Describe the anchoring bias, availability heuristic, and representativeness heuristic

Text: Psychology Core Concepts: Zimbardo, Johnson and Hamilton 7TH EDITION (978-0-205183463) I cant found the text online maybe you can Or You can access The Discovering Psychology video series on the internet for free! Go Click on the blue tab near the top that reads “view programs” Many film series will be listed. They are in alphabetical order. Scroll down to Discovering Psychology: Updated Edition. Click on it. All 26 episodes from the series are listed in order. Double click on the box that says “VoD” next to the episode you wish to view. That’s it! Type 1 page for each ½ hour video unit where you submit bullets outlining the content of each ½ hour lecture (not more than one page in length)AND, SEPARATELY, ANSWER ALL LEARNING OBJECTIVE QUESTIONS FROM THE ATTACHED/ENCLOSED PACKET( state each question before each of your responses. Make sure you cite page references from the text for each of your answers). ANSWERS TO THESE QUESTIONS CAN BE FOUND IN VIDEO AND TEXT INSIDE FRONT AND BACK COVER OF TEXT WILL TELL YOU WHAT CHAPTERS CORRELATE WITH WHICH VIDEOS). Week 8 Nov. 4 videos/Obj. units 15,16 Week 9 Nov.11 videos/Obj. units 17,18 Week 10 Nov. 18 videos/Obj. units 19,20 Week 4 Oct.7 videos/Obj. units 7,8 Week 11 Nov. 25 videos/Obj. units 21/22 Week 5 Oct. 14 videos/Obj. units 9,10 Week 12 Dec. 2 videos/Obj. units 23/24 Week 6 Oct. 21 videos/Obj. units 11,12 Week 13 Dec. 09 videos/Obj. units 25/26 Week 7 Oct. 28 videos/Obj. units 13,14 Objectives 3After viewing the television program and completing the assigned readings, you should be able to: 1. Explain the major concepts of evolutionary theory, such as natural selection and variation. 2. Identify several methods used to study the brain and give a significant finding associated with each. 3. Identify the major structures and specialized functions of the brain. 4. Cite examples of how the endocrine system affects mood and emotion. 5. List and describe the major divisions and subdivisions of the nervous system and the functions of each. 6. Describe the structure of a neuron. 7. Explain the mechanism of neural transmission. 8. Describe the process of synaptic transmission and list the six important neurotransmitters. 9. Describe hemispheric separation and individual differences pertaining to it. 10. Explain how amnesic patients can be studied to understand normal memory processes. Objectives 4 After viewing the television program and completing the assigned readings, you should be able to: 1. Cite examples of the brain’s capacity to adapt to environmental change. 2. Explain how early experience can affect brain mechanisms that influence stress tolerance in later life. 3. Cite research studies that contribute to an understanding of the role enriched environments play in brain development. 4. Describe the concept of critical periods of development and cite the evidence that supports or contradicts it. 5. Explain how individual maturation is controlled by social needs and group behavior. 6. Describe the sociobioloigcal approach to the explanation of behavior and compare it to the explanation given by proponents of human behavior genetics. 7. Explain the value of observation studies of animals in their natural habitats and how these studies complement laboratory research. 8. Describe various methods currently in use for studying the brain. 9. Describe the interactions between the brain and the endocrine system. 10. Indentify the specialized functions associated with each of the four lobes of the brain. Objectives 5After viewing the television program and completing the assigned readings, you should be able to: 1. State the primary interest of developmental psychologists. 2. Describe the various ways that development is documented, including longitudinal, cross sectional and sequential. 3. Describe cognitive development across the lifespan. 4. Identify Piaget’s stages of cognitive development. 5. Describe some contemporary perspectives on early cognitive development. 6. Describe physical development across the lifespan. 7. Describe how habituation studies can be used on infants to determine what they can understand. 8. Describe several ways that we know infants are not born as blank slates, but instead, come equipped with temperaments, preferences, and biases. 9. Describe several ways that the environment is known to affect skills and behaviors. Objectives 6 After viewing the television program and completing the assigned readings, you should be able to: 1. Describe the structure of language, including syntax, grammar, and semantics. 2. Define a child’s “language making capacity.” 3. Provide evidence of the universality of language acquisition and the way it progresses. 4. Explain Chomsky’s hypothesis that humans are born with an innate biological capacity for language acquisition. 5. Explain how “motherese” (or “parentese”) helps babies learn to communicate. 6. Describe the use of intonation by both young children and adults in their communication with each other. Objective 7 After viewing the television program and completing the assigned readings, you should be able to: 1. Define and compare sensation and perception. 2. Describe how a visual stimulus gets translated into “sight” in the brain. 3. Describe the field of psychophysics. 4. Be able to distinguish distal and proximal stimuli. 5. Explain why illusions provide clues to perceptual mechanisms. 6. Describe Gestalt psychology. 7. Describe the phenomenon of perceptual constancy. 8. Describe the psychological dimensions of sound and the physiology of hearing. 9. Describe the difference between top-down and bottom up processing. 10. Discuss the senses of smell, taste and touch. Objectives 8 After viewing the television program and completing the assigned readings, you should be able to: 1. Define learning. 2. Describe the process of classical conditioning and show how it demonstrates learning by association. 3. Cite examples of extinction, spontaneous recovery, generalizations, and discrimination. 4. Describe the process of operant conditioning. 5. Know the distinction between positive and negative punishment and between positive and negative reinforcement. 6. Describe how observational learning occurs. 7. Discuss the varieties of reinforcement schedules, including fixed ratio, variable ratio, fixed interval and variable interval. 8. Describe cognitive influence on learning. 9. Describe biological constraints on learning and some possible effects that learning can have on the functioning of the body. Objective 9 After viewing the television program and completing the assigned readings, you should be able to: 1. Define memory. 2. Compare implicit and explicit memory. 3. Compare declarative and procedural memory. 4. Describe the processes of encoding, storage, and retrieval. 5. Describe the characteristics of short-term, long-term, and sensory memory. 6. Define Schema. 7. Describe the accuracy of memory as a reconstructive process. 8. Define amnesia. 9. Describe processes of encoding and retrieval in Long Term Memory (LTM). 10. Describe short term memory (STM), note its limited capacity, and discuss two ways to enhance STM. 11. Compare semantic and episodic memory. 12. Discuss proactive and retroactive interference. 13. Describe chemical and anatomical factors involved in memory. Objective 10 After viewing the television program and completing the assigned readings, you should be able to: 1. Compare inductive and deductive reasoning. 2. Define the concept, “problem”, in information processing terms and describe some ways to improve problem-solving abilities. 3. Discuss the “historical roots of methods for revealing mental processes.” 4. Describe the study of language production. 5. Explain how ambiguity in language can be resolved. 6. Give several examples of how context influences language and understanding. 7. Explain the role of visual imagery in cognition. 8. Discuss the importance of prototypes and schemas in cognition. 9. Describe what we know about the relation between cognition and brain activity. Objective 11 After viewing the television program and completing the assigned readings, you should be able to: 1. Describe contrasting views of why human thinking is irrational and prone to error. 2. Explain the notions of heuristic thinking and analytical thinking. 3. Compare definitions of problem solving and decision making. 4. Describe the anchoring bias, availability heuristic, and representativeness heuristic. 5. Discuss why the way a problem is framed can influence a decision. 6. Define decision aversion. 7. Describe how risk affects decision making. 8. Describe at least one way in which memory and decision making can affect each other. Objective 12

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