Two black men were arrested in a Philadelphia Starbucks for doing .docx

Two black men were arrested in a Philadelphia Starbucks for
doing nothing
By Emily Stewart
Two black men were arrested and escorted out of a Philadelphia
Starbucks on Thursday after staff called the police to report
they refused to leave; the men hadn’t ordered anything and were
reportedly waiting for a business associate to arrive. The staff
reportedly called 911 because Starbucks does “not allow
nonpaying people from the public to come in and use the
restroom,” Philadelphia Police Commissioner Richard Ross told
the Philadelphia Inquirer. The employees said the men were
trespassing and had refused to leave the restaurant.
A video of the incident has swept across the internet and
sparked widespread outrage, prompting Starbucks to issue
a less-than-satisfying apology on Saturday afternoon. CEO
Kevin Johnson issued a lengthy statement on the incident on
Saturday evening and said he wants to meet personally with the
men arrested to apologize.
The saga began when a video posted on Twitter on Tuesday
showed police arresting two black men in Twitter for “doing
nothing,” in the words of the user who posted the video. Two
people — not the men — can be heard protesting as the police
remove the men’s chairs and escort them out. “This is
ridiculous,” one white man says to an officer in the video. The
men do not protest.
The video has been viewed more than three and a half million
times on Twitter since Thursday.
Police responded to the call and to keep things from “getting
out of hand,” he said, and asked the men to leave, as Starbucks
did not want them there. Ross defended the officers, saying they
“did absolutely nothing wrong,” but the police department said
it was conducting an “internal investigation.”

There are a lot of questions here, and they’re not just about the
police.
The video of the incident shows at least six police officers
taking the two men into custody — a high number, given they
were doing nothing.
The obvious question: Beyond the police’s response, why were
they called in the first place? People meet in Starbucks all the
time, and they wait for others in the restaurant before ordering.
Starbucks issued an apology on Saturday to the “two individuals
and our customers” and said the company is “disappointed” that
it led to an arrest. “We are reviewing our policies and will
continue to engage with the community and the police
department to try to ensure these types of situation never
happen in any of our stores,” the statement says.
Johnson in a longer statement released on Saturday evening
reiterated the apology and said the company plans to investigate
the incident and “make any necessary changes to our practices
that would help prevent such an occurrence from ever
happening again.” He said Starbucks is “firmly against
discrimination or racial profiling” and that he hopes to meet the
men “to offer a face-to-face apology.”
A second video from the Thursday incident posted
on YouTube shows an extended version of what happened. The
two black men who are ultimately arrested speak calmly to
police. A third man, later identified real estate developer
Andrew Yaffe, who is white, appears and protests.
“Does anybody else think this is ridiculous?” he asks, calling it
“absolute discrimination.” Yaffee spoke with attorney Lauren
Wimmer about the incident, and she talked to the Philadelphia
Inquirer. “He was meeting with the two gentlemen at the
Starbucks to discuss business,” Wimmer said Saturday,
identifying Yaffe as a friend. “These two guys are business
professionals in commercial real estate.”
Wimmer is representing the men who were arrested, who have
not been identified publicly. She told the Inquirer she believes

the reason for the arrest was “completely based on race” and
noted there was “no indication any crime was being committed.”
Starbucks is not the first major restaurant chain to come under
fire for racial discrimination. In 1994, Denny’s agreed to pay
more than $54 million to settle racial discrimination lawsuits; in
2004, Cracker Barrel paid $8.7 million in discrimination
lawsuits.
PSY 1010, General Psychology 1
Course Learning Outcomes for Unit V
Upon completion of this unit, students should be able to:
5. Explain basic cognitive functions.
5.1 Identify some methods that people use to solve problems
and make decisions.
5.2 Summarize a theory of intelligence.
5.3 Explain how early childhood language develops.
Course/Unit
Learning Outcomes
Learning Activity
5.1
Unit Lesson

Chapter 7
Experiment: Mental Rotation
Unit V Assessment
5.2
Unit Lesson
Chapter 7
Video: In the Real World: Intelligence Tests and Stereotypes
Video: Thinking Like a Psychologist: Intelligence Tests and
Success
Unit V Assessment
5.3
Unit Lesson
Chapter 7
Unit V Assessment
Reading Assignment
Chapter 7: Cognition: Thinking, Intelligence, and Language
A link to Chapter 7 of the eTextbook is provided in the
Required Reading area of Unit V in Blackboard.
View the following eight videos in MyPsychLab. You can
access the videos by clicking the links provided in
the Unit V Required Reading area of Blackboard. (You must be
logged into Blackboard in order to access any
MyPsychLab features.)

