posted Dec 2, 2009 5:13 PM by Ji Yun Son
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updated Dec 2, 2009 5:15 PM
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posted Dec 1, 2009 2:47 PM by Ji Yun Son
Wednesday at 3pm @ KH B3015.
Meet in my office (KH 3061) at 3pm and we can walk over together.
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posted Dec 1, 2009 2:11 PM by Ji Yun Son
So far, I think most people are participating in their
groups and planning for the final project. However there are a few
people who are missing in action. For those people, your groups will
send you a "final call" email as a last chance to get involved.
However, if you do not respond to your group, you will not get credit
for your group's presentation. It is your responsibility to come see
me for alternatives.
Also, I forgot to collect the evaluations. I'll collect that on Thursday, 12/3.
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posted Nov 30, 2009 6:23 PM by Ji Yun Son
Dr. J. David Jentsch (UCLA)
"Risky decision making: From Genes to circuits to addiction"
Physical Sciences 158, 1:30pm
Dr. Jentsch is a Professor of Psychology and Behavioral Neuroscience at the UCLA Department of Psychology and the Brain Research Institute at UCLA. Dr. Jentsch studies the genetic and neurochemical factors in cognitive-executive function and uses an animal model of neuropsychiatric disease states such as schizophrenia, addiction, and ADHD. |
posted Nov 30, 2009 3:46 PM by Ji Yun Son
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updated Nov 30, 2009 6:22 PM
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The paper will be due online on Sunday night, 11:59pm.
A note about PLAGARISM: Some of you took ideas from different
websites/papers/brochures for your ThinkStorm project; however, you did
not give those websites/papers/brochures credit for those ideas.
Please give credit where credit is due. If you were one of these
people, I have not graded your ThinkStorm assignment yet. Please email
me a version of your ThinkStorm with citations.
Also, if you use those same ideas for your paper -- make sure you do not copy them word for word. Also, there are NO QUOTATIONS allowed in your paper.
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posted Nov 17, 2009 2:29 PM by Ji Yun Son
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updated Nov 17, 2009 2:33 PM
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posted Nov 16, 2009 1:48 PM by Ji Yun Son
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updated Nov 16, 2009 2:16 PM
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The scores from the extra credit questions (the language/symbol and Campos comparison questions) were simply added to your test score.
Just a few notes about how the short answer (SA) section was graded:
- The SA section was worth 10 points. There were 4 shorter questions each worth 1.6 points (1.6 x 4 = 6.4) and a longer question worth 3.6 points (6.4 + 3.6 = 10).
- I graded the essay about "Linguistic differentiation and conceptual/perceptual discrimination" loosely. If you made a good case for your example, I gave you credit because in the lecture notes, I had used the term "conceptual/perceptual differentiation" instead of "discrimination."
- Question 1 (the chart regarding Rebecca Saxe's pirate story TOM experiment) -- reporting the child's answer (roughly -- you didn't need the exact response) was worth .1 point. What was more important was whether the child utilized mental states in order to do causal reasoning or moral reasoning (each yes/no worth .25 points).
Results of the Entire Class on Test 2
On the whole, people did very well with about 50% of the class receiving either an A or a B.
There were concerns that the test (especially the SA section) was too long. However in reading over the responses, many of you finished the extra credit portion instead of finishing the SA section. That may have contributed to the feeling that the test seemed really long. Also, many students, when asked to compare/contrast experiments, spent a lot of time individually describing every detail they possibly could about the experiments instead of directly comparing and contrasting them. This was an inefficient method of answering this essay question. The prompt actually reads like this:
Compare and contrast one of these pairs of
experiments. Make sure you name
similarities and differences regarding what question they are trying to
examine, their hypotheses, how they tested it, and what they found.
But the prompt that many people answered was this:
Describe the experiments in as much detail as you can. Then... Compare and contrast one of these pairs of experiments. Make sure you name similarities and differences regarding what question they are trying to examine, their hypotheses, how they tested it, and what they found.
So I'll give an extra credit opportunity to remedy this. Because it is open note, I am referencing experiments by the name of the experimenters.
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posted Nov 12, 2009 2:47 PM by Ji Yun Son
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updated Nov 13, 2009 10:10 PM
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I said that the following questions would be on next "Thursday's" quiz -- but I meant next Tuesday. Sorry about the typo.
What is inhibitory control?
What is working memory?
What is cognitive flexibility?
What is the "long shadow of temperament"?
What is the difference between anxiety and fear?
Remember how Mischel thought personality (or temperament) was dependent on context? What does Kagan think? Does Kagan think that highly anxious infants are doomed to develop full-blown anxiety disorder as adults?
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posted Nov 11, 2009 7:37 PM by Ji Yun Son
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updated Nov 11, 2009 7:42 PM
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posted Nov 10, 2009 10:35 AM by Ji Yun Son
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updated Nov 10, 2009 10:37 AM
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