I’ll add, here, the audio file for our review of the questions to the section on Social Cognition. If it’s helpful review, then it’s here for you!
Also, you all completed the review questions separately for the section that looked at the examples of the conscious and unconscious brain working related to what we encounter in media and our surroundings. I asked you to, then, add your answers into our Socrative program. Here’s the pdf that combined all the answers from the class and I’ve added check marks to highlight some of the well-developed answers. You can use this when you are reviewing for your exam next Tuesday.
We’re almost through the third unit in our Psych class. We went through Attributions today, also known as Social Perception. There are a few things you can use to study for tomorrow’s exam, though, that I’ll provide for you here.
Video Review: 30 mins
This video reviews the four parts of the Emotions Unit (from 3 mins – 13 mins)
This video also goes through the Section Review Questions for Attribution (13 mins on)
Here’s the screenshot to finish our comparison of the four parts of Emotional Aspects of Behaviour:
Exam Format:
Practice Quiz Online through Socrative:
I’ll send a Remind notice out when I have opened the Socrative Review Practice Quiz online Thursday night.
There are two of you who were away to Agribition in Regina all this week. Here’s what you missed and what you should have completed for this coming Tuesday when we’re back to school:
We finished reading the novel. It was a tense ending and not everyone was satisfied with it.
Reflect on what you thought of this novel, including the following prompts. When you’ve reflected, use your Fotobabble app to record your audio response now that you’ve finished it.
What was your impression / response to this novel. If you did / didn’t like it, explain why.
What about the novel (reading) will stand out to you? Any particular messages or elements of the writing?
Adding comments to share your Active Thinking while reading didn’t really pan out with our class, but when I handed out the little slips of paper with an Active Reading Prompt on it everyone did great. How did these prompts affect the way you read the book?
You’ve had experience with Venn Diagrams – they’re used to show how two things have similarities and differences. Make up a Venn Diagram and identify what of this novel and the movie we watched The Village are similar and different.
Psych 20
Students were given a class to continue working on their plan for their visual representation of their podcast experiment. This is to be done in two parts: record the audio explanation of your experiment and then video tape your visual representation of it using tactile movement of objects.
The other classes for this week were used by students planning for carrying out one of three experiments we learned about recently. They were sorted into groups, got to pick between the experiment options, and had to make a plan for how to carry out the experiment, including a list of steps, the differences between experimental groups, thwarting possible confounds etc. They got to do the experiments on Thursday in one of our three ELA / Psych classes that day. They then used Friday’s class to review the data they collected, make conclusions on their control vs experimental group(s) and then record a brief explanation of their experiment’s purpose for the staff who are still curious about what it all really meant.
For you, it worked out to be a good time to be away, since there’ll be no homework for you on this.
While you’re at school or away today, you need to use time to get these things finished / ready to submit:
ELA Novel Reading: make sure those who were away yesterday have read pages 100 – 119 of the novel.
ELA Report Assignment finished and collect all parts to submit: outline, draft, evidence of editing, good copy, colour coding copy (see your rubric notes) and rubric).
You can submit by paper tomorrow or digitally to your One Drive folder. There’s a Report Folder already there for this.Psych 20: Hand in either by paper or digitally by email (and identify assignment in Subject line) your
Awakening Questions
Concept Map
Psych 20: Make sure you’ve listened to the Podcast shared with Driver Training students yesterday. You’ll need to have kept notes so you can “retell” one of the parts of it. You won’t know which part, though.
Hope everyone’s safe wherever they are today. Please use time available to you to catch up on work you’re behind on.
We’ve started answering the review questions together as a group and I’m recording them / adding the recordings here. This might allow for some students who don’t write the review answers out when we discuss them to use this post / these recordings for studying purposes.
2.2.0 The Brain: Review Question Responses
2.2.1 Sensation and Perception: Review Question Responses
I compiled all the review questions provided by each section in your handouts as well as copied the terms you have to remember. These are not new questions – you’ve had and been using them throughout the course – but they’re together here in one file for your review purposes.
We were missing three students today. There are notes from yesterday and today’s review of the Stanford Prison Experiment and the Milgram Shock Experiment.
We also recorded the student answers to the Review Questions for each experiment, to save a bit of time.
It was Driver Training day again today, so we had only 6 students together for our Gr 10 classes (ELA and Psych). Instead of moving forward leaving absent students with difficult homework to complete, I altered the work for today to lighten your homework load.
