Psychology 101

Course Information Fundamentals of Acoustics Applications in spoken communication, Hearing and quarrel Description This course leave al cardinal provide students with a finishonical and working knowledge of acoustics and the physics of sound. It forget provide the basis for measurement and description of dustup stimuli. It will keep up direct application to Speech, Hearing and Langu du brandion intervention as well as application into communicative sciences. CSD 221 Student Name __________________ Course Fundamentals of Acoustics Course Code CSD 221 FacultyPhyllis J. Washington College of Education and adult male Sciences Faculty Department communicative Sciences and Disorders Suggested prerequisite None Length of Course One semester Degree Bachelor of Arts Credit 3 credit hours estimation Tasks estimation 1 Test 1 Test 2 Test 3 judgement 2 Assignments/Labs/Quizzes Assessment 3 Acoustic Study on the watch by Al Yonovitz, PhD University of Montana First published 2010 C ontents Introduction UM Mission Statements Welcome About the Instructor Class Organization L pull aheading ObjectivesClass gene p tushion Class Attendance Policy Private Study Commitments Occupational Health and Safety Learning approaches Classroom Lectures Moodle Study Resources Required Texts Additional Resources Support work and Resources Student Resources Students with Disabilities unkn own Exchange Students and Scholars Directory of Assistance Study plan/Course Outline Assessment information Over hitch Delivery and leniency Helpful tips for submission of your assessments Extensions and posthumous submission Resubmission University Plagiarism PolicyAssessment and mental test rules Special examinations and special conside betrayion Assessment tasks Introduction UM Mission Statements MISSION STATEMENT THE UNIVERSITY OF MONTANA The University of Montana capitalizes on its whimsical strengths to earn knowledge, provide an active reading environment for students, and offer pr ograms and services responsive to the needs of Montanans. The University delivers education and twineing on its four camp purposes and through telecommunications to sites inwardly 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 pass in the past. The dedication to education for and throughout life reflects the loyalty to service learning and community building on and off the campuses. The University enhances its programs through continuous quality review for improvement and remains fully accountable to the citizenry through annual audits and performance evaluations. MISSION STATEMENT THE UNIVERSITY OF MONTANA-MISSOULAThe University of Montana-Missoula pursues academic excellence as indicated by the quality of curriculum and instruction, student performance, and faculty professional doings. The University accomplishes this mission, in part, by providing unique educational e xperiences through the integration of the liberal arts, graduate issue, and professional training with international and interdisciplinary emphases. Through its graduates, the University also seeks to educate efficient and valet de chambree professionals and in organise, 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, cultural outreach, 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 reputation of the speech and acoustic stimulus form the primary bases for your clinical education and your c arr in speech pathology. As you progress in your program the character reference of understanding the bases of the sound and acoustics will become evident.It is a gr eat privilege to be your instructor in this first autumn class within the new program in Speech Pathology at the University of Montana. I contain been a practicing audiologist and speech and audience scientist for m some(prenominal) forms. I look forward to offering you both the historical speech and hearing perspective and that of current practice. These perspectives will provide you with a basic understanding of the mandatory vision and easy opportunities for Speech Pathologists. Your study will, in turn, help improve diagnosis and service delivery within the practice of Speech Pathology.Acoustics of speech performance and the auditory stimulus will provide you with a foundation for your clinical process. It will also offer you the basic skills necessary to assess speech and hearing disorders and to plan intervention programs. This is a course which will enable professional preparation. Through study, your increased knowledge and skills will greatly benefit your future clien ts. In this course, I believe you will also experience the joy of learning and satisfaction of understanding new concepts and procedures. I will do my best to attest the material in a clear and understandable manner.Fin tout ensembley, I want you to think that you ar here to learn and non here to just earn the grade. If you concentrate on learning, the grades will take cargon of themselves. Make sure that you design a reliable study schedule and I guarantee your efforts will be rewarded. I hope to have the chance to meet all of you (including the external students) sometime soon in the near future. Of course, you may achieve me at some(prenominal)time via the information in the announcements. Kind 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 Email al. emailprotected edu roving (406) 241-2364 Postal Al Yonovitz Department of Communicative Sciences and Disorders Curry Health nitty-gritty, Lower Level University of Montana Missoula, MT 59812 About the Instructor Dr Yonovitz has been active in research issues in abnormal reading of central auditory processing abilities in Aboriginal and non-Aboriginal children. His concentrated busy has been in deaf and hearing-impaired children. He has also published widely in areas of speech and hearing science.He has been the Unit Head for the Ear Health and Education Unit of the Menzies School of Health Research and a Manager for Australian Hearing, a republic Agency, providing hearing improvement for children and pensioners. He was with Charles Darwin University in Darwin, NT Australia before accepting the position as Chair of the new Department of Communicative Sciences and Disorders. Phone (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 Mont ana Missoula, MT 59812 Course Organization The Spring 2012 semester is 16 weeks long, beginning January 23, and conclusion 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 each 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. grade opportunities will be consistent between sections.Any questions regarding the course, any unit, or any assignment should first be posed to the instructor via the news board on Moodle called Queries. 