writes down the number of
repetitions that the person does. The type of, ah-- or the quality
of the, the movement and that is reported to the patient after
each trial quantitatively. And this is very satisfying for the
patient because they know that their improvement which the
therapist tells them about doesn't losery. It is real.
JEAN CRAGO PHYSICAL THERAPIST, TAUB CLINIC
Jean Crago: Virginia's walking pattern has changed
significantly. She's now able to advance the, the stronger and
foot passed the weaker one. And it has tremendous potential for
continue the improvement.
Virginia Garlitz: I always know in teaching that positive
reinforcement was important but I didn't realize how important,
too.
EDWARD DIENER, PH.D. UNIVERSITY OF ILLINOIS
Edward Diener: We know from research that getting positive
feedback is very important to learning. And that if you get some

8. negative feedback and some criticism for example from your
teacher, that's okay. But you have to get a lot of positive
feedback to much more positive than negative to make it a
rewarding learning experience.
Phil Crowley: Shaping the behavior of children is of particular
concern to parents.
Phil Crowley: But are they reinforcing the right kinds of
behavior?
MARGARET KEMENY, PH.D. UNIVERSITY OF
CALIFORNIA - SAN FRANCISCO
Margaret Kemeny: Have emotional behavior can be reinforced
and can be conditioned? And now, we can see these patterns
emerging in childhood. So every time you have tantrum, your
mother is really nice to you and says, "Oh, you know, here, you
know, let me help you do this." And, you know, "We'll go off
and have ice cream." And everything will be better. You know,
on the one hand, this is a very sympathetic reaction that I think
could be very useful in a whole host of contest. But there's also
another way in which that reinforces that emotional behavior.
And you might find that the child is starting to have these kinds
of utters more often. And then, that's learned emotional
reaction.
Phil Crowley: Another way behavior can be strengthen is
through negative reinforcement.
DAVID G. MYERS, PH.D. HOPE COLLEGE
David G. Myers: Negative reinforcement is hands down, the
most difficult concept for students to get their minds around.
They think it's punishment because that how it's used out there
on the street. But reinforcement is always in event that
strengthens the behavior that precedes it.
GINGER OSBORNE, PH.D. SANTA ANA COMMUNITY
COLLEGE
Ginger Osborne: What I tell students is that keep in mind the
reinforcement part. Reinforcement is referring to making a
response more likely to occur in the future. Punishment makes
it less likely. The negative comes from removing some

9. unpleasant state of affairs.
David G. Myers: And that's a good thing when that happens. So
if you're let out of the room that you were sent to because you
misbehave, that's negative reinforcement. It strengthens your
having been good when you're in the time-out room.
Phil Crowley: And what about punishment?
JEROME KAGAN, PH.D.
Jerome Kagan: It is not necessary to physically punish a child in
order to produce a socialized child with a good conscience and
high character. You don't have to.
Ginger Osborne: Punishment is associated with negative
feelings and so for the individual who is punished may not
engage in that behavior while the punisher is around. So in one
sense, it may accomplish the goal that a couple of things happen
with those negative feelings that the child may, ah, develop
resentment toward the parent or fear toward them and also
negative feelings toward themselves. They may think that,
"Well, I'm a bad person." There are other ways to correct
behavior than through punishment.
Jerome Kagan: You can do it by try hiding deprivation of
privileges and saying that was not a nice thing to do as, as your
parents do.
SHINOBU KITAYAMA, PH.D. UNIVERSITY OF MICHIGAN
Shinobu Kitayama: The idea is that parents make everything
possible to convey some general expectations which are present
in a situation by saying, "Oh." And, ah, and there's such a
shame. You, you, you didn't know, know this for example. Ah,
meaning that, oh, you should be aware of, let's say, general
norms social expectations and so on.
Jerome Kagan: But having said that, a spank on the bottom is
not a traumatic event because the child understands what that
means. Punishment just requires communication to the child
that this are the behaviors I wish you to do and these are
behaviors I want you to suppress and words and deprivation of
privileges and mild shaming are effective.
Phil Crowley: Classical and operant conditioning are not the

