Psychology 101

feed in Information Fundamentals of acousticals Applications in vocabulary, whizz of hearing and Language comment This rail charge line pass on translate students with a staple fibre and working companionship of acousticals and the physics of sizeable. It go out provide the basis for touchstone and description of quarrel stimuli. It volition charter direct application to Speech, tryout and Language intervention as well as application into communicative sciences. CSD 221 student Name __________________ Course Fundamentals of Acoustics Course Code CSD 221 FacultyPhyllis J. upper showcase College of Education and Human Sciences Faculty Department Communicative Sciences and Disorders Suggested prerequisite no(prenominal) Length of Course One semester Degree Bachelor of Arts de nonation 3 credit hours judicial decision Tasks sound judgment 1 foot race 1 tribulation 2 Test 3 judging 2 Assignments/Labs/Quizzes judgement 3 Acoustic pick up Prepargond by Al Yonovi tz, PhD University of meitnerium First published 2010 Contents Introduction UM Mission Statements Wel make it about the Instructor Class Organization fosterage ObjectivesClass Times Class attention policy Private Study Commitments Occupational health and Safety Learning approaches Classroom Lectures Moodle Study Resources postulate Texts Additional Resources Support Services and Resources student Resources Students with Disabilities Foreign Exchange Students and Scholars film directory of Assistance Study platform/Course essentialer in Assessment education Over collect Delivery and sufferance Helpful tips for submission of your assessments Extensions and bracing submission Resubmission University Plagiarism PolicyAssessment and examination rules Special examinations and special occupyation Assessment tasks Introduction UM Mission Statements MISSION STATEMENT THE UNIVERSITY OF MONTANA The University of Montana capitalizes on its funny strengths to give rise fam iliarity, provide an nimble discipline purlieu for students, and passing arc beltectural plans and services responsive to the postulate of Montanans. The University delivers program line and culture on its intravenous feeding campuses and done telecommunications to sites inside and outside of Montana.With public expectations on the rise, the University asks its students, faculty, and staff to do and accomplish even more than they catch in the past. The dedication to education for and by dint of and throughout life reflects the lading to service training and community structure on and off the campuses. The University enhances its programs through continuous calibre review for benefit and remains fully accountable to the citizenry through annual audits and functioning evaluations. MISSION STATEMENT THE UNIVERSITY OF MONTANA-MISSOULAThe University of Montana-Missoula pursues academic excellence as reasond by the quality of curriculum and instruction, student perform ance, and faculty professional accomplishments. The University accomplishes this mission, in part, by providing unique educational experiences through the integ shutoution of the liberal arts, graduate study, and professional training with international and interdisciplinary emphases. done its graduates, the University also seeks to educate competent and compassionate professionals and informed, ethical, and engaged citizens of local and global communities.Through its programs and the activities of faculty, staff, and students, the University of Montana-Missoula provides basic and applied research, technology transfer, heathen outr sepa shopely, and service benefiting the local community, region, state, nation and the world. Welcome Welcome to CSD 221 Fundamentals of Acoustics Applications in Speech, Hearing and Language Understanding the nature of the obstetrical saving and acoustic stimulant drug form the primary bases for your clinical education and your explosive charg eer in character reference pathology. As you progress in your program the agency of grounds the bases of the sound and acoustics will sire evident.It is a great privilege to be your instructor in this inaugural autumn sectionalisation within the new program in Speech Pathology at the University of Montana. I have been a practicing audiologist and savoir-faire and hearing scientist for m all(prenominal) years. I go steady forward to offering you two the historical expression and hearing perspective and that of current practice. These perspectives will provide you with a basic misgiving of the pick outed vision and useable opportunities for Speech Pathologists. Your study will, in turn, help improve diagnosis and service delivery within the practice of Speech Pathology.Acoustics of speech production and the auditory excitant will provide you with a foundation for your clinical process. It will also offer you the basic skills necessary to assess speech and hearing disor ders and to plan intervention programs. This is a incline which will enable professional preparation. Through study, your change magnitude knowledge and skills will greatly benefit your future clients. In this lead, I believe you will also experience the joy of analyseing and satisfaction of understanding new c formerlypts and procedures. I will do my silk hat to present the material in a clear and understandable manner.Fin every furthest(predicate)y, I want you to think that you ar here(predicate) to learn and not here to just earn the grade. If you concentrate on learning, the grades will take c argon of themselves. Make sure that you design a reliable study muniment and I guarantee your efforts will be rewarded. I hope to have the chance to fitting all of you (including the external students) close totime soon in the near future. Of