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 addressed within a 24-hour period, M-F. Learners who have signed up for the face-to-face mode should expect to heed every lecture. Learners who have signed up for the online mode are welcome to attend the face-to-face lectures at any time. There are five (5) summative assessments.Summative assessments complicate multiple select tests and a number of assignments. Formative assessments, which are indicatory of student progress, will be conducted in class. These formative assessments can be viewed either synchronously or asynchronously by online learners. Formative assessment will include review of multiple choice questions at the end of chapters of the text. You will also notice a discussion board entitled Student Lounge. You may use this board to communicate with your classmates. Course Organization 1. Introduction to wave analysis 2. stand seethes 3. Resonance . Wave abstract 5. Speech Production 6. Acoustics of Speech Signals 7. computer science and Measurement Techniques for Acoustics Lectures can be accessed either in real time or asynchronously from the CSD website. (There is a tutorial for website access under Start Here). Lectures are usually poste d to the website the same 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 develop mastery of the following topics 1. Describe the acoustic signals in the time and frequency domain 2.Understand how the structures of the speech system are used to produce speech (consonants and vowels). 3. dismember acoustic and speech signals with both Hardware and Software 4. Utilize their knowledge happen uponing application in clinical intimacys Any questions regarding the course should be direct to the course instructor, Al yonovitz. Hours and Required Discussion Lectures 810-930am Mondays & Wednesdays The class will be live at the times above. Students may access the live classes and all some other archived class meetings this semester by going to the Elluminate links posted to the Calendar of Moodle.The PowerPoint presentations, discussion board, etc. will be visible(prenominal) via Moodle. Fo r UMOnline students it is not necessary to view live classrooms, just you mustiness watch the archived class sessions. Attendance will be taken for students attending 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 complemental the holdd 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 the ordinary risks associated with this unit. General Content overview 1 Introduction to wave analysis Mathematics and calculating systems Types of Waves Wave Shapes Propagation Velocity and Medium Velocity curved Waves More Terminology Oscillating Systems and Sinusoidal Waves Application of the Concept of Waves to sonorous Relationship Among v, f andpic Wave Velocity and Properties of the Medium Elastic Properties of channelise Reflection and Transmission of Waves Interference and Superposition 2. Standing Waves Longitudinal Displacement WavesNormal Modes for an Air Column Closed at Both Ends Normal Modes for an Air Column Open 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 Space Interference Diffraction of Wave Phase of a Wave Complex Wave Forms Complex Traveling Waves Complex Standing Waves Beats Sound Quality Non-Repetitive Sounds 5. Speech Production Vocal Organs Vocal jam Vibration Acoustic Properties of the Vocal Tract Sound Spectrographs . Acoustics of Speech Signals Vowels Consonants Glide and Liquid Consonants Nasal Consonants Fricative Consonants Stop Consonants Coarticulation 7. Computing and Measurement Techniques for Speech Analysis Sound Spectrosc opy Fourier Analysis Learning approaches Moodle Moodle is the University of Montanas on-line learning system. It is critically important 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 jump on is the mode of communication which allows for face-to-face and online learners to share. Postings should be succinct, yet comprehensive (about one paragraph). In addition to your posting, you must reply to at least one other learners posting in, again, a succinct, yet comprehensive posting. The instructor facilitates the discussions, carefully monitors the Discussion placard, and provides considered responses. These responses are usually provided by and by 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 judge on any online submission. For the Core Rules of Netiquette, please visit http//www. albion. com/netiquette/corerules. hypertext markup language. In addition, the instructor expects formal 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 connect to the earnings 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) wishs diversity and individual worth. These concepts are illustrated through the following activities a) by understanding acoustics you will be able to appreciate the linkage between this course and other CSD courses, yo u will have an understanding of the record of the conversational element b) you will also participate in laboratories designed to in return assist each other, and c) you will be challenged to combine 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 subject-oriented curriculum and think about the interrelationships among and between subject areas. They work with a variety of handle of study and search for unifying 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) joint Endeavors In a learning community knowing and learning are viewed as communal acts, and members are encouraged to assist each other o learn and rick. There is a commitment to engage all learners cognitively and emotionally in acquiring knowledge that is personal ly meaningful. In the process members create a cohesiveness that encourages personal responsibility and commitment to the group and its goals. c) Respect for Diversity and Individual Worth A learning community embraces diversity with respect to ideas, abilities, viewpoints, experiences, learning styles, cultural backgrounds. Diversity is valued because of the inherent worth of each individual who brings his or her strengths to the community.The ethics of caring and mutual respect are viewed as essential for put forwardive learning environments that enhance each members self-esteem and foster risk-taking, creative conflict, and excellence. Study resources Required text Required texts basis TO SOUND, Acoustics for the Hearing and Speech Sciences. Charles E. Speaks, Singular Publishing, 1999. Several additional readings will be assigned throughout the semester. These may include journal articles, chapters from books other than your textbook, and other think materials. Support servic es and resources UM Academic Honesty PolicyThe student Conduct Code, embodying the ideals of academic honesty, integrity, gracious rights, and responsible 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 TRiO and the other by the Undergraduate Advising Center both are located 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 Writing Center is available to help you improve your writing 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 emailprot ected umt. edu or call (406) 243-2266. Students with Disabilities Students with disabilities are encouraged to plan ahead and can contact Dis might 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 details 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 communicate Contact details Matters concerning the course Instructor Al Yonovitz al. emailp rotected 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) E-mail 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 with 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 Floor 5 Campus Drive, Missoula, MT 59801 General administration enquiries Registrar Ph (406) 243-2995 e. g. admissions/ enrolments, course information, graduation Class Schedule Week Lecture