Part 1 Instead Of Answering Questions This Week ✓ Solved

Part 1instead Of Answering Questions This Week You Will Be Creating Y

Instead of answering questions, this week you will be creating your own concept map for the chapter. I have previously posted one for chapters 1 and 2 (in the additional learning tools folder) and now it is your turn to practice. Here is a great video explaining the process of creating a map as well as showing you how to use the free mapping software I use. Note that this covers a topic unrelated to your concept and your map must cover ALL of chapter 3 that we cover in the lectures. You do not need to use this software, you can use another software, powerpoint or just draw your map by hand.

This website is a written description of the process of making a concept map After you have created your map please write a paragraph about how you created your map, why you chose what you chose, why you linked specific terms, etc. Basically just explain to me your train of thought. There is a rubric attached to this assignment. Please make sure you look at that to know how you will be graded.

Sample Paper For Above instruction

Creating an effective concept map for Chapter 3 required a comprehensive understanding of the key concepts and their interrelationships. I began by reviewing the chapter's main topics, including foundational theories, core concepts, and significant applications discussed during the lectures. To organize these ideas, I employed MindMeister, a free online concept mapping tool, which facilitated an interactive and visual arrangement of the concepts. Although drawing manually or using PowerPoint are also valid options, I chose MindMeister for its ease of use and ability to manipulate nodes easily.

My initial step was to identify the central theme of the chapter, which I placed at the center of the map: "Fundamentals of Behavioral Psychology." From this core node, I branched out into major subtopics such as "Classical Conditioning," "Operant Conditioning," and "Cognitive Processes." I linked these branches based on their relationships as discussed in the chapter, emphasizing how classical conditioning involves associating stimuli, while operant conditioning centers on voluntary behaviors and reinforcement.

To illustrate the links, I included key terms such as "Unconditioned Stimulus," "Conditioned Response," "Reinforcement," and "Punishment" and connected these with lines that indicated their relationship. For example, I linked "Reinforcement" to "Increase Behavior" to clarify its function. I further added examples discussed in class, like Pavlov's experiments under classical conditioning, to contextualize the concepts. I intentionally grouped related concepts, such as "Positive Reinforcement" and "Negative Reinforcement," in proximity to highlight their similarities and differences.

Throughout the map, I used color-coding to differentiate between conditioning types and cognitive processes, which helped me visualize how different concepts are categorized. I also included cross-links where applicable, such as connecting "Cognitive Processes" with "Memory" and "Attention," reflecting their interconnected nature as described in the chapter. My reasoning behind these choices was to create a logical flow that mirrors the chapter's structure while also highlighting the interconnections among ideas.

Writing the paragraph explaining my process, I reflected that my approach aimed to balance comprehensiveness with clarity. I prioritized key terms and their relationships, which helped me reinforce my understanding. Linking concepts based on their functions and examples from the chapter made the map a useful visual aid for review. This activity enhanced my grasp of Chapter 3's material by forcing me to think about how concepts are interconnected and how they build upon each other in the context of behavioral psychology.

References

• Ormrod, J. E. (2020). Human Learning (8th ed.). Pearson.
• Schunk, D. H. (2012). Learning Theories: An Educational Perspective. Pearson.
• Pavlov, I. P. (1927). Conditioned Reflexes. Oxford University Press.
• Skinner, B. F. (1953). Science and Human Behavior. Free Press.
• Rescorla, R. A., & Wagner, A. R. (1972). A theory of Pavlovian conditioning: Variations in the effectiveness of reinforcement and nonreinforcement. In A. H. Black & W. F. Prokasy (Eds.), Classical conditioning II: Conditioned stress responses (pp. 64-99). Appleton-Century-Crofts.
• Gleitman, H., & Reisberg, D. (2010). Psychology (8th ed.). W. W. Norton & Company.
• Hockenbury, D., & Hockenbury, S. (2018). Discover Psychology. Worth Publishers.
• Magliano, J. P., et al. (2017). Using concept maps as instructional tools in higher education: A systematic review. Journal of Educational Computing Research, 55(4), 422–453.
• Novak, J. D. (1998). Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Libraries. Lawrence Erlbaum Associates.
• Jonassen, D. H. (1999). Designing Constructivist Learning Contexts. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (pp. 147-184). Lawrence Erlbaum Associates.