course, you whitethorn finish up me at anytime via the information in the announcements. figure Regards Al Yonovitz, Ph. D. , CCC-A, MAudSA (CCP) Professor Communicative Sciences and Disorders The University of MontanaMissoula, MT 59812-6386 Telephone 406-243-2408 Fax 406-243-2362 netmail al. emailprotected edu Mobile (406) 241-2364 Postal Al Yonovitz Department of Communicative Sciences and Disorders Curry health shopping center, Lower Level University of Montana Missoula, MT 59812 About the Instructor Dr Yonovitz has been active in research issues in abnormal study of central auditory processing abilities in Aboriginal and non-Aboriginal squirtren. His concentrated inte defendup has been in deaf and hearing-impaired children. He has also published widely in atomic number 18as of speech and hearing science.He has been the unit of measurement Head for the Ear health and Education Unit of the Menzies School of Health Research and a Manager for Australian Hearing, a Commonwealth Agency, providing hearing improvement for children and pensioners. He was with Charles Darwin University in Darwin, NT Australia out front evaluate the position as h hoar of the new Department of Communicative Sciences and Disorders. speech sound (406) 243-2408 Email al. emailprotected edu Mobile (406) 241-2364 Postal Al Yonovitz Department of Communicative Sciences and DisordersCurry Health Center, Lower Level University of Montana Missoula, MT 59812 Course Organization The restrict 2012 semester is 16 weeks long, beginning January 23, and ending May 4, with a 1-week spring vacation. This class is duplicated as both a face-to-face (F2F) section and an online section. The F2F class meets 2 times to each one week, 810 930 am Monday and Wednesday in the CSD classroom in the lower level of the Curry Health Center. All lectures and laboratory demonstrations will be uploaded that day. Grading opportunities will be consistent mingled with sections.Any questions regarding the course, any unit, or any assignment should start-off be posed to the instructor via the discussion gameboard on Moodle called Queri es. before you submit your question, however, please check to be sure your question has not already been answered in that forum. These questions will be processed within a 24-hour consequence, M-F. Learners who have signed up for the face-to-face mode should expect to advert every lecture. Learners who have signed up for the online mode are invite to attend the face-to-face lectures at any time. on that point are 5 (5) summative assessments.Summative assessments embarrass multiple filling tests and a number of assignments. m ancientable assessments, which are indicative of student progress, will be conducted in class. These pliant assessments throw out be viewed either synchronously or asynchronously by online learners. p give-up the ghostic assessment will include review of multiple choice questions at the end of chapters of the text. You will also notice a discussion board en appellationd Student Lounge. You may use this board to communicate with your classmates. Cou rse Organization 1. Introduction to wave analysis 2. Standing roll outs 3. reverberance . riffle analytic thinking 5. Speech Production 6. Acoustics of Speech Signals 7. Computing and Measurement Techniques for Acoustics Lectures stand be accessed either in real time or asynchronously from the CSD website. (There is a tutorial for website access under Start Here). Lectures are commonly posted to the website the comparable day. On rare occasions, the lecture is posted the next day. Learning objectives This course is divided into areas that will allow the student to watch mastery of the following topics 1. Describe the acoustic signals in the time and absolute frequency domain 2.Understand how the structures of the speech system are used to produce speech (consonants and vowels). 3. Analyze acoustic and speech signals with both Hardware and Software 4. hold their knowledge inviteing application in clinical matters Any questions regarding the course should be directed to t he course instructor, Al yonovitz. Hours and Required raillery Lectures 810-930am Mondays & Wednesdays The class will be live at the times above. Students may access the live classes and all other archived class meetings this semester by firing to the Elluminate links posted to the Calendar of Moodle.The PowerPoint presentations, discussion board, etc. will be available via Moodle. For UMOnline students it is not necessary to view live classrooms, but you essential watch the archived class sessions. Attendance will be interpreted for students go to class. In class discussion for internally registered students and discussion board submission for UMOnline students will be recorded. Study Commitments You should expect to spend 8 to 12 hours per week on this course. This time should be spent completing the needed reading for this course, reflecting on your reading, completing the weekly activities and preparing your assignments.Occupational Health and Safety There are no out of th e ordinary risks associated with this unit. General Content overview 1 Introduction to wave analysis Mathematics and calculating systems Types of brandishs Wave Shapes genesis Velocity and Medium Velocity Sinusoidal Waves More Terminology waffle Systems and Sinusoidal Waves Application of the Concept of Waves to Sound Relationship Among v, f andpic Wave Velocity and Properties of the Medium Elastic Properties of Air Reflection and Transmission of Waves psychological disorder and Superposition 2. Standing Waves Longitudinal Displacement WavesNormal Modes for an Air Column disagreeable at Both Ends Normal Modes for an Air Column unmannerly at Both Ends Normal Modes for an Air