lligence Tests and Success
UNIT V STUDY GUIDE
Cognition: Thinking, Intelligence,
and Language
UNIT x STUDY GUIDE
Title
Unit Lesson
Quite frequently, thoughts that we proactively seek to avoid
wind up plaguing our conscious thoughts beyond

relief. Did you realize those unwanted thoughts can make peace
and mental tranquility a seemingly elusive
goal? As a matter of fact, Wegner (1988) explained that the
dilemma we face is not actually rooted in our
consciousness. No, trouble surfaces when we seek to suppress
those thoughts. When you attempt to repress
a particular thought, you actually begin to focus on it even
more. For example, if I told you stop thinking about
an orange basketball, could you do it? Try it. Do not think about
a round, orange basketball. Now quickly,
what are you thinking about? Is it the orange basketball? As you
explore this unit, you will gain more insight
into mental manipulation. Start to think about how you
categorize various objects around you. Do you believe
all of your thoughts are conscious ones? Could you be thinking
about something without really being aware
of such?
Are you a rational thinker? How often are you influenced by
your gut instincts as you attempt to make a huge
decision in your life? Within this unit’s chapter readings,
Ciccarelli and White (2017) discuss our ability to
make rational decisions. In fact, we are always thinking or
processing mental information; however, we have
two major types of thinking. The first system of thinking relates
to our ability to formulate quick decisions?
What do you want to eat for lunch? This decision is made quite
likely by your personal experiences and your
innate desires. On the other hand, some thinking requires more
complex and analytical processing. We might
even think of certain rules to help shape this thinking. This
system of thought is tied to our formal educational
training. Overall, we use a combination of the two systems to
govern our thinking.
Is Rational Thinking an Inherited Trait?

Have you ever just had a negative, gnawing feeling about
someone but you just did not understand why?
From where did these feelings surface? Do you think they were
inherited?
Let’s go back to the previous question that was posed. Are you
a rational thinker? According to Brown (1997),
a study was conducted in London, England, that purports that
daughters quite frequently inherit their intuition
from their dads. The featured research examined respondents’
ability to recognize adequate social behaviors
while also examining their ability to decode nonverbal cues.
The study had 88 families to participate. These
families were unique in the fact that the daughters in the study
had been diagnosed with Turner’s syndrome.
(This is a genetic condition that describes those who have only
an X chromosome.) The parents were told to
rate their daughters on numerous measures of social
intelligence. It was then ascertained if the single X
chromosome had been inherited from the girl’s mother or father.
The results of the study were quite baffling.
Measures of intuition were worse in the population that had
received X chromosomes from the mothers. So
what are your thoughts? If you are a woman, do you think your
reasoning abilities more closely align with
those of your father? If you are a man, what future implications
could these research findings mean for
your daughters?
Take a moment to think how you would rationalize this. Which
is better for an infant: cow’s milk or mother’s
milk? Although it has been widely established that breast milk
is more beneficial for babies than formula when
one considers various gastrointestinal issues, more research is
present that could reveal additional benefits

for mom’s milk over the canned version as well. Stop and think
for a minute. Do you believe that
(Hdconnelly, n.d.) (Galimzianova, 2017)
Have you ever sought to drop
a few pounds, but you just
couldn’t stop thinking about a
lunch with a large pizza and
big soft drink?
Have you ever heard a song,
and your mind instantly flashed
back to an old, sad memory?
UNIT x STUDY GUIDE
Title
breastfeeding will make your baby smarter? Well, if you said
yes, then you are not alone. Some scholars have
performed studies in which they argue that certain correlations
exist between intelligence quotient (IQ) scores
and breastfeeding. In fact, research shared by Der, Batty, and
Deary (2006) reported that participants who
were breastfed had IQ scores that were 6 or 7 points higher than
their non-breastfed counterparts. Many

scholars postulate that breastfeeding promotes brain
development, which ultimately leads to an increase in
cognitive abilities. However, everyone does not agree. On the
other side of this controversial subject, some
argue that the actual decision to give a baby breast milk could
be correlated to other factors that influence
intelligence. The mother’s ethnic background, IQ, and
socioeconomic status can also guide her decision to
breastfeed. These additional confounding variables can directly
influence intelligence as well (Der, Batty, &
Deary, 2006).
Cognition and Intelligence
Does your mom have a hard time processing certain thoughts?
What about your grandmother? Have you
found that she has difficulties with certain cognitive functions?
Within this unit, you will learn that difficulties
with cognitive processing can often be tied to low levels of
estrogen. Although this is seemingly dismal news
to grasp, recent advances in estrogen-replacement therapy give
more hope in this area. In essence, it has
been discovered that elevating one’s estrogen levels can lead to
higher mood satisfaction as well. These
enhancements can also improve cognitive processing too. So,
what do you think? Would your mom be willing
to try estrogen therapy if she believes that it could improve her
reaction time in certain circumstances? What
about your grandmother? Would she try this therapy if it could
assist her verbal memory efforts?
What do you really think about a person’s intelligence? Do you
think
one can truly ascertain or predict college performance based on
a

