Question 2 Describe the typical religions, family structures and traditional health beliefs and practices of these groups before and after immigration to the United States.

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DESCRIBE THE TYPICAL RELIGIONS, FAMILY STRUCTURES AND TRADITIONAL HEALTH BELIEFS AND PRACTICES OF THESE GROUPS BEFORE AND AFTER IMMIGRATION TO THE UNITED STATES.

Question 2 Describe the typical religions, family structures and traditional health beliefs and practices of these groups before and after immigration to the United States.
 

Criteria for Grading Projects

Remember that this is an upper level course with your program of study. By now, you should have mastered good writing style and habits, which you must use when completing these two projects. When completing your projects, please pay attention to the following:
Content-
Make sure that you clearly answer all aspects of the question. In doing so, you need to obtain and review appropriate and relevant peer reviewed articles to support your answers.
Analysis and Critical Thinking- 
As you know, this is one of the University’s core proficiencies, and thus, you need to show this ability as you thoroughly investigate, analyze, and evaluate the articles you use as references and your answer to the question.
Logic and Flow-
There should be a clear introduction paragraph that informs your reader of the topics that are going to be covered in your paper. Then, clearly discuss your topic with appropriate citation throughout your paper. Discussion should progress logically as was outlined in your introduction and use of appropriate transition statements should be made as you move from one topic to another, and finally, there should be a summary of the paper.
Citation and Reference Formatting-
You are expected to use appropriate, APA style for formatting. You can access this information on the following websites:
http://www.bedfordstmartins.com/online/cite6.html
http://www3.wooster.edu/psychology/apacrib/apacrib.html
http://slisweb.sjsu.edu/resources/apa.htm
or use American Psychological Association. Publication manual of the American Psychological Association (6th ed.). Washington, D.C.: Author
Appropriate use of Grammar and correct spelling and proper handling of your paper.You must use appropriate grammar and correct spelling. Your projects must be typewritten and double-spaced, use Times New Roman with 12 font. Each project must contain a cover page, table of contents, and bibliography pages (refer to APA for content and formatting). You must post both Projects as Attachments to preserve the format of your paper. For the Grading rubric for your projects, please refer to the Course Materials folder on the Blackboard.
Attachments:
ntr_414_study_guide_summer_2015_2_1.doc
chapter7.ppt

How is classical conditioning defined, and how is it different from other forms of conditioning?

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By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Use information technology and tools to identify information in the domain of learning and cognition.▪Summarize a scholarly research article regarding the treatment of phobias.
  • Competency 2: Assess the important theories, paradigms, research findings, and conclusions in human learning and cognition. 
▪Describe aspects of a scholarly research article that reflects behaviorist principles. ▪ Analyze how behaviorism is relevant today.
  • Competency 5: Apply knowledge of theory and research in learning and cognition to inform personal behavior, professional goals, and values in order to understand social policy. 
▪Apply behaviorist theory and research to personal learning experiences.
  • Competency 6: Communicate effectively in a variety of formats.
▪Write coherently to support a central idea in appropriate APA format with correct grammar, usage, and 
mechanics as expected of a psychology professional.
  • Context
  • Stimulus Learning 
Psychologists who study learning in humans and other animals examine an event’s relationship (or association) to a stimulus or stimuli. Some argue that this associative relationship underlies all instances of learning; others make distinctions between associative and non-associative, or stimulus, learning. This assessment focuses on the latter—single-event, non-associative learning and the waxing and waning of habituation. 
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The Assessment 2 Context document contains additional key information about stimulus learning, covering the following topics: 
• Classical Conditioning.
• Instrumental Conditioning
  • 
Questions To Consider
  • 
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community. 
Show More
  • How do non-associative learning and associative learning differ? That is, how is each defined, studied, and 
exemplified?

How has associative learning (that is, stimulus learning), including habituation and sensitization, been studied? • What is the difference between habitual learning and perceptual learning?
• Is habituation a form of learning?
• What is the connection between exposure therapies and habituation?