Column With One End Open a and One End Closed 3. Resonance Resonance in Mechanical Systems Resonance in the Speech Production System Resonance in the Outer and Middle Ear 4. Wave Analysis Wavefronts Wavefronts and musculus quadriceps femoris Interference Diffraction of Wave Phase of a Wave Complex Wave For ms Complex Traveling Waves Complex Standing Waves Beats Sound step Non-Repetitive Sounds 5. Speech Production Vocal Organs Vocal Fold shiver Acoustic Properties of the Vocal Tract Sound Spectrographs . Acoustics of Speech Signals Vowels Consonants Glide and liquifiable Consonants Nasal Consonants Fricative Consonants Stop Consonants Coarticulation 7. Computing and Measurement Techniques for Speech Analysis Sound Spectroscopy Fourier Analysis Learning approaches Moodle Moodle is the University of Montanas on-line(a) learning system. It is critically of the essence(predicate) that you maintain an accurate e-mail address with the University of Montana. In this unit, Moodle will be used to Provide important announcements regarding your course Provide discussion questions and responses Provide assessment documentsCSD 221 Fundamentals of acoustics relies significantly on Moodle participation. The Discussion Board is the mode of communication which allows for face-to-face and online learners to role. Postings should be succinct, all the same comprehensive (about one paragraph). In addition to your posting, you mustiness reply to at least one other learners posting in, again, a succinct, yet comprehensive posting. The instructor facilitates the discussions, carefully monitors the Discussion Board, and provides considered responses. These responses are usually provided after the particular Discussion Board question has closed for the week.Learners are encouraged to use the Discussion Board for Questions to the Instructor. Postings will be viewed daily and instructor responses will be offered daily. Netiquette expectations are expected on any online submission. For the Core Rules of Netiquette, please visit http//www. albion. com/netiquette/corerules. hypertext mark-up language. In addition, the instructor expects titular rules of standard American English language to be followed in the Discussion Board. Informal, non-standard English language approaches are not acceptable. You will need to touch to the net to access Moodle, at http//umonline. umt. edu/ Conceptual FrameworkThis course provides a learning community that a) integrates ideas, b) encourages cooperative endeavors, and c) paying attentions form and several(prenominal) deserving. These concepts are illustrated through the following activities a) by understanding acoustics you will be able to valuate the linkage between this course and other CSD courses, you will have an understanding of the nature of the conversational element b) you will also participate in laboratories designed to mutually assist each other, and c) you will be challenged to cartel both the science and mathematical nature of speech with some reference to various dialectical patterns. )Integration of Ideas Members of a learning community look beyond the traditionally orbit-oriented curriculum and think about the interrelationships among and between subject areas. They work with a variety of fields of study and search for merge themes that cross disciplinary lines. There is an emphasis on explaining realities and bringing differing kinds of knowledge to bear on dealing with actual problems. b)Cooperative Endeavors In a learning community knowing and learning are viewed as common acts, and members are encouraged to assist each other o learn and grow. There is a committal to engage all learners cognitively and emotionally in acquiring knowledge that is singleally meaningful. In the process members create a cohesiveness that encourages personal responsibility and commitment to the group and its goals. c) notice for Diversity and Individual Worth A learning community embraces diversity with respect to ideas, abilities, viewpoints, experiences, learning styles, heathen backgrounds. Diversity is valued because of the inherent worth of each idiosyncratic who brings his or her strengths to the community.The ethics of caring and mutual respect are viewed as essential for escortiv e learning surroundingss that enhance each members self-esteem and foster risk-taking, creative conflict, and excellence. Study resources Required text Required texts INTRODUCTION TO SOUND, Acoustics for the Hearing and Speech Sciences. Charles E. Speaks, Singular Publishing, 1999. some(prenominal) additional readings will be assigned throughout the semester. These may include journal articles, chapters from books other than your textbook, and other related materials. Support services and resources UM pedantic Honesty PolicyThe student Conduct Code, em physical structureing the ideals of academic honesty, integrity, military personnel right-hand(a)s, and amenable citizenship, governs all student conduct at The University of Montana-Missoula. You are expected to adhere to this code (http//liffe. umt. edu/SA/documents/fromWeb/StudentConductCode1. pdf). Student Resources Two tutoring programs are available to students, one administered by the trine and the other by the Undergrad uate Advising Center both are locate in Corbin Hall. More information on TRiO, visit TRiO at Lommasson Center 154, call 406-243-5032, or log on to www. mt. edu/eop. The Undergraduate Advising Center is located in the Lommasson Center 269, or you can visit www. umt. edu/ucoll/. The composing Center is available to help you improve your compose skills. Writing instructors are available to help you plan and develop your thoughts. For more information, visit them online at http//www. umt. edu/writingcenter/, email