single standardized test score such as the one you receive from
American College Testing (ACT) or SAT (once known as the
Scholastic
Achievement Test)? Could test anxiety ever hinder one’s test
performance? What about test items that are overwhelmingly
biased? (If
you have never been outside your small rural state for a family
vacation,
would it be easy for you to hypothesize a round trip, cross-
country
summer excursion with your wealthy family if this was a task
for you to
complete as a test item?) Be sure to explore all of the
information on
intelligence quite closely. The textbook authors share
information on
Gardner’s Theory of Intelligence. In essence, Gardner believed
that we
can possess levels of intelligence in multiple areas. Do you have
children? If so, did you realize that your attitude towards higher
education can directly impact their academic performance?
According
to Ciccarelli and White (2017), intelligence involves quite more
than we
often realize.
On the other hand, some individuals face challenges related to
intelligence. In fact, IQ tests are often utilized to ascertain if
people have
mental deficits. Ciccarelli and White (2017) explain that an
intellectual
disability is classified as a neurodevelopmental disorder. To be
categorized as such, the person could have a lower IQ score
when
compared with the mean average of their neurotypical
counterparts.

Additionally, the person might have adaptive challenges that
would
make it difficult for him or her to live independently, hold down
a job, or
even communicate effectively with others. There are varying
levels of intellectual disabilities from very mild to
quite profound. For example, some individuals could be non-
verbal, easily influenced, and manipulated by
others. Additionally, some people might have issues in social
situations or possess poor communication
tactics. On the other end of the intelligence spectrum is
giftedness. These are people who have IQs on the
high end of the distribution curve, usually an IQ above 130
points. Ciccarelli and White (2017) share that
numerous stigmas have been associated with this group as well.
It has been touted that they are socially
awkward and physically weak. These erroneous assumptions are
just as inaccurate as those that are often
associated with people who suffer from intellectual disabilities.
One cannot make wide-sweeping
generalizations about either group. Furthermore, emotional
intelligence focuses on how well one can manage
(Thinglass, 2014)
UNIT x STUDY GUIDE
Title

his or her emotions and to think effectively while also
understanding the feelings of others. So what do you
think? Can a person be book smart but not have common sense?
Language
Finally, as you conclude your exploration of this unit, make
sure that you review the information on language
development closely. Language is how we combine words to
communicate with others. Language not only
helps us to communicate with people, but it helps us to
externalize our internal thoughts. Ciccarelli and White
(2017) explain that grammar encompasses the system of rules
that we use to structure our language. As you
read this section, you will learn that all languages have basic
sounds that we call phonemes. (Did you realize
that you were actually born with the ability to decipher
phonemes from other languages when you were born
but that the ability decreases as you are exposed to one primary
language?) You will learn more about
morphemes, syntax, semantics, and pragmatics as you read this
chapter. For example, have you noticed that
you speak to a child using different words than you would to an
adult? Additionally, have you observed that
your pitch is higher when you talk to a baby and you often
repeat yourself? (You are unknowingly helping the
infant to develop language by embracing these strategies.)
Begin to notice how you communicate with others
on a daily basis.
References
Brown, D. (1997, June 12). Girls may inherit intuition gene

from fathers. Retrieved from
https://www.washingtonpost.com/archive/politics/1997/06/12/gi
rls-may-inherit-intuition-gene-from-
fathers/98099c76-8ffb-42f1-9c38-
37f0cd2801d5/?noredirect=on&utm_term=.5dc7c11e210a
Ciccarelli, S. K., & White, J. N. (2017). Psychology (5th ed.).
New York, NY: Pearson.
Der, G., Batty, G. D., & Deary, I. J. (2006). Effect of breast
feeding on intelligence in children: Prospective
study, sibling pairs analysis, and meta-analysis. British Medical
Journal, 333(7575), 945–948.
Galimzianova, L. (2017). Listen to sad music concept, ID
98670461 [Photograph]. Retrieved from
https://www.dreamstime.com/stock-photo-listen-to-sad-music-
concept-listen-to-sad-music-concept-
headphones-sad-smile-image98670461
Hdconnelly. (n.d.). Woman craving junk food, ID 14166795
[Illustration]. Retrieved from
https://www.dreamstime.com/royalty-free-stock-photo-woman-
craving-junk-food-image14166795
Iqoncept. (n.d.). What do you think survey poll question, ID
20602105 [Illustration]. Retrieved from
https://www.dreamstime.com/royalty-free-stock-photo-what-do-
you-think-survey-poll-question-

image20602105
Thinglass. (2014). IQ test today, ID 41924908 [Illustration].
Retrieved from
https://www.dreamstime.com/stock-photo-iq-test-today-phrase-
written-blackboard-sign-reminder-to-
bring-your-brain-image41924908
How would life be different if we
didn’t have language?
(Iqoncept, n.d.)
UNIT x STUDY GUIDE
Title
Wegner, D. M. (1988). Stress and mental control. In S. Fisher &
J. Reason (Eds.), Handbook of life stress,
cognition, and health (pp. 685–699). Chichester, England:
Wiley.
Suggested Reading