  • How is classical conditioning defined, and how is it different from other forms of conditioning? • What are the basic phenomena involved in classical conditioning?
• What is learned through classical conditioning?
• What are some real-world applications of classical conditioning?
  • How can classical conditioning theory be used to alleviate fears and phobias?
• What is instrumental conditioning, and how does it differ from classical conditioning? • What are reinforcers and punishers?
• What is the connection between instrumental conditioning and learning?
• How is instrumental conditioning applied to real-world settings?
• Has cognitive psychology overthrown behaviorism?
• What applications are there today for behaviorism?

Resources Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Write 5–6 pages in which you discuss practical ways to apply to your life your understanding about individual differences in learning and memory, based on three peer-reviewed research articles that help you understand individual learning differences.

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DESCRIBE THE TYPES OF MEMORY AND LEARNING INVOLVED

Write 5–6 pages in which you discuss practical ways to apply to your life your understanding about individual differences in learning and memory, based on three peer-reviewed research articles that help you understand individual learning differences.
In this assessment, you will be able to apply the knowledge you have gained regarding individual differences and learning and memory, in your personal or professional life.
Show More
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Use information technology and tools to identify information in the domain of learning and cognition. ▪Summarize scholarly research articles.
  • Assess the important theories, paradigms, research findings, and conclusions in human learning and cognition. ▪Apply research findings to a particular research situation.
  • Analyze the research methodology and tools typically associated with the study of human learning and cognition.
▪Describe the methods and measures used in research that seeks to understand individual learning differences.
  • Apply knowledge of theory and research in learning and cognition to inform personal behavior, professional goals, and values, in order to understand social policy. 
▪Apply knowledge of theory and research in learning and cognition to inform personal and professional behavior.
  • Communicate effectively in a variety of formats.
▪Write coherently to support a central idea in appropriate APA format with correct grammar, usage, and 
mechanics as expected of a psychology professional. 
Context 
African explorer and geographer, meteorologist, psychologist, statistician, and geneticist Sir (knighted in 1909) Francis Galton—cousin to Charles Darwin—lived a life of extraordinary measures, literally. In Galton’s biography, Extreme Measures: The Dark Visions and Bright Idea of Francis Galton , Martin Brookes (2004) writes: 
His measuring mind left its mark all over the scientific landscape. Explorer, inventor, meteorologist, psychologist, anthropologist and statistician, Galton was one of the great Victorian polymaths. 
But it was in the fledgling field of genetics that he made his most indelible impression. Galton kick-started the enduring nature-nurture debate, and took hereditary determinism 
to its darkest extreme. Consumed by his eugenic 1 vision, he dreamed of a future society built on a race of pure-breeding supermen. (p. 3)
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1 According to the Oxford American Dictionary, eugenics is the “science of improving a human population by controlled breeding to increase the occurrence of desirable heritable characteristics. Developed largely by Francis Galton as a method of improving the human race, it fell into disfavor only after the perversion of its doctrines by the Nazis.”

 
As you explore this idea, consider how differences in both biology and social environment impact how people learn and remember.

DESCRIBE WHAT INSIGHTS YOU HAVE GAINED FROM THE THEORIES THAT YOU CAN USE TO IMPROVE YOUR LEARNING PROCESS THE NEXT TIME YOU ARE FACED WITH THE CHALLENGE OF LEARNING SOMETHING NEW.

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DESCRIBE WHAT INSIGHTS YOU HAVE GAINED FROM THE THEORIES THAT YOU CAN USE TO IMPROVE YOUR LEARNING PROCESS THE NEXT TIME YOU ARE FACED WITH THE CHALLENGE OF LEARNING SOMETHING NEW.