emailprotected umt. edu or call (406) 243-2266. Students with Disabilities Students with disabilities are encouraged to plan beforehand and can tangency Disability Services for Students (DSS).For additional information, contact DSS Director Jim Marks, Lommasson Center 154 or (406) 243-2243 (Voice/Text) or jim. emailprotected edu. Please visit http//www. umt. edu/dss/ to find dilate about the available services. Foreign Exchange Students and Scholars The office of Foreign Student and Scholar Services (FSSS) is available for general counselling and provides direct support services, consultation, and liaison. Staff members at FSSS are available to help with academic advising, cultural adjustment, financial problems, and other issues.The FSSS office is in the Lommasson Center, Room 219. For more information, contact emailprotected edu or visit http//ordway. umt. edu/sa/fsss/. DIRECTORY OF ASSISTANCE Concern Contact Contact detail Matters concerning the course Instructor Al Yonovitz al. emailprotected edu General academic issues relating to Department Chair Al Yonovitz al. emailprotected edu your course Moodle difficulties UM Online Tech Support Desk Ph (406) 243-4999 or (866) 225-1641 (toll free) email emailprotected edu Website http//umt. du/xls/techsupport Difficulties accessing your Student IT Helpdesk Ph (406) 243-4357 Computer account Technical difficulties in PC Labs Library enquiries UM Library Ph (406) 243-6866 Help wi th library databases, Internet searching and Reference queries Purchasing of text books and UM Bookstore Ph (406) 243-1234 stationery Fax (406) 243-2001 email emailprotected com website http//www. umtbookstore. om University of Montana Bookstore University Center, 1st & 2nd root 5 Campus Drive, Missoula, MT 59801 General administration enquiries Registrar Ph (406) 243-2995 e. g. admissions/ enrolments, course information, graduation Class Schedule workweek Lecture Topic Readings Assessments & Labs workweek 1 The constitution of Sound Waves Chapter 1 1/23/11 The Speech Chain, Chapters 1 Week 2 The Nature of Sound Waves Chapter 1 1/30/11 Week 3 Simple likeable Motion Chapter 2 2/6/11 Week 4 Simple Harmonic Motion Chapter 2 2/13/11 Week 5 Logarithms and Antilogarithms Chapter 3 mental testing 1 (20%) 2/20/11 No Class on 2/20/11 Week 6 Logarithms and Antilogarithms Chapter 3 2/27/11 Week 7 Sound warmth and Sound Pressure The Chapter 4 3/5/11 hahnium Week 8 Sound Intensity and Sound Pressure The Chapter 4 3/12/11 Decibel Week 9 Complex Waves Chapter 5 3/19/11 Week 10 Complex Waves Chapter 5 Exam 2 (20%) 3/26/11 Week 11 Spring Break 4/2/11 Week 12 Resonance and Filtering Chapter 6 4/9/11 Week 13 Resonance and Filtering Chapter 6 4/16/11 Week 14 Distortion Chapter 7 4/23/11 Sound Transmission Chapter 8 Week 15 Summation and Revision 4/30/11 Final Exam Exam 3 (20%) 5/7/11 Topical Description of Course Material Assessment Information 5 Assessment specifics are required. All assessment tasks must be completed for you to obtain a pass in this course. I would expect a significant commitment on your part to achieve a deep and eventive understanding of topics in this course. I would on that pointfore expect a high commitment to learning. Note unless stated otherwise, the due date for an assessment refers to the date by which the asses sment must be receive by the Instructor. Assessments for CSD 221 Fundamentals of Acoustics Assessment Focus Percent Value Length Due date item Assessment 1 Test 1 20% 50 M/C Questions Week 5 Assessment 2 Test 2 20% 50 M/C Questions Week 10 Assessment 3 Test 3 20% 50 M/C Questions Week 16 Assessment 4 Submission of Acoustic Study 20% 4-6 Pages Week 14 Assessment 5 Assignments/Labs/Quizzes (10) 20% TBA end-to-end Semester Descriptions of Assessments Three tests (20% each test) Test 1 (20%) Available from Monday, February 23Sunday, February 26 Test 1 must be submitted electronically by 1155pm Sunday, February 26 2-hour quantify test Multiple choice & true/ inconclusive Test 2 (20%) Available from Monday, adjoin 29 Sunday, April 1 Test 2 must be submitted electronically by 1155pm Sunday, April 1 2-hour timed test Multiple choice & true/false Test 3 (20%) Available from Wednesday, May 7 Thursday, May 10Test 3 must be submitted electronically by 1155pm Thursday, May 10 2 -hour timed test Multiple choice & true/false Assignments/Labs/Quizzes (20%) There will be ten assignments/quizzes during the semester. Each assignment/quiz will be discussed in class demonstrated in class and a instruction assistant will be available for someone help. Separate descriptive hand-outs will be available for each lab. Acoustic Study (20%) The acoustic study will be a project that you will be able to accomplish. The project should not relate to speech but should consider the analysis of an raise acoustic event. A separate handout will be available. *Note Tests are electronically marked and are mechanically submitted to Gradebook.After taking a test, your mark will be immediately available however, your test will only be made available for you to view after the closing date of the test. Delivery and submission of Assessments Note The troika tests are electronically marked by Gradebook. You are expected to prevent your own copy of the assignments. On the PowerPoint a ssignment, please attach an introductory mistake with the following details Your name and student number Course code, title and date submitted Helpful tips for submission of your Assessments There are several ship canal that you can assist with the efficient processing and return of your assessments. Turn in your assessments on time. Additional time will not be quick offered.Extensions and late submission Note Apply for extensions before the due date. You must deem