For a review of this unit’s concepts, you are encouraged to view
the PowerPoint presentation for the chapter
reading by clicking on either of the links provided below.
Click here for the Chapter 7 PowerPoint Presentation. Click
here for a PDF of the presentation.
Learning Activities (Nongraded)
Nongraded Learning Activities are provided to aid students in
their course of study. You do not have to submit
them. If you have questions, contact your instructor for further
guidance and information.
In the Nongraded Learning Activities area of Unit V in
Blackboard, you will find MyPsychLab links to access
the following resources. They can help you to assess your
understanding of this unit’s concepts.
–309 of the
eTextbook, there is a Test Yourself section. You
can take the quiz to assess your understanding of the chapter
material.
https://online.columbiasouthern.edu/bbcswebdav/xid-
111628492_1
111628491_1

Course Learning Outcomes for Unit IV
Upon completion of this unit, students should be able to:
4. Describe ways in which humans learn new behaviors.
4.1 Define the functions and effectiveness of the term
reinforcement.
4.2 Discuss how operant conditioning is used to change human
behavior.
4.3 Describe the three processes of memory and how they are
used in one’s daily life.
Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit Lesson
Chapter 5, pp. 176–206
Video: Negative Reinforcement
Video: The Big Picture: What Does it Mean to Learn?
Unit IV Assessment
4.2

Unit Lesson
Video: The Basics 1: Classical Conditioning: An Involuntary
Response
Video: The Big Picture: What Does it Mean to Learn?
Simulate the Experiment: Learning
Unit IV Assessment
4.3
Unit Lesson
Video: Reasons for Forgetting
Unit IV Assessment
Reading Assignment
Chapter 5: Learning, pp. 176–206
Chapter 6: Memory, pp. 222–252
Links to Chapters 5 and 6 of the eTextbook are provided in the
Required Reading area of Unit IV in
Blackboard.
View the following nine short videos in MyPsychLab. You can
access the videos by clicking the links provided
in the Required Reading area of Unit IV in Blackboard. (You
must be logged into Blackboard in order to
access any MyPsychLab features.)

Response
UNIT IV STUDY GUIDE
Learning and Memory
UNIT x STUDY GUIDE
Title
Unit Lesson

Learning
In 1920, Rev. J. A. L. Singh went on a hunting expedition, and
he and his party found Kamala (who was
approximately 8 years old) and Amala (who was close to 2 years
of age). The children were found with their
wolf mother and her three cubs. The group rescued the children,
but there was not a happy ending to this
story. In fact, Amala died after only a year living away from the
wolves. Kamala, on the other hand, lived until
16, but she struggled to learn speech, and she only mastered a
total of 45 words. She spent years being
frightened when she saw humans, and she would even shriek
and cry when someone approached her. She
was primarily mute except for the two-to-three word sentences
that she would string together. Eventually,
Kamala became affectionate, but only after years of extensive
attention and therapeutic massage given to her
by Mrs. Singh. Her ability to learn was forever thwarted (Singh
& Zingg, 1941).
Is it possible to teach an old dog new tricks? Once one reaches a
certain age, does learning cease to occur?
Could an individual’s past learning experiences negatively
impact his or her ability to learn effectively in the
future? If one can learn a new behavior, can he or she unlearn
one as well?
Within this unit, Ciccarelli and White (2017) discuss that two
types of
conditioning are used to explain behaviors: classical and
operant. Think
for a moment. Do you believe that certain actions can be

embraced to
help one overcome undesirable behaviors or fears? As a matter
of fact,
numerous researchers posit the affirmative can take place by
utilizing
conditioning. For example, if you were bitten by a dog when
you were 6
years old, it is quite likely that you could have developed a fear
for all
dogs based on your experience with that one dog. The stimulus,
is now
associated in your memories with the painful (negative) attack.
So, how
could you overcome this negative connotation with dogs? One
strategy
would involve systematic desensitization. This would occur
when you
were slowly exposed to your fear-evoking stimulus, a dog, but
in a safe
environment. In fact, this form of therapy is often compared to
extinction,
when behavior that previously elicited a certain response is no
longer
reinforced due to missing consequences. So, what do you think?
Could
you learn to overcome a fear from your past by associating it
with new
thoughts and experiences?
(Höpfl, n.d.)
Can a child raised by animals learn?

