I work in a nursing home and if I meet a new employee who is dressed in scrubs I can remember their name and their face, but if I see them outside of work I do not recognize them alot of times.

2. What is your first memory? How certain are you of it?

I remember we had a lot on the river and my parents would take me down there and I remember fishing off the dock and swimming in the river. I am not sure if  it is my first memory. I am very certain it occured, but when asked what is my first memory this is what came to mind.

3. Is contextual fluctuation a good explanation for infantile amnesia, or are there other hypotheses that you find more plausible?

Yes, I do think it is a good explanation.

It would be worse. The memory recall would not be as good because you are not in the same surroundings as you were when the material was reviewed and learned.

2. What if the history professor used multiple-choice questions instead? Would the same effect be there? Why or why not?

I think the multiple choice would be easier than essay in a different room, but I still think that overall the recall would be worse.

If I were to answer this off the top of my head I would say vegetable, but after thinking about it I would say fruit because of its seeds. If I didnt know that I would classify it as a vegetable.

2. What about a coconut? Is it a fruit, vegetable, or a nut?

I would have said a fruit. I did some research and found out it is actually a nut. I would have never have thought that though.

3. What are the defining differences between fruits, vegetables, and nuts (legumes)? In other words, what are the rules that we use to define fruits, vegetables, and nuts, so that we can tell them apart?

Fruits have seeds, vegetables are plant roots and a nut is a fruit with hard covering around an edible kernel according to the defination I just looked up.

Anyone know a good botanist?

I took a class over the summer and the instructor encouraged elaboration during each class session. We meet weekly so we had to elaborate each class.

2. Is this kind of thinking easier to do with classes in your major, or introductory classes outside of your major? Why do you think that is?

I think it is easier with my major classes. I know more about the issue/topic and I personally am able to elaborate on the topic easier.

For me, this is not better than outlining notes. I personally would rather outline notes than divide my information into chunks, but I’m sure for other people this does work a lot better.

2. Could you (realistically) see using this to study?

I can see others using this, but not me. I need to look at my notes that I have outlined in order to study for exams. This would not work for me.

3. Are there any classes that you think this would not work for, for some reason? How come?

I can not think of any classes that this would benefit me in.

The four components are visuospatial sketchpad, episodic buffer, central executive and phonological loop. I think that texting while driving effects the phonological loop and sketchpad.

2. Truckers are not pleased by the talk of a ban, because many of them use a computer while driving. Read through this article and let us know are you convinced by their arguments? Are truckers somehow immune to the effects?

I think it would be more dangerous for truckers to use a computer than someone driving a car texting.

3. Assuming texting while driving is dangerous, what should be done about it?

I text everyday when I am driving. I think if an accident occurs something such as a ticket should be given.

I work at a nursing home and we have a resident whose last name is the same as another residents daughters name. For some reason everytime I say this residents name I say the family members name. It never fails, I always do it. They are not even related, just have the same last name.

2) Which kind of interference was this–proactive or retroactive?

This would be proactive interference. I know the residents name, but when I go to say it the family members name comes out instead.

I dont think so. The robot was not programmed to deall with different aspects of human memory. It was only programmed for a few tasks.

2. What kind of memory does the robot appear to have–is it showing semantic memory, or episodic memory? Why do you think so?

I think it was semantic, it was able to detect the weight of the can and if it was full or empty.

3. What specific knowledge does this robot appear to have?

I think it has touch. It can determine if it is a full can of pop or an empty can.

4. Would you say the robot is efficient or inefficient at its task? Are there any memories or knowledge that you can think of that would make it more efficient?

I would say that it was inefficient with the task. The robot not only knocked over the coke cans, but also some pepsi ones. If it were able to determine the difference then it would be efficient.

I think that stimulus controls some parts of human behavior, but not all. When a supervisor or someone of authority asks or tells you to do something, most of the time you do it. If you are at work and hear a fire drill everyone gets up and runs looking to see what they need to do. some behaviors just come automatically, where as others do not. 

I think I would use mehtods 7 and 8. With seven I would reward the child when they treat the dog good and are not mean to the dog. When good behavior occurs with the dog I would acknowledge that and reward it. With method I would change the motivation. Maybe the child is bored with the dog and its getting old to them. When the child first got the dog they may have been excited and now that newness is wearing off. I would show the child that there are plenty of things that he could do with the dog such as tricks or anything.

According to Pryor the paddle is considered a positive punishment not a negative reinforcement. The principal is making an addition to the punishment not taking something away, so it would be considered a positive punishment.

1. In paragraph 14, Symmes Valley in Lawrence County is reported to have paddled one child 9 to 18 times in a single school year (the number from the principal and the report differ). What do you imagine Pryor’s reaction to this would be?

Pryor would definately agree that the paddling is not working and is ineffective. She would recommend another form of punishment that would be effective and the child would learn from, because obviously the child has not learned or they wouldnt have paddled them so many times in the year.

1. Let’s pretend that this particular child was having trouble paying attention, wanders around the room a lot, and talks out of turn in class. He’s 8 years old, and in third grade. How his teacher might use shaping to improve his behavior? (See Pryor, chapter 2).

The teacher could praise one behavior at a time. They could start by setting a small goal, then not rewarding the child each time they reach that goal, but set the bar a little higher each time then they want to try harder to earn the teachers attention by saying “look, I did this even better this time” The teacher does not need to reward the behavior everytime because then no progress will be made.