for extensions at least 2 university business days before the due date. All extension requests must be in writing to the Instructor. If you do not follow these procedures and have an extension formally approved, your assessment will be considered late if it arrives after the due date. Extenuating heap do arise from time to time such as disorder or a family crisis. In such circumstances, you are required to contact your tutor to discuss your options. Poor time management is not considered an rationalize circumstance and is not grounds for an extension.Normally work commitments will not be sufficient grounds for an extension. Resubmission In this course, you cannot resubmit your work for reassessment. Plagiarism Policy Plagiarism is the presentation of the work of another without acknowledgement. As defined by the University of Montanas Student Conduct Code, plagiarism is Representing another persons words, ideas, data, or materials as ones own. Staff and students may use information and ideas expressed by others, but this use must be identified by eliminate referencing. Students who plagiarize may fail the course and may be remanded to faculty member Court for a possible suspension or expulsion from the University.More information regarding student policy, academic misconduct, and plagiarism can be found at http//www. umt. edu/catalog/policy_procedure. htm Assignment and examination rules Exams will involve multiple choice and true/false questions. They will cover the material provided both in the lectures and in the assigned readings. Exams/tests must be submitted by the assigned date. If you do not submit a test by the assigned date, you will not receive credit for the test, unless arrangements are made with the instructor in advance. Test 1 (20%) Test 2 (20%) Test 3 (20%) Assignments/Labs/Quizzes (20%) Acoustic Study (20%) Applying the university assessment grading to Assessments A Demonstrates imagination, originality or flair, based on proficiency in all learning outcomes of the unit (90. 0-100) work is interesting or surprisingly exciting, challenging, well read or scholarly. -For this assessment an A response answers all the set questions in a very informed, applied, revealing manner. B Demonstrates awareness and understanding of deeper and less obvious aspects of the unit, such as ability to (80. 0-89. ) identify and debate critical issues or problems, ability to run non-routine problems, ability to adapt and apply ideas to new situations, and ability to evaluate new ideas. -For this assessment a B response answers all the set questions in an informed manner and applied manner. C Demonstrates ability to use and apply cardinal concepts and skills of the unit, going beyond mere (70. 0-79. ) replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, some use of analytical skills, and some originality or insight. -For this assessment a C response answers all questions correctly. There is a basic application of ideas. D Satisfies all of the basic learning requirements of the unit, such as knowledge of fundamental concepts and (60. 0-69. ) performance of basic skills demonstrates satisfactory, adequate, competent, or capable achievement of the objectives of the unit. -For this assessment a D response answers near the questions correctly. Theses answers cover only the fundamentals and privation application. F (59. 9 and below) Fails to satisfy some of the basic requirements of the assessment task. pic pic pic psychology 101We all come in different requires and sizes. We all have strengths and weaknesses. What is right for one person may not be right for another. How we feel, think, transmit and react in different situations are shaped from when we are born throughout the rest of our lives. Our milieu influences our genius, our experiences from when we branchly walk to the last day we breathe. There are a number of psychologists who support that individuals environment is the key aspect to influencing spirit. Sigmund Freud believed that our childhood experiences are what influence our constitution as an adult.The nurture opening proposes that environment is what influences each individual and determines their personality. B. F. muleteer and washbasin Watson both suggest that personality is a result of interaction between the individual and the environment. The case study of jinnee, the wild child comes to show how frequently we require all of the environmental factors in Maslows Hierarchy of demand to live a levelheaded and standard life. Sigmund Freud (1856- 1939) believed that the psycho chargeual fix ups affect your personality and your experiences as you grow up influence your personality as an adult.Each of Freuds five stages determines certain characteristics in our personality as we become adults (see attachment 2 for details on stages). It was real from patients recollections, dreams and free associations. He asseverate that sexual instinct was the most important influence on personality. (WiseGEEK, 2011). The oral examination stage develops a sense of trust and comfort. The next period, the anal stage, increases accomplishment and independence. The differences between males and females are developed throughout the phallic stage, as the individual wants to possess the opposite sex parent and has the desire to replace the same gender parent.The latent period is import ant in the improvement of mixer and communication skills and self confidence. The individual will develop a good sexual interest in the opposite sex throughout the last stage, the genital stage. Fixation gives each problem at each stage a long-term effect in terms of our personality or character. (Boeree, George. 