If you were away today, you need to do the following before tomorrow’s classes:
ELA A10: Instead of doing “The Raven” I informed the 6 students about the next assignment to come. They spent the class (and now it’s on you for homework) to find a poem that would fit our Mystery / Dark / Goth type genre that’s at least 12 lines long, and of an appropriate difficulty level. You will have to do a poetry oral presentation with this in the coming weeks. Search online – find a poem that suits the characteristics. Do this by Thursday.
Psych 20: We reviewed our discussion of Ethics of Psychology Experiments (Section1.4.0) and went through the 5 rules for Human ethics and 3 rules for Animal Ethics. You need to watch this video to catch up. It’s 27 minutes long.
We discussed again images like the ones to the below.Studies have proven that anyone in a role of authority, without supervision of that authority, will eventually abuse and manipulate that authority. The true life example is the Prisoner Abuse at Abu Ghraib Prison, like we talked about a few classes ago. These guards aren’t bad people or “bad apples”, but have started behaving badly because of their environment (or the “bad barrel” for good apples).
ELA A10 Repeater period 6: We also decided it would be easier for you to catch up homework-wise if we did a double Psych today while you were gone and replace it with a double ELA tomorrow. To catch up with this, you need to watch these videos (below) before class on Thursday.
Behaviour Experiments Documentary: Part 1 – 3 (Click the image to play the video)
If you were away the last few days of Psych class, here’s what we covered:
Monday (Sept 21) we went through the Scientific Terms of section 1.3.0. I sent out instructions to watch the 3rd video on the Moodle page for this section to stay caught up if you missed. (Here are screenshots of the notes we took Monday together.) Sept 21 Psych 20 notes
Tuesday (Sept 22) we reviewed those terms to see if everyone could articulate what they are and how they’re used in experiments and the class did fairly well. We spent time reviewing what a Control Group is of an Experiment and why it’s significant.This image (on the right) should help jog your memory from when we first discussed it.
Then we read through the questions for section 1.3.2, which leads to your next assignment. What you will do is select an experiment performed by the show What Would You Do and after watching you will analyse or dissect the “experiment” of the video by answering the questions in that section.
For practice, we picked a video to watch as a group and worked through and answered the questions afterwards. I took screenshots of our answers to share with those who were missing. You can watch the following YouTube video and read our responses to the questions to help you understand how you will approach responding to each.
Sept 22 Psych 20 Notes Here are screenshots of our group responses to the questions. This is practice; you’ll select your own What Would You Do video of an experiment performed and develop your own responses to the same questions for your next assignment.
3. Repeater Period Tuesday (Sept 22) We finished filling in answers to the practice questions as a group. In particular, we had a good discussion about the possible confounds we identified in that experiment (race and gender of either participants or actors). We also discussed how unreliable this experiment’s results would be, depending on the location of the restaurant, such as city vs rural location.
Everyone then chose their own What Would You Do video of an experiment from YouTube to view and respond to the questions for the Assignment. They wrote out (in the pdf below) the names of the Experiment they chose, so you can look for ones not selected already.
4. Wednesday (Sept 23)The class continued applying their understanding of the terms and process of the Experimental Method to their individually selected What Would You Do video and filled in their Reporting an Experiment answers. NOTE: I have altered this handout a bit, updated the wording of the questions, so make sure you’re completing the right copy. (see below).
In today’s class, I also went through an example of how to plan out procedure for the Control Group and Experimental Group of an experiment, question 11 of the handout. You can see from the image below that everything in the setting and procedures should be as similar as possible in the control and experimental groups, with the exception of the Manipulation. In our example case, the manipulation isn’t the mother and foster child, it’s the comments she makes, so you’d still want them to be noticed in your control group. This took the whole class for most people. Others who finished were able to review their Scientific Method terms with the matching practice sheet in your booklet.
5. Thursday (Sept 24): We started the class today by reviewing the “What You Should Know” review questions for section 1.3.0. We worked through them as a class and people with correct answers got Timbits! (Jealous, hmm? Yummy!) Hey, rewards work to motivate learners, don’t they!)
Once we’d finished those questions, we moved on to a terms review page that’s just before the next section. It looks like this (image to the right). We went through them together again and everyone easily matched the description with the term.
Then we started looking again at the two categories of research: experimental vs non experimental.
Remember that sometimes you can’t manipulate to learn from behaviour, so that’s why you have the two categories.
You can watch the instructional video #2 in section 1.3.1 of Moodle.
ave to remember. These are not new questions – you’ve had and been using them throughout the course – but they’re together here in one file for your review purposes.
sych). Instead of moving forward leaving absent students with difficult homework to complete, I altered the work for today to lighten your homework load.
y!) Hey, rewards work to motivate learners, don’t they!)