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DMA

DMA. Children first begin to use sounds to communicate meaning during the ________ stage . Please turn your FRQs AND your DMAs. Today’s Agenda. DMA/turn in FRQs Creative problem solving Riddles & your mind Maps in your mind Tolman’s research Experiment Homework:

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DMA

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  1. DMA • Children first begin to use sounds to communicate meaning during the ________ stage. Please turn your FRQs AND your DMAs

  2. Today’s Agenda • DMA/turn in FRQs • Creative problem solving • Riddles & your mind • Maps in your mind • Tolman’s research • Experiment Homework: • FRQ #3 – due Tuesday, Nov. 8th • Self-Experiment – due Monday, Nov. 28th • Chapter 10 & 11 Test Tuesday, Nov. 15th • Chapter 10 & 11 notes - due Tuesday Nov. 15th

  3. Poor John and Mary • Creative Problem Solving

  4. Please take out a piece of paper…

  5. John and Mary were found dead in a locked room… The following objects were found in the room with them: • Some water • A table • A dog • A chair • A broken glass How did John and Mary die?

  6. Ponder the situation… On your paper – explain how you think John & Mary died.

  7. To solve the riddle we must first identify the problem To do so, we must establish the facts as we know them. • John and Mary are dead. • T hey have been found in a locked room with some objects • Our task is to determine how the deaths occurred

  8. Analyze the problem Pay careful attention to the components that you can observe.

  9. One important aspect of creative problem solving is inference Have you drawn any inferences that will either help you solve the problem or (perhaps) just get in your way? Consider these assumptions: • John and Mary died in the room • The objects ( or some of the objects) are probably involved in their deaths • Because the room was locked, the possibilities of their deaths must be limited.

  10. Can you find relationships Among the facts to help you solve the problem? You might ask whether all the objects are essential to their deaths? • Are some objects more important than others? • Did John and Mary die at the same time? • Why was the glass broken? As you examine the relationships, you may reach a tentative conclusion.

  11. All manner of hypotheses have been proposed to solve this problem.. • Mutual suicide pact • Rabid dog • Drowning There is only one truly elegant solution.

  12. Incubation Process in which we have to think a long while before a solution comes to mind.

  13. Insight • What we have when the solution arrives.

  14. Any theories about what happened to poor John & Mary?

  15. Answer John and Mary were The dog knocked over their glass, shattering it and the fish died without water.

  16. Take a moment to write down your process as it relates to: • Incubation • Insight • Functional fixedness

  17. Maps in your Mind • Cognitive maps in rats and men • E.C. Tolman

  18. Historical Bit • Movement away from Freud and psychoanalysis required understanding through observation only. • Problem was the lack of scientific proof of unobservable internal mental activity. • Tolman’s mazes demonstrated that complex internal cognitive activity occurred even in rats AND that these mental processes could be studied without the necessity of observing them directly.

  19. Let us use our imaginations for a moment… • Think of the nearest vending machine. • Now think of the most direct route you would take to get there. • You know that you have to take certain hallways and enter different buildings to get there.

  20. This picture in your mind of the location of the vending machine and the route you’d take to get there is called a mental representation. • Tolman called these representations cognitive maps. • Tolman thought that not only do humans think using these maps, but so do animals including rats.

  21. More historical bits • Because of the dubious history of psychology and psychologists’ desire to make their field a true science, psychologist moved to a more hard-line approach to analysis, data, and, most importantly, observable measurable data. • The first rats in mazes were said to demonstrate a relationship only between stimulus (cheese) and response (go get the cheese) when they ran mazes. (Which is solid and straightforward behaviorism, by the way.)

  22. Bring in Tolman and his renegades • Tolman believed that there had to be more going on that just a knee-jerk response to food. • So they ran a couple of experiments to test this.

  23. First maze: latent learning Rats were divided into three groups: • C = control group. The rats were always in a maze that had a food reward. • N= no reward group. There was no food reward in the maze. • D= delayed reward. There was no food in the maze for the first ten days of the study. On days eleven and after food was placed in the maze.

  24. The dramatic drop at day 12 • The only explanation for the drop is that while the rats were in the maze days one through eleven, they were doing more than just wandering around. • They were coming up with a mental map of the blind turns and the open halls. • Since they knew where the blinds were, the rats learned the maze more quickly once a reward was introduced.

  25. So you want more proof, do you? • Test number two created a test of the rats’ spatial orientation. • Don’t get it? Point towards the main office. • Tolman’s second experiment used two mazes to test this ability.

  26. Maze one was simple

  27. Maze two set up a block to the original path and gave the mouse several options.

  28. So what did the rat do? • Logic dictates that the rat, being a lesser creature, should choose the path closest to the original i.e. number nine. • However, using spatial orientation correctly, most of the rats chose path number six. The most direct route to the previous food reward.

  29. So what does this mean? • Rats have a map of the bigger picture. • More importantly – one could prove mental processes via observable behaviors. • Moreover, Tolman’s theory proves cognitive processes (more than simple stimulus response) even in lower creatures. • Which leads us back to the idea that we really do have a mind. And led to cognitive psychology.

  30. Due to the significance of his work • Tolman is considered to be the founder of a school of thought about learning that is today called cognitive-behaviorism • Video clip

  31. If you have a cell phone with a timer or stopwatch function – please take it out.

  32. Now you will get to be the rats… • Find a partner • Decide who will be the “rat” and who will be “psychologist” • Move your desks so they are next to each other. • Grab 1 blindfold, pencil/pen & 2 sheet of paper. • Rats – please put on the blindfolds. • Psychologists – place your maze over a sheet of paper & give your rat the pencil. • Move his/her hand so the pencil is at the start of the maze • Have your rat run one maze 4 different times. • Record their time for each attempt. • Repeat the process with the other maze.

  33. Please respond to the followingUse psychological terminology for each answer. • Did your times (or your rat’s times) decrease with each attempt? Why did this happen? • If you had to be a rat tomorrow & complete the same maze – how could mental practice help you? Turn in your paper when you are done.

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