Could he or she learn to survive alone
in the wilderness? What would happen
if a child is given little to no human
contact? How can a child’s learning be
impacted if he or she is raised in
isolation?
(Iqoncept, n.d.)
UNIT x STUDY GUIDE
Title
Within the lab, you will be able to learn more about Ivan Pavlov
and his breakthrough research on conditioning. Continued
exploration of this unit will give more insight into classical
conditioning and humankind’s attempts to shape or influence
certain behaviors. In essence, Pavlov purported that certain
elements must be present for conditioning to effectively occur.
He postulated that an unconditioned response (UCR) is
something that occurs innately due to genetics; it is unlearned.
Therefore, when a dog sees food, also called an uncontrolled
stimulus (UCS), his brain is wired to make him salivate (UCR).
He was able to eventually get the dogs to salivate by associating
the dog food dish, which was previously a neutral stimulus,
with

food, and this produced a conditioned response. In essence, the
dogs learned to associate the dish with the yummy food.
Ciccarelli and White (2017) also provide critically important
information about operation conditioning as well.
As you read this section, begin to explore your thoughts. Have
you ever considered what prompts you to
approach certain behaviors? Consequently, could certain issues
cause you to avoid other actions altogether?
Edward Thorndike’s law of effect argued that individuals are
more prone to replicate certain behaviors if they
are associated with reinforcement. What are your thoughts?
Have you ever given a child a piece of candy to
encourage (reinforce) a particular behavior? Can one also
embrace certain actions to alter certain behaviors?
You will learn more about behavior modification techniques
that are associated with operant conditioning.
Which strategy would you deem as the most effective? Which
one do you think has the highest propensity for
creating negative responses? How could you utilize this
knowledge to positively shape your educational
experiences?
Do you think all people learn the same? Could differing
outlooks emerge even when individuals experience
the same event? Extensive research has been conducted to
explore this issue. In fact, Edward Tolman (1949)
centered his research on latent learning. He explained that six
types of learning exist: drive discrimination,
field expectancies, cathexis, motor patterns, field-cognitive
modes, and equivalence beliefs. To give you an
example of motor patterns, think about an animal that sees food
(grass) beyond a fencepost. The animal will
repeatedly shake the post in order to attempt to gain access to
his luscious meal. Tolman’s varied schools of

thought were influenced by a culmination of work including that
performed by Edwin Guthrie, Clark Hull, and
numerous gestaltists.
On a scale of 1–10, how effective is punishment in your
estimation? Martin and Pear (2011) explain that
individuals often dispense physical punishment as a stimulus in
an attempt to elicit discomfort, and
essentially, stop the misbehavior. Various forms of punishment
exist from electrical shocks to loud noises,
spankings, and even small pinches. (Do you recall your mom
pinching you as a child? Did it work to stop your
behavior?) On the other hand, response cost involves removing
a certain reinforcement when an unideal
behavior takes place. Think about this. Have you ever received
an overdraft banking fee, library fine, or
parking ticket? Did these forms of punishment shape your future
actions and make you think twice in future
situations?
As you conclude your exploration of this chapter, begin to
carefully examine your thoughts about violence.
Does it bother you to view aggressive acts in video games? Do
you enjoy watching vicious crime movies? Do
you think people can become desensitized to viewing violence?
What implications could numbing reactions to
violence have on our children and future generations?
Memory
What did you eat for supper Monday night? What did you do for
fun last weekend? Where were you on
September 11, 2001?
Was it difficult to recall the answers to the first two questions?
What about the last question? Could you

immediately retrieve your memories from that fateful day? If
so, you are not alone. Brown and Kulik (1977)
explain that individuals can usually recall vivid memories that
are associated with shocking events. This is
referred to as a flashbulb memory. Ciccarelli and White (2017)
review numerous issues related to memories
and the impact of the power of suggestion. Think about your
previous experiences when attempting to recall
Pavlov’s dog experiment
(Kabanova, n.d)
UNIT x STUDY GUIDE
Title
certain events. Did specific questioning techniques assist your
efforts or influence your memories? When
prompted by certain questions, did you begin to recall aspects
that never actually took place? Do you think it
is possible to reconstruct a memory with 100% accuracy?
What is 3 x 4? Were you able to quickly answer 12? Did you
have an easy or difficult time learning your
multiplication facts in elementary school? If you experienced
difficulties memorizing these basic facts, how did
that affect your ability to later solve algebraic equations? Do
you believe one’s past experiences can thwart