Write 5–6 pages in which you examine your own ways of learning something new, based on your research of at least three different types of theories of learning.
In this assessment, you will be able to develop strategies based on learning theory to improve learning in a particular situation.
Show More
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Use information technology and tools to identify information in the domain of learning and cognition.▪Summarize theories associated with learning and cognition.
  • Competency 2: Assess the important theories, paradigms, research findings, and conclusions in human learning and cognition. 
▪Apply theories to a particular learning experience.
  • Competency 4: Employ critical and creative thinking to problems, conflicts, and unresolved issues in the study of human learning and cognition. 
▪Develop strategies based on learning theory to improve learning in a particular situation.
  • Competency 5: Apply knowledge of theory and research in learning and cognition to inform personal behavior, professional goals, and values, in order to understand social policy. 
▪Apply knowledge of theory and research in learning and cognition to inform personal and professional behavior.
  • Competency 6: Communicate effectively in a variety of formats.
▪Write coherently to support a central idea in appropriate APA format with correct grammar, usage, and 
mechanics as expected of a psychology professional.
  • 
Context
  • Verbal Learning 
According to Hockenbury and Hockenbury (2003): 
Forgetting is the inability to recall information that was previously available. Forgetting is so common that our lives are filled with automatic reminders to safeguard against forgetting important information. Cars are equipped with buzzers so you don’t forget to put on your seatbelt or turn off your lights. News announcements remind you to reset your clocks as daylight saving time begins or ends. Dentists thoughtfully send brightly colored postcards so that your appointment doesn’t slip your mind. 
Sometimes, of course, we want to forget. From the standpoint of a person’s psychological well-being, it’s probably just as well that we tend to forget the details of unpleasant memories, such as past failures, social embarrassments, and unhappy relationships. Even more generally, our minds would be cluttered with mountains of useless information if we remembered every television program, magazine article, billboard, or conversation we’d ever experienced. (p.260)
  • In the later part of the 19th century, Hermann Ebbinghaus, a German psychologist, conducted the first scientific experiments on learning and forgetting.
  • Spatial, Motor-Skill, and Implicit Learning
  • Is it possible to learn something without any awareness of doing so? It is an intriguing question. Max Sutherland and Alice Sylvester have studied the notion of implicit or incidental learning and applied their findings to advertising practices and their effects on consumer behavior. In their book Advertising and the Mind of the Consumer , Sutherland and Sylvester (2000) have this to say on the topic:
  • Some psychologists have labeled this type of indirect learning “learning without involvement.” Others have called it “implicit memory” and still others have called it “incidental learning” or “learning without awareness.” Strictly speaking, this last term is inaccurate. It is not that people are unaware but rather that the “focus of processing” is on something else in the communication. Our attention is focused on something other than the message per se.
  • In the TV series Sesame Street , messages were embedded in entertainment. Messages such as “cooperation” and “sharing” were communicated by drama or song. Learning the alphabet or learning to count is not a chore for Sesame Street viewers, but an experience. These skills are effectively conveyed in an entertaining kaleidoscope of sounds and visuals.
  • We have thus discovered yet another reason why people find it hard to analyze introspectively the effects advertising has on them. Sometimes advertisements do not obviously impart information on us. (While this can be true of any type of commercial, it is more especially true of ads based on image, emotion, or drama.) The important point here is that there is a lessened sense of someone transmitting information—indeed, if there is any sense at all (pp. 58–59).
  • References
  • Hockenbury, D. H., & Hockenbury, S. E. (2003). Psychology (3rd ed.). New York, NY: Worth.
  • James, W. (1890). The principles of psychology . New York, NY: Henry Holt.
  • Sutherland, M., & Sylvester, A. K. (2000). Advertising and the mind of the consumer . Crows Nest NSW, Australia: Allen and Unwin.
  • Questions To Consider
  • To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
  • Show More
• What is the Ebbinghaus legacy?
• How do psychologists study serial and paired-associate learning?
• What is the difference between available and accessible memories?
• What are mnemonics, and how are they related to learning?
• What is spatial learning, and how is it studied?
• How does practice affect motor-skill learning?
• What is implicit learning, and how is it studied?
• How does expertise develop?
• What are some real-world applications of spatial, motor-skill, and implicit learning?
  • Resources Suggested Resources
  • The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.