1997) This means that if difficulty slip bys in the stages, it can affect your personality, such as independence can translate to becoming dependant on others. Everything you become is heady by your first few years.The adult is exclusively determined by the childs experiences, because whatever actions occur in adulthood is based on an outline laid pig in the earliest years of life. nature comes from adaptive patterns associated to an individuals specific environment. Nature versus nurture is a debate upon the importance of an individuals inborn qualities against personal experiences in influencing or causing individuals personality and traits. Nurture is the influenc es on development occurring from prenatal, parental, extended family and friend experiences, extending to influences such as media, marketing and socio-economic status. (Answers, 2011). Nature is the genetic predispositions that determine how wad behave. It provides us with inborn abilities and traits. A case study that supports the influence of nurture is flush toilet B. Watsons and his partner, Rayners, experiment on diminished Albert. This case study conveys that bitty Albert did not display any idolatry towards the white rat or anything hirsute, until associating the rat with the load noise. This event produced itsy-bitsy Alberts fear of furry objects and demonstrates that experiences play a large role in developing our personality and particularly our traits.If environment didnt play a part in organisation an individuals personality, then identical correspond should, supposedly, be exactly the same. Although identical correspond are genetically identical and share th e same family environment, identical twins raised together do not have identical personalities. These differences must then be explained entirely by non-shared environmental effects. (Haimowitz, Avi. 2005) It is evident through the case study of Little Albert and the name above, that people think and behave in certain ways because they are taught to do so. B. F. muleteer (1904 -1990) proved that human demeanour could be suss outed and individuals delimitate their behaviour accordingly to each role and responsibility they undertake. You may find yourself juggling different roles as a parent, child, husband or wife, sibling, worker, and friend. The way we act and react in different positions and situations has been formed by our environment and how we have been taught to respond through our experiences. The Skinner box is an example of lock up conditioning (see addition 1 for image of the Skinner box). It is an experiment, created by B.F. Skinner to demonstrate a style follow ed by a reinforcing stimulus, which results in an increased likelihood of that behavior occurring in the future. B. F. Skinner placed a rat in the Skinner box. The rat pressed the response lever, releasing a sustenance pellet into the food dispenser. It was not trying to do anything when it first touched the lever, but once the rat learned how to release the food, it began restate the process. The behavior is followed by a consequence, and the nature of the consequence modifies the organisms tendency to repeat the behavior in the future. (Boeree, George. 1997). As you learn from your experiences and environment, you condition yourself in response to it. Skinner suggests that psychologists focus on observables, that is, the environment and our behavior in it. Give me a dozen healthy infants, well-formed, and my own undertake world to bring them up in and Ill guarantee to take any one at hit-or-miss and train him to become any pillowcase of specialist I mightiness select regardl ess of his talents, penchants, tendencies, abilities, vocations and race of his ancestors. - keister Watson.This well known behaviorist, John Watson, conveys that no matter what the individuals nature is, the environment and experiences in ones life can condition the individual and shape their personality. Genie, a thirteen year old girl, was found on the quaternate of November in 1970. She had suffered severe sensory and mixer deprivation as a result of being locked in her room, in all isolated, for almost her entire life. She was haunt by her traumatic upbringing and trap by memories of her suffering. Her father, Clark Wiley, turned his back on the world after his baffle had been killed by a hit and run driver.The result of his lose was taken out on his family. Genie was particularly targeted by her father, after he was told she may have a slow development. This case study expresses how important parenting is on a childs personality. The neediness of interaction and speech f rom Genie resulted in having no language or cognitive ability. The left field part of the cerebral cortex in Genies brain, which is responsible for speech and language, has not received the stimulation required for normal development (ExtraOrdinaryChildren, 2008)(See appendix 4 for image).This lack of development has left her speech centres irreparably damaged. Maslows hierarchy of needs show that Genie did not meet any of the levels of need (see appendix 3 for Maslows hierarchy of needs pyramid). According to this theory they are the literal requirements for human survival. If these requirements are not met, the human body simply cannot continue to function. (Wikipedia, 2011) She had the corporeal development of a 7-year old due to her prolonged malnutrition. Genie had a poor quality diet consisting of milk, oatmeal and sometimes an egg. The house was altogether dark, all the blinds were drawn and there were no toys, no clothes, nothing to indicate that a child of any age had l ived there. (ExtraOrdinaryChildren, 2008)These experiences of Genies entire life, comes to show how more each individual needs their environment and the result of not having nurture in ones life. Bibliography A2zpsychology, 2006, Freuds psychosexual Theory. Viewed environ 16, 2011, http//www. a2zpsychology. com/great_psychologists/freud_psychosexual_thoery. htm About, 2011, Personality Psychology.Viewed evidence 21, 2011, http//psychology. about. com/od/personalitydevelopment/Personality_Psychology. htm Answers, 2011, Nature or Nurture. Viewed swear out 4, 2011, http//wiki. answers. com/Q/What_influences_personality_more_nature_or_nurtureixzz1HIvrEH1D Boeree, George. 