do each part in different document otherways i will consider it as missing part
part one
GOAL:
To identify examples of classical conditioning in your own life.
INSTRUCTIONS:
Please give an example of Classical Conditioning from your life. Identify the unconditioned stimulus, unconditioned response, neutral stimulus, conditioned stimulus, and conditioned response (You must use ALL of these terms to receive credit).
Think about how classical conditioning (associative learning) works in advertising. Find an ad/commercial on YouTube posted within the last three years in which associative learning is being used and embed the video here. Discuss why you feel associative learning is being used and the response the ad is meant to elicit. Please do not use the Nike example from the video
Now repeat steps 1 and 2 above for operant conditioning.
RubricClassical Conditioning Discussion (1)
Classical Conditioning Discussion (1)
CriteriaRatingsThis criterion is linked to a Learning OutcomeExample of classical conditioning provided
Great work, you provided an example of classical conditioning
Information missing- looks like you didn’t answer this question
This criterion is linked to a Learning OutcomeVocab terms used- US, UR, NS, CS, CR
Great job, you used all the vocab terms in your classical conditioning example.
Almost there- some terms are missing
Information missing- looks like you didn’t answer this question
This criterion is linked to a Learning OutcomeClassical conditioning in advertising
Nice work- you EMBEDDED an image of your ad and explained how classical conditioning is used
Almost there- more detail is needed
Information missing- looks like you didn’t answer this question
part two
GOAL:
To begin researching for your final project and answer the required questions
INSTRUCTIONS
AFTER I have approved your topic, please answer the following questions. Remember to include citations when answering the questions. Please do not just quote from other articles, use your own words. Even if the information is fact, copy and pasting is still plagiarizing. This is not your actual final project submission. I want you to please answer these questions so I can make sure you have enough information to move onto the design phase of your project. Please answer the following questions:
What is your topic and why is it important? Please include a definition if appropriate
Describe the signs and symptoms of the disorder/issue?
What is the prevalence of the disorder/statistics on the issue, specific populations- race, gender, age groups the disorder effects?
What are the current treatment(s)/ways to address the disorder/issue?
What are your recommendations for future treatment of the disorder/approaching the issue in a different way?
How can we reduce the stigma around seeking treatment/talking about/doing something about this issue? Please provide some concrete strategies based on research.
Provide a list of 5 references in APA or MLA style. See this Reference (Links to an external site.) page for APA style
Once I have graded this and provided you with feedback, you may move on to designing your final project. Remember, you cannot use Powerpoint or any similar software.
SUBMISSION
Please use the provided text box to submit your answers. You must post your responses first before you see other people’s answers.
GRADING
You will be graded using the rubric provided
RubricFinal Project Questions
Final Project Questions
CriteriaRatingsThis criterion is linked to a Learning OutcomeIntroduction of topic and why it is important
Full Marks
Information missing- looks like you didn’t answer this question
This criterion is linked to a Learning OutcomeSigns/symptoms of disorder/issue
Full Marks
Information missing- looks like you didn’t answer this question
This criterion is linked to a Learning OutcomePrevalence/statistics of disorder/issue
Full Marks
Almost there- more detail is needed
Information missing- looks like you didn’t answer this question
This criterion is linked to a Learning OutcomeCurrent treatments/ways to address disorder/issue
Full Marks
Information missing- looks like you didn’t answer this question
This criterion is linked to a Learning OutcomeRecommendations for future treatment of disorder/issue
Full Marks
Information missing- looks like you didn’t answer this question
This criterion is linked to a Learning OutcomeWays to reduce stigma around disorder/issue
Full Marks
Almost there- more detail is needed
Information missing- looks like you didn’t answer this question
This criterion is linked to a Learning OutcomeReference list provided of AT LEAST 5 references
Full Marks
Almost there- you didn’t provide 5 references
Information missing- looks like you didn’t answer this question
part three
ntelligence and designing an equitable testGOAL:
To define and describe the association between intelligence and mindsets, and provide recommendations for designing an equitable test.
INSTRUCTIONS:
We are now far enough in the course where you should easily be able to relate prior concepts to what we are currently learning. In this discussion, please relate material from previous modules to this module:
Please take the “Genius test”. (Links to an external site.)What type(s) of intelligence do you feel the test was trying to capture (you must use terminology from the textbook to receive credit)? Note: this exercise is to get you to become familiar with intelligence testing and should not be taken to heart. If any feelings arise from taking the test please email me.
How was your experience taking the test? Please discuss whether you thought the test was easy or difficult and why, if there were any concepts you didn’t understand (and provide examples) and how you felt when you received your score
How does the work on mindsets relate to intelligence testing? How does it relate to learning and motivation?
After reading about the different theories of intelligence and cultural differences in intelligence testing, how do you think intelligence should be measured? Provide at least two recommendations based on research for designing a more equitable, culturally sensitive intelligence test.
SUBMISSION
Please submit your responses using the provided text box (preferred method) or submitting a word document or pdf.
Example submission that received full credit:
1. What type(s) of intelligence do you feel the test was trying to capture (you must use terminology from the textbook to receive credit)?