his or her ability to effectively glean new information?
Ciccarelli and White (2017) explain that one’s ability to
recall a certain memory can be influenced by the performance
that is required. For example, the three-box
model of memory is embraced by numerous scholars to explain
memory. This model purports that we have
three separate memory systems: sensory, short-term, and long-
term. These systems encompass how we
process our memories. This model also reinforces that our
ability to successfully process certain thoughts will
directly impact our ability to recall the memory effectively. As
you explore this unit, challenge yourself to
embrace new strategies that can assist your ability to recall
information.
Where did I place my glasses? What was John’s phone number?
Ciccarelli and White (2017) explain that several reasons exist
that explain why we forget. In fact, numerous
mechanisms can account for our forgetfulness. Which one most
accurately is associated with you? Have you
ever attempted to forget a memory on purpose? Do you believe
it is possible to suppress a traumatic event
but later recall the happenings with 100% accuracy?
What was your favorite toy at 2 years of age? Did you enjoy
drinking chocolate milk after recess when you
were in kindergarten? In fact, what is your earliest memory?
How old were you, and what were you doing that
day? Do you remember what you were wearing? Do you have a
picture of yourself from that memory? Could
the picture or stories shared with you by others influence your
memories? As you conclude your examination
of this material, you will uncover research that argues many of
our Kodak moments are simply stories that we
have reproduced in our minds based on stories that we have

heard from others. So, what do you think? Are
your memories really your own? Have you been influenced by
stories passed on from your family members?
What are you doing now to shape your children’s memories?
References
Brown, R., & Kulik, J. (1977). Flashbulb memories. Cognition,
5(1), 73–99.
Ciccarelli, S. K., & White, J. N. (2017). Psychology (5th ed.).
New York, NY: Pearson.
Höpfl, D. (n.d.). Man is afraid of a little dog, ID 107956225
https://www.dreamstime.com/man-afraid-little-dog-clipart-who-
image107956225
Iqoncept. (n.d.). What do you think survey poll question, ID
20602105 [Illustration]. Retrieved from
https://www.dreamstime.com/royalty-free-stock-photo-what-do-
you-think-survey-poll-question-
image20602105
Kabanova, V. (n.d.). Pavlov’s dog. Experiments, ID 68085050
https://www.dreamstime.com/stock-illustration-pavlov-s-dog-
experiments-illustration-study-
conditioned-reflex-experiment-salivation-image68085050

Martin, G. L., & Pear, J. (2011). Behavior modification: What it
is and how to do it (9th ed.). Upper Saddle
River, NJ: Prentice Hall.
Singh, J. A. L., & Zingg, R. M. (1941). Wolf-children and feral
man. New York, NY: Harper.
Tolman, E. C. (1949). There is more than one kind of learning.
Psychological Review, 56(3), 144–155.
UNIT x STUDY GUIDE
Title
Suggested Reading
Continue reading in your eTextbook for additional information
on learning and memory. You can access the
readings via a link provided in the Suggested Reading area of
Unit IV in Blackboard.
Chapter 5: Learning, pp. 207–220
Chapter 6: Memory, pp. 252–262

For a review of this unit’s concepts, you are encouraged to view
the PowerPoint presentations for the chapter
readings by clicking on the links provided below.
Learning Activities (Nongraded)
Nongraded Learning Activities are provided to aid students in
their course of study. You do not have to submit
them. If you have questions, contact your instructor for further
guidance and information.
In the Nongraded Learning Activities area of Unit IV in
Blackboard, you will find MyPsychLab links to access
the following resources. They can help you to assess your
understanding of this unit’s concepts.
–221 of the
material.
–264 of the

material.
111628488_1
111628487_1
111628490_1
111628489_1
The java giant closed all stores for racial bias training after two
black men were arrested in Philadelphia earlier this year.
April 12Two black men are arrested by Philadelphia police after
a Starbucks manager called 911, claiming they were trespassing.
A video of the incident quickly goes viral, leading critics to
question why the men were arrested and whether race played a
factor.
April 14The Philadelphia mayor’s office and police department
launch separate investigations.
Andrew Yaffe, a friend of the arrested men, says he was
meeting them at Starbucks for a business meeting. Yaffe is a
real estate investor.
Starbucks apologizes to the arrested customers, promising
action to shore up in-store practices.
April 16Protesters demonstrate outside the Starbucks location in
Philadelphia. The café manager behind the call eventually
leaves the company.
A video of a black man being denied access to a bathroom in a
California Starbucks after a white man was given access goes
viral.
April 17Starbucks says it will close its 8,000-plus locations on

