Report on Classical Conditioning

Added on - Oct 2019

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This lab report is about classical conditioning. I need 1250 parole with APA STYLE.The lab report isbased on an experiment that was made in the class and I’m going to explain it at the end of thispage1-INTRODUCTION plusTitle(Describes lab content concisely, adequately, appropriately )Introduce basic concepts and previous research You need to introduce and define any theories andterms that someone not familiar with the field of psychology would not automatically know. ForExample in Classical conditioning experiment you need to give the terminology of ClassicalConditioning and parts of conditioning (CS, US, UR, CR), the characteristics and what is aversiveconditioning. CS: conditional stimulus US:unconditional stimulus UR: unconditional response CR:conditional responseThe introduction of the lab report should end with the hypothesis. A well written introduction shouldbe a ‘roadmap’ to your hypothesis. The introduction should move from the general area to morespecific area and end-up in your hypothesis.In the lab report, you need tointroduce classicalconditioning, aversive conditioning andthetwo characteristics(for example generalization)that you are going to include in your report. You introduce the classical conditioningcharacteristics by using studies from the literature, for example you can introduce aversiveconditioning using the Watson and Rayner study( or Pavlov experiment with the dogs)and usingthe same study, you can also introduce generalisation.2- METHODParticipantsDiscuss the participant group, include the number of participantsProcedureThe procedure describes how you performed the study. The procedure should giveenough details so others can replicate the study. For example, describe the different parts ofthe experiment and what you expected to happen in each part (e.g. the participant to be classicalconditioned etc)3-RESULTSHere is where you state the results of your study.You just state the results (e.g. classical conditioning was successful )DO NOT interpret your results in this section: that comes in the Discussion section.any statistical analysis in this report
4- DISCUSSIONState hypothesis1.In this part you state the hypothesis again and discuss if you results supported thehypothesis.Previous researchDiscuss your results in comparison to previous research.LimitationsDiscuss what aspects of your study could have been improved to get better results and whatdid you aspect or not from this experimentFuture researchThis part should discuss aspects beyond the limitationsImpact of your research in the real worldHere I’m going to tell you the experiment that was made in the class : The participants are 3 studentof my class: two girls and one boy. In the class there are a lot of balloons. One girl sits and closes hereyes, the other girl has a paper with words that she will read and the other boy has a pin to burst theballoons. The experiment starts with the girl reading a list of words (THAT I WILL ALSO SENT)andeverytime thatthe girl who is reading says the word “can” a balloon is burst.stimulus word list (20 initial repetitions):cup, can, lime, CAN, dish, girl, chalk, can, dish, CAN, key, screen, ran, CAN, desk, CAN, knob, bag,tape, CAN, dish, clip, CAN, air, ban, cheese, CAN, door, can, wheel, fire, CAN, dish, hair, CAN, ring,nail, CAN, boat, cap, dish, CAN, crane, wheel, fire, CAN, dish, king, cape, apple, CAN, dog, blue, can,dish, CAN, take, call, brick, pair, CAN, spin, chair, CAN, camp, CAN, dish, CAN, bridge, scale, can, fan,board, CAN, cool, three, horn, disk, CAN, can, cast, test, pen, dime, CAN,dish, van, can, card, stand,meat, pad, can, dish, set, can, tree, ice, plum, can, cost, bird, glass, can, light, can, sword, juice, can,dish, rock, smoke, grease, dish, keep, kid, tan, dice, hole, set, dish, eye, friend, wax, bill, bulb, dish,class, mine, mark, work,can, dish, can, bus, dish, phone, can, smart, first, can, crack, feet, can, tub,bowl, can, van, day, can, rake, dish,CAN, bluff, risk, CAN, salt, dish, CAN, ball, stack, CAN, rain, hat,food, can, van, disk, tree, canIn the second part of the experiment (where the green part starts) the balloon is not burst anymorebut there is still the word can. In the third part of the experiment there is not the presence of theword “can” and so there is no the fourth part of the word CAN is introduced again but noballoon is burst, then again there is again the “yellow sequence” where the balloon is burst. In thefinal part of the experiment, again, there is the presence of the word CAN but no balloons.
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