I was not able to answer all the questions on the test, therefore my answer to this question may vary or not if I had finished the 50 questions on the test. However, from the few questions that I was able to respond to, I personally think that the main intelligence being tested here was analytical intelligence which is based on academic problem solving and computation. The reason I say this is because a lot of the questions were mainly mathematical-like. For example, questions where we had to find how many times Casey had to go to the loading dock with his 23 boxes, which really was mainly division and rounding, when having to add odd numbers and figuring out whether they gave an even/odd number, finding out if the 3 numbers on a given list gave the result of 44 and so on. However, there were some analytical questions like the two friends walking certain distances and trying to figure out how far apart they were, if there were 53 letters on a sentence, who was the tallest between Terry, Madelyn and Bernice, and how the QQRRQQQQRQR is to RQQRRQRQRR, these questions where more about analyzing the information we were given and finding a solution.
2. How was your experience taking the test? Please discuss whether you thought the test was easy or difficult and why, if there were any concepts you didn’t understand (and provide examples) and how you felt when you received your score
There were some questions that were difficult for me like the one about the two friends walking a certain distance, one about the art and a cup (which I still have no idea), and the one about being 13th in line because I wasn’t sure whether to add the person mentioned or not. I am definitely not someone who can solve math problems easily or fast with just using my brain, I need pencil and paper to visualize what I’m doing and solve things better. When I saw that there were 50 questions and 12 minutes to respond I immediately knew I wasn’t going to finish them all under 12 minutes, due to past experiences with exams when there was a huge number of questions against time. I was able to answer 17 questions, technically 18 but I didn’t send it on time, and my result was 28%. In past experiences I have noticed that I struggle with analysis, and it takes me more time than others to analyze something, which is why it’s something I try to work on when I can. Even though my score wasn’t in the average or high scores, I was still surprised I did 28%, before taking the test I didn’t even think I was going to score near 20%.
3. How does the work on mindsets relate to intelligence testing? How does it relate to learning and motivation?
There are two different types of mindsets in terms of learning, the growth mindset and the fixed mindset. People who have fixed mindsets are more likely to think that they get their result from a test because that’s their limit and therefore can’t do better. Obviously, this can become a problem for people with this type of mindset and could affect their ability to learn and their own motivation (even self-esteem). Someone with a fixed mind will struggle learning because they strictly believe they can’t improve because of their “level” or because they don’t have a certain talent. Therefore, they believe that if they were to try and learn something (and experience trial and error learning or other methods of learning) it would be useless because they wouldn’t be able to progress due to their limitation in either (or both) intelligence and skills. If such a person were to have this kind of mindset, their motivation to do other things (besides the things they can do) is most likely going to be low over time. The reason is because they believe that they can’t improve and have limitations, they’ll be hard on themselves and may even be frustrated with themselves because they may not be as good as others in other areas. On the other hand, this may be different for people with a growth mindset, these are the type of people who believe that they aren’t born with limitations for many things, this helps them to feel more motivated in trying out new things even if they don’t succeed in them. These are the type of people who believe consistency, practice and hard effort can help them become better in various subject areas and skills. Due to this mindset, learning is something that they’ll be positive about because they are aware that learning will help them have more knowledge on doing something and help them get to where they want.
4. After reading about the different theories of intelligence and cultural differences in intelligence testing, how do you think intelligence should be measured? Provide at least two recommendations based on research for designing a more equitable, culturally sensitive intelligence test.
Intelligence Quotient tests seem more to be based on analytical intelligence and on both crystallized and fluid intelligence. A lot of problems that many of us face today, especially when given an assignment at school, tend to be more based on analysis. Analysis is something crucial since it can be applied to the other two intelligences from the triarchic theory. Usually when we face a problem, we analyze the situation (or problem) and then try to figure out a solution (or multiple solutions). Therefore, as for now I think that Alfred Binet’s intelligence measure method is fine as of now with Louis Terman’s modifications (The Stanford-Binet Intelligence Scale). However, does this mean that the rest of the other people who can be intelligent in one or multiple from the 8 intelligences theory aren’t intelligent? No, the reason is because someone who is intelligent is someone who has the ability to understand something (knowledge/skills) and apply what they’ve learned when possible/necessary. Therefore, Howard Gardner’s multiple intelligence theory should be applicable in measurement. I think that the Wechsler-Bellevue Intelligence Scale (s) are another good method of testing intelligence since it involves testing in verbal comprehension, visual spatial, fluid reasoning, working memory and processing speed. Having good scores on these subtests may reflect that a person may be intelligent because they are able to gain information and solve it in various ways (through listening, visualizing it, etc.). Due to some differences in culture, it’s important that one takes a test with the culture/language they may have more knowledge on, or somewhere where the environment is more equal friendly. I think that the fact that tests are always analyzed to see any biases is what matters because it leads to the creation of better improved tests for everyone.
GRADING
Please see the provided rubric below for details on grading.
RubricIntelligence and designing an equitable test
Intelligence and designing an equitable test
CriteriaRatingsThis criterion is linked to a Learning OutcomeExperience taking test discussed and tied to intelligence theories
Nice work- you described your experience taking the test and how it relates to intelligence theory
Almost there- more detail is needed
Information missing- looks like you didn’t answer this question
This criterion is linked to a Learning OutcomeMindsets and intelligence
Nice work- discussion of how mindsets relate to intelligernce
Almost there- more detail is needed
Information missing- looks like you didn’t answer this question
This criterion is linked to a Learning OutcomeEquitable test recommendations
Nice work- you provided at least two recommendations for designing an equitable test
Almost there- more detail is needed
Information missing- looks like you didn’t answer this question