the afternoon of May 29 to hold training for its almost 175,000
employees.
The curriculum will be developed with a range of experts in
countering racial bias. The company goes into damage control,
releasing a video statement from CEO Kevin Johnson and lining
up interviews with media.
April 18The Philadelphia store manager that called 911 is
identified as Holly Hylton. Her past Facebook posts on Spanish-
speaking customers and treatment of employees attract the
media’s attention.
Audio of the 911 call is released. Hylton reportedly didn’t warn
the two black men she would call the police. Starbucks
executive chairman Howard Schultz is interviewed by CBS’
Gayle King. He says he’s "ashamed" by the incident.
The men arrested are identified as Rashon Nelson and Donte
Robinson.
April 19Nelson and Robinson say they feared for their lives.
They add they met with CEO Johnson.
April 22More than 100 members of Omega Psi Phi protest
outside the Starbucks where former member Nelson was
arrested.
April 26
Johnson says the incident hasn’t hurt sales.
April 30
Starbucks drops the Anti-Defamation League from its racial bias
training, saying it will serve in an advisory capacity.
May 2
Nelson and Robinson settle with Philadelphia for $1 each. City
officials promise to set up a $200,000 program for young
entrepreneurs.
Starbucks also offers to cover full tuition for Nelson and
Robinson’s studies at Arizona State University.
May 29
Starbucks closes nationwide for a four-hour training session
featuring a film by Stanley Nelson. It costs $16.7 million in lost

sales.
Conclusion: Mixed
Starbucks apologized and took action, but may have spread
damage by including, then excluding, the Anti-Defamation
League.Takeaways
The initial apology didn’t sufficiently grasp the severity of the
action. The store closure follow-up was a grand gesture that
went some way to healing the wounds.
The situation was spiraling by the time Starbucks made its
second statement. That three-day delay cost the company some
traction.
Joint Statement from Starbucks ceo, Kevin Johnson, Donte
Robinson and Rashon Nelson
May 02, 2018
•
2 min read
PHILADELPHIA; (MAY 2, 2018) —
After constructive conversations, and mediation before a retired
federal judge in Philadelphia, Donte Robinson, Rashon
Nelson and Kevin Johnson, ceo of Starbucks Coffee Company
(NASDAQ:SBUX) reached a settlement agreement earlier this
week that will allow both sides to move forward and continue to
talk and explore means of preventing similar occurrences at any
Starbucks location.
The agreement between the parties stems from the arrest of
Robinson and Nelson at a Starbucks store in Philadelphia on
April 12 and includes a confidential financial settlement as well
as a commitment to continued listening and dialogue between
the parties as a means toward developing specific actions and
opportunities.
As Johnson said previously, “I want to thank Donte and Rashon
for their willingness to reconcile. I welcome the opportunity to
begin a relationship with them to share learnings and
experiences. And Starbucks will continue to take actions that

stem from this incident to repair and reaffirm our values and
vision for the kind of company we want to be.”
Robinson and Nelson intend to focus the public reaction to their
arrest toward providing opportunities for young people from
underserved communities.
Jointly they said, “We appreciate the opportunity to have
meaningful discussions with Kevin Johnson and the group
around the table to address hard issues. We all recognize the
importance of communication about differences and solutions,
and that we will be measured by our action not words.”
And as part of the agreement, Robinson and Nelson will have an
opportunity to provide input based on their personal experience
to former U.S. Attorney General Eric Holder as part of the
company’s long-term diversity and equity efforts.
Robinson and Nelson have also been offered the opportunity
to complete their undergraduate degrees through the Starbucks
College Achievement Plan, a first of a kind partnership with
Arizona State University otherwise available to Starbucks
partners to earn their bachelor’s degree with full tuition
coverage.
The pair are represented by Stewart L. Cohen and Harry M.
Roth of Cohen, Placitella & Roth, P.C., a Philadelphia law firm.
Share This Article
Anatomy of a PR response: How Starbucks is handling its
Philadelphia crisis
By
Jena McGregor
April 19, 2018 at 7:17 a.m. EDT
Starbucks’ decision to close all 8,000 company-owned stores for
an afternoon to hold "racial-bias" training raises an important
question for companies wrestling with how to respond to crises
amid racial tension in an era of social media: Can something be
a grand gesture that goes above and beyond what many

