Unit 22. Outcome 1: Understand child and young person development. Birth – 1 Month • Sleeps 20 hours a day • Crying – main form of communication (fosters early interaction) • Begins to have distinct facial expressions • Moves around more • Focuses both eyes together • Can detect smells • Sensitive to touch • Uses reflexes • Focuses on source of sound 2 – 3 Months • Visual and oral exploration • Cries‚ coos‚ and grunts • Emotional distress • Smiles at a face (social smiling)
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Measurable and relatively permanent change in behavior through experience‚ instruction‚ or study. Whereas individual learning is selective‚ group learning is essentially political its outcomes depend largely on power playing in the group. Learning itself cannot be measured‚ but its results can be. In the words of Harvard Business School psychologist Chris Argyris‚ learning is "detection and correction of error" where an error means "any mismatch between our intentions and what actually happens."
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Ques. Explain the Role Play method. As a trainer where would you like to use the method and what terminal objectives would the method achieve? Ans. Role play is a learning activity in which participants play out roles in a simulated situation. Role plays provide a highly motivational climate because participants are actively involved in a realistic situation. The trainer prepares the role – briefs and briefs the role- players about what they would do before the remaining members of the group. Each
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Psychology Revision | Unit 1 and Unit 2 | | | Damien Edwards | | | | Cognitive Approach Craik and Tulving (1975) Aim – To test the Levels of Processing theory‚ and see if words processed semantically had better recall than words processed phonetically or structurally. Results – 17% recall for structural‚ 36% for phonetic and 65% for semantic processing. Conclusion – The deeper the level of processing‚ the stronger the memory‚ while shallow processing produces weak memory
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Running head: MODELS OF ADDICTION 1 The Three Models of Addiction Barbara Perry Liberty University MODELS OF ADDICTION 2 The addicted person can be a composite of patterns of behavior‚ predisposition‚ and social environment. Generally‚ he is preoccupied with the substance or behavior
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Course Syllabus College of Social Science PSY/300 Version 5 General Psychology Copyright © 2013‚ 2012‚ 2011‚ 2010‚ 2006 by University of Phoenix. All rights reserved. Course Description General Psychology is a survey course which introduces the student to the major topics in scientific psychology as applied to human behavior. Applications of these principles will be made to the human experience. Policies Faculty and students/learners will be held responsible for understanding and
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and reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning process. For behaviorism‚ learning is the acquisition of new behavior through conditioning. There are two types of possible conditioning: 1) Classical conditioning‚ where the behavior becomes a reflex response to stimulus as in the case of Pavlov’s Dogs. Pavlov was interested in studying reflexes‚ when he saw that the dogs drooled without the proper stimulus. Although no
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disorders. The biological approach sees a mental disorder as a medical problem‚ it assumes mental illness to have a physical cause and the treatment offered is physical. Behavioural approach emphasise learned behaviour‚ its treatment is based on conditioning principles. New adaptive behaviours are learned. Other approaches which propose causes of mental disorders as psychological are psychodynamic and cognitive approaches. Each approach has its strengths and weaknesses. One illness that is classified
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Consumer Learning Theories Behavioral learning theory Based on observable behaviors (responses) that occur as the result of exposure to stimuli. Two forms of behavioral learning relevance to marketing are‚ 1). Classical Conditioning 2). Instrumental Conditioning 3). Modeling or Observational Learning Cognitive learning theory • Learning based on mental information
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Khawaja 1 Running head: DISTINCTIONS BETWEEN CLASSICAL AND OPERANT CONDITIONING Distinctions between classical and operant conditioning Aisha Khawaja New Jersey City University Khawaja 2 Running head: DISTINCTIONS BETWEEN CLASSICAL AND OPERANT CONDITIONING Abstract There are many differences between classical and operant conditioning that will be discussed in this paper. These two types of conditioning are often misinterpreted by many individuals; therefore‚ it is important to distinguish the
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