1997, Sigmund Freud. Viewed March 13, 2011, http//webspace. ship. edu/cgboer/freud. hypertext markup language. Boeree, George. 1998, B. F. Skinner. Viewed March 12, 2011, http//webspace. ship. edu/cgboer/skinner. html Changingminds, 2011, Freuds Psychosexual Stage Theory.Viewed March 15, 2011, http//changingminds. o rg/explanations/learning/freud_stage. htm Dr. Westrope. 2010, Personality. ViewedMarch 18, 2011, http//answers. yahoo. com/question/ ability? qid=20091119000820AALKEuL ExtraOrdinaryChildren, 2008, Genie Wiley. Viewed March 13, 2011, http//www. mymultiplesclerosis. co. uk/misc/wild-child. html Haimowitz, Avi. 2005, genetic endowment vs. environment. Viewed March 21, 2011, http//www. personalityresearch. org/papers/haimowitz. html Powell, Kimberly. 2011, nature vs nurture.Viewed March 22, 2011, http//genealogy. about. com/cs/geneticgenealogy/a/nature_nurture. htm Stennes Barbara (2009), How Different Roles Influence Your Personality. Viewed March 14, 2011, http//www. resourcesunlimited. com/How_Different_Roles_Influence_Your_Personality. asp Wikipedia, 2011, Personality Psychology. Viewed March 21, 2011, http//en. wikipedia. org/wiki/Personality_psychologyTrait_theories Wikipedia, 2011, Maslows Hierarchy of Needs. Viewed March 14, 2011, http//en. wikipedia. org/wiki/ showMaslow%27s_Hi erarchy_of_Needs. svgPsychology 101We all come in different shapes and sizes. We all have strengths and weaknesses. What is right for one person may not be right for another. How we feel, think, behave and react in different situations are shaped from when we are born throughout the rest of our lives. Our environment influences our personality, our experiences from when we first walk to the last day we breathe. There are a number of psychologists who support that individuals environment is the key aspect to influencing personality. Sigmund Freud believed that our childhood experiences are what influence our personality as an adult.The nurture theory proposes that environment is what influences each individual and determines their personality. B. F. Skinner and John Watson both suggest that personality is a result of interaction between the individual and the environment. The case study of Genie, the wild child comes to show how much we require all of the environmental factors in Mas lows Hierarchy of needs to live a healthy and standard life. Sigmund Freud (1856- 1939) believed that the psychosexual stages affect your personality and your experiences as you grow up influence your personality as an adult.Each of Freuds five stages determines certain characteristics in our personality as we become adults (see appendix 2 for details on stages). It was developed from patients recollections, dreams and free associations. He asserted that sexual instinct was the most important influence on personality. (WiseGEEK, 2011). The oral stage develops a sense of trust and comfort. The next period, the anal stage, increases accomplishment and independence. The differences between males and females are developed throughout the phallic stage, as the individual wants to possess the opposite sex parent and has the desire to replace the same gender parent.The latent period is important in the improvement of social and communication skills and self confidence. The individual will develop a strong sexual interest in the opposite sex throughout the last stage, the genital stage. Fixation gives each problem at each stage a long-term effect in terms of our personality or character. (Boeree, George. 1997) This means that if difficulty occurs in the stages, it can affect your personality, such as independence can transform to becoming dependant on others. Everything you become is determined by your first few years.The adult is exclusively determined by the childs experiences, because whatever actions occur in adulthood is based on an outline laid down in the earliest years of life. Personality comes from adaptive patterns associated to an individuals specific environment. Nature versus nurture is a debate upon the importance of an individuals inborn qualities against personal experiences in influencing or causing individuals personality and traits. Nurture is the influences on development occurring from prenatal, parental, extended family and peer experiences, ext ending to influences such as media, marketing and socio-economic status. (Answers, 2011). Nature is the genetic predispositions that determine how people behave. It provides us with inborn abilities and traits. A case study that supports the influence of nurture is John B. Watsons and his partner, Rayners, experiment on Little Albert. This case study conveys that Little Albert did not display any fear towards the white rat or anything furry, until associating the rat with the load noise. This event produced Little Alberts fear of furry objects and demonstrates that experiences play a large role in developing our personality and particularly our traits.If environment didnt play a part in shaping an individuals personality, then identical twins should, supposedly, be exactly the same. Although identical twins are genetically identical and share the same family environment, identical twins raised together do not have identical personalities. These