companies would do — yet still not be enough?
The company's bold move, which was announced Tuesday and
followed the social-media uproar and in-store protests that
erupted after the arrest of two black men waiting at one of the
coffee giant’s Philadelphia cafes, was mostly applauded by
crisis management and diversity experts, some of whom called
it a "courageous" or even "genius" gesture -- especially
following an initial statement that drew criticism.
“I think Starbucks is sending a strong message in doing this,”
said Jeff Dickerson, a crisis communications adviser in Atlanta.
“They’re bucking the trend, because ordinarily when large
companies find themselves in this situation, they have counsel
who will advise them against" admitting they'd done anything
wrong.
Yet this is Starbucks, a brand that has positioned itself in
our national consciousness as not just a restaurant chain or
retail operation, but as a “third place” meet-up spot for the
community. It has long been vocal about its progressive values,
whether through its flawed #RaceTogether campaign or its
founder’s musings on immigration or same-sex marriage,
making an incident like the one in Philadelphia appear even
more out of step than it would at other firms.
Starbucks is turning to a type of workplace training that ‘really
took off after Ferguson’
As a result, Starbucks had to do more in response than the
average company. “You kind of expect Starbucks would do
things like this,” said Paul Argenti, a professor at Dartmouth’s
Tuck School of Business who studies corporate communication
strategy. “The nail that sticks up gets beaten down. They had to
do something more dramatic.”
The issue, of course, is racial bias — a complex,
systemic problem that some observers said an afternoon of
diversity training would do little to change, however well-
intentioned or informed it may be. (The company is turning to
names like Equal Justice Initiative founder Bryan Stevenson and

the NAACP Legal Defense and Education Fund president for
guidance.)
"You’re going to close your stores for an afternoon and take on
500 years of America’s brand of racism?" said Nicole Sanchez,
CEO of Vaya Consulting. (Starbucks CEO Kevin Johnson has
said several times that the May 29 training is only a "first step;"
a Starbucks spokesperson did not immediately respond to
requests for comment.)
Sanchez and other crisis communications experts said the
company’s initial response could have been much stronger and
more unequivocal. After video of the April 12 incident went
viral, Starbucks first put out an apology two days later that
didn’t mention race as an issue and drew criticism for being too
legalistic.
“Their initial formal statement did not resonate well with the
black community,” said Derede McAlpin, chief communications
officer for the Association of Corporate Counsel, who has
worked in crisis communications. “I think it didn’t address the
heart of the issue.” ‘
Later that day, CEO Kevin Johnson issued a memo to employees
that expressed "our deepest apologies," saying "Starbucks
stands firmly against discrimination or racial profiling"
and sharing that he planned to meet those affected in
Philadelphia.
On Sunday, he was out with a somber apology video where he
took responsibility for the crisis, saying “the way that incident
escalated, and the outcome, was nothing but reprehensible --
and I'm sorry." In response to calls to fire the store manager,
Johnson said, "I believe that blame is misplaced. In fact, I think
the focus of fixing this -- I own it. This is a management issue
and I am accountable to ensure we address the policy, and the
practice and the training that led to this outcome."
Gabrielle Adams, a professor at the University of Virginia who
studies CEO apologies, said "in this climate, that kind of mea

culpa is what’s needed." In his apology, "he’s saying we
recognize this is systemic and we don't want to be part of it,"
she said.
By Monday, Johnson sat face-to-face with the two men who’d
been arrested in Philadelphia, as well as the city’s mayor and
other officials. Though crisis communications adviser Mike
Paul would have liked to see Johnson make that visit faster, he
said it was ultimately the kind of human response the occasion
called for.
“When you have a highly flammable emotional situation like a
racial crisis you must match it with a highly emotional solution
in the opposite direction,” he said, rather than a “legal solution”
or a “branding solution.” Speaking about
Johnson’s interview on CNN Tuesday night -- the CEO appeared
visibly shaken while speaking -- Paul said “when I see a CEO
with my buddy [host] Don Lemon being emotional, it feels like
he was honest.”
Howard Schultz says Starbucks manager showed her own
‘unconscious bias’ — and possibly ‘racial profiling’
But it was Starbucks’ move to close its stores that stood out the
most to crisis management advisers. “Starbucks just upped the
game for everyone,” said Carreen Winters, chief strategy officer
for MWW Public Relations. Comparing the move to
Chipotle's 2016 decision to close its stores to deal with E. coli
outbreaks, "what they’re basically saying is bias is at least as
dangerous a problem as food safety."
Some analysts have estimated the move could cost the company
$7 million. And one of the key elements of a good apology,
Argenti said, is to show that it involves some sacrifice: "It's
really hard to think about what other hit you could take than
putting your money where your mouth is and getting rid of sales
for an afternoon."
Yet the real test will be what happens from here.
A second allegation has already emerged in recent days, with a

video suggesting a black Starbucks customer was not allowed to
use a restroom in California while a white customer was. (In a
prior statement provided to The Washington Post, a Starbucks
spokeswoman said it took the incident seriously, saying "[we]
are working closely with the team to learn from our mistakes"
and "we are fully investigating our store practices and
guidelines across the company.")
"They’ve checked the boxes thus far, but people will be
watching and looking after the dust has settled here,” Winters
said. “They will be under the microscope more than ever
before.”

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