10. only ways people learn. We can also learn by simply observing.
David G. Myers: Observational learning is a very important part
of making us who we are. We observe other people who were
models for the way we act. We're particularly at tune to the
behavior of our peers. So the way they talk, the accents they
express tend to be the way we talk. The clothing standards, the
taste and values, ah, that we pick up are largely done by
imitation, by observation.
Phil Crowley: In the 1960s, research pioneer Albert Bandura
and his team conducted one of the most famous experiments in
observational learning.
ALBERT BANDURA, PH.D. STANFORD UNIVERSITY
Albert Bandura: So what we set up was-- it was a study in
which preschool children, ah, observed and adult model exhibit
fairly noble forms of aggression toward and above it all namely,
ah, the model pummeled it with a mallet. Ah, the model, he
tossed it down, sat on it, punched it in the face, uhm, tossed it
aggressively, kicked it across the room and this was
embellished with a lot of verbal hostile statements. Now, that
time, it was widely believed that exposure to, ah, ah, to
aggression would train aggressive drives. And we found that it
was really instigated rather than, ah, than reductive. We found
that the children were creped to model. This noble styles of
behavior intended to increase other forms of aggression. For
example, ah, children within the aggressive modeling condition
had more interested in playing guns and so on. And the children
who had not been exposed to aggressive modeling had, ah,
never exhibited any of these noble styles of behavior.
Phil Crowley: These findings reveal a dark side to observational
learning.
David G. Myers: Mass media provide very potent role models
that influenced children and teens and the dogs who were
observing and absorbing, and sometimes, imitating children
who are heavily exposed to TV violence and do behave more
aggressively. And it's just the correlation. Maybe it's aggressive
children who are more prone to TV watching out of violence for

11. example. But we also have experiments that randomly assigned
children to watch either violent or non-violent television and
then record their behavior later. And indeed, they are more
aggressive if they've seen violent television.
Albert Bandura: Tolerance and violence, first of all, it's an
excellent teacher. And so kids, ah, kids see different forms of
aggression. They learned aggressive patterns of behavior.
Secondly, it tends to reduce restrains over, over aggression.
And this is because, ah, most of the aggression is performed by
Captain Virtue. The good guys are killing off the bad guys.
And, uhm, and this gives, ah, social and moral sanction to the
use of violence as a way of solving, ah, solving problems. Ah,
third, it tends to desensitize and habituate, ah, people to
aggressions so they're no longer upset by it.
DONALD F. ROBERTS, PH.D. STANFORD UNIVERSITY
Donald Roberts: Most people in this country say, "Come on, it's
entertainment. It's in the background." Well, it changes the way
we think about the world. And I don't just mean children with
the correlations between adults watching violence and the
number of locks they have on their door, pretty high.
David G. Myers: We now also have studies of video game plan
that suggest it's effects are even greater than the effects of
passively observing television. Because when you're playing a
violent video game, you are actively simulating the role of mass
murderer. And that seems to leave more of a residue in your
own attitudes and behavioral tendencies than those merely
passively and quietly observing violence on television or in a
movie.
Phil Crowley: Mockingly, aggressive behaviors in the mass
media are not the only ones that can be modeled by children.
David G. Myers: We can assign them to watch what we called
pro-social that is positive social helping behavior or a neutral
program. And see if they're more helpful after watching pro-
social media. And indeed, they are.
Donald F. Roberts: What's the downside of lying? What's good
about perseverance? Why is it important to learn or read? All of