differences must then be explained ent irely by non-shared environmental effects. (Haimowitz, Avi. 2005) It is evident through the case study of Little Albert and the quote above, that people think and behave in certain ways because they are taught to do so. B. F.Skinner (1904 -1990) proved that human behavior could be conditioned and individuals condition their behavior accordingly to each role and responsibility they undertake. You may find yourself juggling different roles as a parent, child, husband or wife, sibling, worker, and friend. The way we act and react in different positions and situations has been formed by our environment and how we have been taught to respond through our experiences. The Skinner box is an example of operate conditioning (see appendix 1 for image of the Skinner box). It is an experiment, created by B.F. Skinner to demonstrate a behavior followed by a reinforcing stimulus, which results in an increased likelihood of that behavior occurring in the future. B. F. Skinner placed a rat in the S kinner box. The rat pressed the response lever, releasing a food pellet into the food dispenser. It was not trying to do anything when it first touched the lever, but once the rat learned how to release the food, it began repeating the process. The behavior is followed by a consequence, and the nature of the consequence modifies the organisms tendency to repeat the behavior in the future. (Boeree, George. 1997). As you learn from your experiences and environment, you condition yourself in response to it. Skinner suggests that psychologists focus on observables, that is, the environment and our behavior in it. Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and Ill guarantee to take any one at random and train him to become any type of specialist I might select regardless of his talents, penchants, tendencies, abilities, vocations and race of his ancestors. - John Watson.This well known behaviorist, John Watson, conveys that no matter what the individuals nature is, the environment and experiences in ones life can condition the individual and shape their personality. Genie, a thirteen year old girl, was found on the 4th of November in 1970. She had suffered severe sensory and social deprivation as a result of being locked in her room, completely isolated, for almost her entire life. She was haunted by her traumatic upbringing and trapped by memories of her suffering. Her father, Clark Wiley, turned his back on the world after his mother had been killed by a hit and run driver.The result of his lose was taken out on his family. Genie was particularly targeted by her father, after he was told she may have a slow development. This case study expresses how important parenting is on a childs personality. The lack of interaction and speech from Genie resulted in having no language or cognitive ability. The left part of the cerebral cortex in Genies brain, which is responsible for speech and language, has not received the s timulation required for normal development (ExtraOrdinaryChildren, 2008)(See appendix 4 for image).This lack of development has left her speech centres irreparably damaged. Maslows hierarchy of needs show that Genie did not meet any of the levels of need (see appendix 3 for Maslows hierarchy of needs pyramid). According to this theory they are the literal requirements for human survival. If these requirements are not met, the human body simply cannot continue to function. (Wikipedia, 2011) She had the physical development of a 7-year old due to her prolonged malnutrition. Genie had a poor quality diet consisting of milk, oatmeal and sometimes an egg. The house was completely dark, all the blinds were drawn and there were no toys, no clothes, nothing to indicate that a child of any age had lived there. (ExtraOrdinaryChildren, 2008)These experiences of Genies entire life, comes to show how much each individual needs their environment and the result of not having nurture in ones life. Bibliography A2zpsychology, 2006, Freuds Psychosexual Theory. Viewed March 16, 2011, http//www. a2zpsychology. com/great_psychologists/freud_psychosexual_thoery. htm About, 2011, Personality Psychology.Viewed March 21, 2011, http//psychology. about. com/od/personalitydevelopment/Personality_Psychology. htm Answers, 2011, Nature or Nurture. Viewed March 4, 2011, http//wiki. answers. com/Q/What_influences_personality_more_nature_or_nurtureixzz1HIvrEH1D Boeree, George. 1997, Sigmund Freud. Viewed March 13, 2011, http//webspace. ship. edu/cgboer/freud. html. Boeree, George. 1998, B. F. Skinner. Viewed March 12, 2011, http//webspace. ship. edu/cgboer/skinner. html Changingminds, 2011, Freuds Psychosexual Stage Theory.Viewed March 15, 2011, http//changingminds. org/explanations/learning/freud_stage. htm Dr. Westrope. 2010, Personality. ViewedMarch 18, 2011, http//answers. yahoo. com/question/index? qid=20091119000820AALKEuL ExtraOrdinaryChildren, 2008, Genie Wiley. Viewed March 13, 2011, http//www. mymultiplesclerosis. co. uk/misc/wild-child. html Haimowitz, Avi. 2005, Heredity vs. environment. Viewed March 21, 2011, http//www. personalityresearch. org/papers/haimowitz. html Powell, Kimberly. 2011, nature vs nurture.Viewed March 22, 2011, http//genealogy. about. com/cs/geneticgenealogy/a/nature_nurture. htm Stennes Barbara (2009), How Different Roles Influence Your Personality. Viewed March 14, 2011, http//www. resourcesunlimited. com/How_Different_Roles_Influence_Your_Personality. asp Wikipedia, 2011, Personality Psychology. Viewed March 21, 2011, http//en. wikipedia. org/wiki/Personality_psychologyTrait_theories Wikipedia, 2011, Maslows Hierarchy of Needs. Viewed March 14, 2011, http//en. wikipedia. org/wiki/FileMaslow%27s_Hierarchy_of_Needs. svg