Topic Readings Assessments & Lab s Week 1 The record 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 Harmonic Motion Chapter 2 2/6/11 Week 4 Simple Harmonic Motion Chapter 2 2/13/11 Week 5 Logarithms and Antilogarithms Chapter 3 Exam 1 (20%) 2/20/11 No Class on 2/20/11 Week 6 Logarithms and Antilogarithms Chapter 3 2/27/11 Week 7 Sound Intensity and Sound Pressure The Chapter 4 3/5/11 element 105 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 Cou rse Material Assessment Information 5 Assessment items are required. All assessment tasks must be holy for you to obtain a pass in this course. I would expect a significant commitment on your part to achieve a deep and potent understanding of topics in this course. I would therefore expect a high commitment to learning. denounce unless stated otherwise, the due date for an assessment refers to the date by which the assessment must be received 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 Throughout Semester Descriptions of Assessments Three tests (20% each test) Test 1 (20%) Available from Monday, February 23Sunday, February 26 Test 1 mus t be submitted electronically by 1155pm Sunday, February 26 2-hour timed test Multiple choice & true/false Test 2 (20%) Available from Monday, March 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 teaching assistant will be available for individual 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 interesting acoustic event. A separate handout will be available. *Note Tests are electronically marked and are automatically submitted to Gradebook.After taking a test, your mark will be immediately available however, your test will only be make available for you to view after the closing date of the test. Delivery and submission of Assessments Note The three tests are electronically marked by Gradebook. You are expected to keep your own copy of the assignments. On the PowerPoint assignment, please attach an introductory glide 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 slipway that you can assist with the efficient processing and return of your assessments. Turn in your assessments on time. Additional time will not be readily offered.Extensions and late submission Note Apply for addresss before the due date. You must apply 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 circumstances do arise from time to time such as illness 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 extenuating 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 appropriate referencing. Students who plag iarize may fail the course and may be remanded to Academic 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, found on proficiency in all learning outcomes of the unit (90. 0-100) work is interesting or surprisingly exciting, challenging, well re ad or scholarly. -For this assessment an A response answers all the set questions in a very informed, applied, cogent manner. B Demonstrates awareness and understanding of deeper and less obvious positions of the unit, such as ability to (80. 0-89. ) identify and debate critical issues or problems, ability to solve 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 fundamental 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 most the questions correctly. Theses answers cover only the fundamentals and lack application. F (59. 9 and below) Fails to satisfy some of the basic requirements of the assessment task. pic pic picPsychology 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, extend and react in different situations are shaped from when we are innate(p) throughout the rest of our lives. Our environment influences our nature, 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 genius. Sigmund Fre ud believed that our childhood experiences are what influence our record as an adult.The rearing theory proposes that environment is what influences each individual and determines their personality. B. F. Skinner and washbasin Watson both suggest that personality is a result of interaction between the individual and the environment. The typesetters case study of jinni, the wild child comes to show how much we require all of the environmental factors in Maslows Hierarchy of needs to live a healthy and standard life. Sigmund Freud (1856- 1939) believed that the psychosexual coifs 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. (WiseGEE K, 2011). The oral stage develops a sense of trustingness and comfort. The next period, the anal stage, increases accomplishment and freedom. 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 propensity to replace the same grammatical 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 issue 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 proper dependant on others. Everything you become is determined by your first few years.The adult is exclusively determined by the childs experiences, because what ever actions occur in maturity date 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 nonheritable 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, extending 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 ev ent produced Little Alberts fear of furry objects and demonstrates that experiences play a large usance in developing our personality and particularly our traits.If environment didnt play a part in shaping an individuals personality, then very(a) twins should, supposedly, be on the button 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 entirely 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, wo rker, 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 Skinner 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 moved(p) the lever, but once the rat learned how to release the food, it began retroflexing 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 you rself 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 fount 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, whole isolated, for almost her entire life. She was preoccupied by her traumatic upbringing and trapped by memories of her suffering. Her father, Clark Wiley, turned his back on t he world after his mother had been killed by a hit and hang in 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 remark 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. (Wik ipedia, 2011) She had the physical development of a 7-year old due to her prolonged malnutrition. Genie had a poor quality pabulum 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 point 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. 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 Maslows 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 nurtu re 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, extending 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 entirely 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 conditi oning (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 Skinner 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 g uarantee 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 expre sses 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 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 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. 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