12. those kinds of issues, character issues and social issues, and
how can we put them into scripts. Indeed, my position is how
can they become the, the defining of every story.
Albert Bandura: Are the power of modeling is that a single
model can impact vast numbers of populations, ah, ah, sort of
divorce from time and place. For example, when the East
Germans brought down the Berlin wall on top of their present
regime, their strategy of mass action was instantly, ah, modeled
by the other, ah, East European countries. And so, they quickly
tap hold their, ah, rulers and regimes. The main determinant was
they're modeling what they saw as an effective strategy.
Phil Crowley: Research on prosocial modelling has
demonstarted the positive effects of observational learning. But
for Bandura, it's change the legacy of the Bobo doll experiment
forever.
Albert Bandura: Here was an experiment done for three years
ago and then a very creative producer read the experiments. And
he produced a long running serial dramas that ran a year or two
or three, ah, designed to, ah, mirror its own social problem. Ah,
what you do is you model the kind of problems people are
struggling with. And then, you model, ah, the impediments that,
that they face. And then, you, through these dramas, you inform
them, you enable them, you motivate them and you guide them,
ah, to, ah, a vision of a better life, and how they can take the
steps, ah, to realize it. The one that's really, ah, powerful is the
one we had in India to raise the styles of women-- viewership,
25 million people. And in the plot line, a mother fights against
the discriminate policies against girls. And she, ah, promotes
for education. Taru(ph), the daughter, has become a national
model. And so we have adults in that areawho are now setting
up a letter C classes for adults. We have teenagers who had no
schooling are now avid readers. The vision of what they wanna
become has been raised. And for them, started a little school
for, ah, very poor children are on the, ah, village well.
Albert Bandura: So these are the kind of large scale changes
you can achieve for this kind of vehicle or, ah, try to address

13. some of the most urgent goal of permits.
Phil Crowley: By studying the ways we learn and adapt to our
environment, psychologists unlock the vast potential that
learning offers.
TRAVIS GIBBS, PH.D. RIVERSIDE COMMUNITY COLLEGE
Travis Gibbs: Pavelov and Skinner or Bandura bring to the table
the different faucets of learning and how we can approach
learning from different points on the circle.
Phil Crowley: Whether we're conquering our fears, learning to
walk or changing the world.
Produced By SALLY BEATY Written By CODY FARLEY
Associate Producer CODY FARLEY Academic Consultant
JEAN P. VOLCKMANN, Ph.D. Director Of Photography
PATRICK ALLEN Editor JOY S. ZIMMERMAN Sound Mixer
GEORGE STUPAR Segment Director PATRICK ALLEN
Composer PETER DAVISON Narrator PHIL CROWLEY
Production Manager MIKE MORANO Head Of Visual Research
ZOÉ SHERLICK Visual Researcher SYDNEE RISK Production
Coordinator LAURA MOSS Grips MICHAEL FLORES STEVE
ROLLINS CHRISTOPHER LINARES Assistant Editor ERIC
LUCAS Production Assistant GREGORY JORDAN On-Line
Editor DIRK CARLSON Re-Recording Mixer SAMUEL
ARONSON SFX Pre Lay KEN CAIN Account Manager - CCI
Digital JASON RISK Post Production Services Provided By CCI
DIGITAL Main Title Sequence JAMES KNIGHT "Find Out
More" Editor GREGORY JORDAN Production Services
Provided By MOBILE IMAGE Transcription KEYSTROKE
GURUS Closed Captioning VISUAL SOUND, INC. ARCHIVAL
MATERIAL COURTESY OF: ABCNEWS VIDEOSOURCE ©
Bettman/CORBIS Centers for Disease Control and Prevention
Getty Images Film Library of Congress National Institute of
Mental Health Population Communications International, Inc.
U.S. Agency for International Development U.S. Fish and
Wildlife Service © Worth Publishers, New York, NY SPECIAL
THANKS David G. Myers, Ph.D. Kathryn Brownson Thomas
Ludwig, Ph.D. Albert Bandura, PhD, Stanford University John

14. Garcia and Joan Gustavson Susan Mineka, PhD, Northwestern
University Bob Shepard, UAB Office of Media Relations
Sydnee Risk and Kahlua Taub Therapy Clinic and CI Research
Facility, University of Alabama University of Wisconsin
Harlow Primate Laboratory ▸IN▴TELE▾COM◂
INTELLIGENT TELECOMMUNICATIONS © 2006 INSIDE
OUT Episode #111 (800) 576-2988 www.intelecom.org
Phil Crowley Inside out is a 22-part series about Psychology.
For information on this program and the accompanying
materials, call 1 (800) 576-2988 or visit us online.