Design Project,

timer Asked: Apr 15th, 2018
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Question Description

Design Project - Overview


Your task is to find a way to teach something. It can be anything you like - a list of words, how to solve stoichiometry problems, how to play a song on the guitar – but it needs to be a specific thing. Your approach must be based on a concept from class. It can be any concept covered in your assigned readings, lectures, video content, or demonstrations, and it can be from a chapter or unit that we have not yet completed.


You will complete a first draft, review three of your peers' papers, and submit a revised draft. This activity is designed to help you:

  • Deeply understand and explain a psychological concept related to learning.
  • Practice applying concepts to improve learning.
  • Experience the process of translating concepts into learning practices.
  • Gain experience reviewing other students' work and revising your own.

Steps to Complete

  1. First draft submission
  2. Peer review assignment
  3. Revised draft submission


  • Late submissions will not be accepted.
  • Please do not include your name in any file you submit.

Step 1: First draft submission

You will write a two- to three-page paper (1,000 word minimum for first draft, 1,100 for revised draft) explaining the concept from class that you have chosen to apply, how it is relevant in your design, and why you believe this application of a principle would be effective. You will also be responsible for submitting a copy of your learning materials and a clear, step-by-step description of how you would give your lesson (any samples of materials do not count toward the word minimum, but descriptions of your materials and procedure do).

Grading Criteria

You will be graded based on the following criteria:

  • Principle Described: Provides clear description of the psychology principle that is guiding the research; terms are defined
  • Materials/Procedure: Describes materials and procedure with sufficient detail that someone else could recreate them; example of materials provided at end of paper
  • Application of Principle: Articulates how the principle relates to the experimental materials; makes clear how details of the principle have informed the design of the materials
  • Evidence to Support Predictions: Cites at least one idea, experiment, or research finding to support predictions (i.e., supporting your argument for why this learning approach should be effective)
  • Evidence to Refute Predictions: Cites at least one idea, experiment, or research finding to refute or contradict predictions (i.e., an explanation for what might go wrong or why it might not be as effective as you predict)
  • (Revised draft only) Explanation of Revisions: Addresses and briefly explains response to all peer feedback (how you responded to each comment and/or why you chose not to follow a peer’s advice) and other revisions made to paper. Clearly identifies what was revised, why, and how it improves the paper.

Writing Guide

These are questions to help guide your writing. To ensure that you address all of the rubric criteria and to help your peer reviewers identify important information, please use the following section headings in your paper. In each section, make sure you address the prompts and questions that follow each header.


What is the psychology principle you’re applying? Make sure you select only one principle and that your principle comes from class or the textbook. Would someone who has not taken the class understand your explanation of the principle? Have you defined any important terms in your explanation? Consider providing an example of the principle to help make your explanation clear.


What, in detail, are the learning materials and/or procedure that you would follow? Are they explained clearly enough that someone else could replicate them, i.e., they could try using your materials and following your procedure to teach someone else? Did you include a copy of any learning materials you would use?

Application of Principle

Explain how the principle you chose influenced your design of the learning materials/procedure. Is it clear how your principle guided your designed (e.g., “I made this design choice based on my principle, which predicts that…”)? The relationship between principle and materials/procedure should be very clear.

Evidence to Support Design

What is one idea, experiment, or research finding that supports your expectation that this will be an effective approach to learning your content? Describe this idea, experiment, or research finding.

Evidence to Refute Design

What is one idea, experiment, or research finding that suggests things might not go the way you expect? Describe this idea, experiment, or research finding.

(Revised draft only) Explanation of Revisions

For each comment you received in your peer reviews, what changes did you make to address the comment? If you decided not to address a comment, why did you feel it didn’t need to be addressed? What other revisions did you make? Describe how your revisions improve the overall quality of your paper. From your explanation, it should be clear to the reader that you have made an effortful attempt to revise and improve your paper.

Additional Resources to Help You

Design project: List of suggested topics


Below are suggested principles/concepts that might work well as your chosen principle for your design project. If you choose to use a principle or concept not on this list, I strongly encourage you to talk to me first so that we can make sure it is appropriate for your project.

Remember, you should choose only one principle or concept.


These principles are best for specific content that you want someone to remember, like a list of words, information in a reading, etc. Depending on the type of processing, it may also support better understanding of content.

  • Chunking
  • Elaborative rehearsal/elaboration
  • Self-reference
  • Schemas
  • Memory biases and errors


All three forms of learning are focused on training or changing behavior. While modeling and operant condition might be an appropriate principle for teaching someone how to behave in a particular situation or to do something (think of the Bobo doll experiment and the role of observational learning in children’s development), remember that classical conditioning relies on naturally occurring, often biological behaviors (e.g., salivating at the sight of food), and would not be appropriate for more complex tasks or conscious decision-making.

  • Classical conditioning
  • Operant conditioning
  • Modeling/Observational learning

Thinking, Language, and Intelligence

  • Concepts
  • Problem solving
  • Biases in decision making and how to avoid them

Tutor Answer

School: UC Berkeley

I appreciate working with you! In case of any further edits, please do not hesitate to let me know! See you soon! Remember me as always! Would love and appreciate to work with you in the future! Goodbye



Design Project
Student’s Name
Institution of Affiliation



Teaching classical conditioning is an important issue that must be taken into
consideration. The best method of teaching classical conditioning is to, first of all, describe the
principle that will be used to make the students have a clear understanding of the concept. The
relevant materials and procedures used to teach classical conditioning must be compatible with
the requirements of the concept because it will have a great impact on the future needs of the
student. Equally, the student should be encouraged to put the classical conditioning concept into
practice and apply it to daily needs. Sufficient evidence must also be provided to support the
prediction that the concept of the classical condition has a great impact on the life of an
individual. However, such prediction may also be refuted with evidence to have an
understanding of the other perspective of the classical conditioning.
Application of Principle
This learning procedure is also referred to as respondent or Pavlov conditioning and it
informed the psychology of learning as well as the field of behaviorism. In this learning
procedure, a stimulus that is biologically potent is paired with a previous unconditioned stimulus
such that the resultant neutral stimulus elicits a response that is similar to the stimulus which is
produced by the potent stimulus (Schmajuk, 2014). However, a stimulus that is conditioned may
not be simply connected to an unconditioned response. Therefore, the latter differs in some way
from the unconditioned response due to modification of behavior through stimuli association.
The huge influence of classical conditioning is based on behaviorism where two major
assumptions are often considered. The first assumption is that learning takes place through
interactions and secondly, that an environment can shape behavior. The major principles of
classical conditioning include; acquisition, extinction, spontaneous recovery, generalization, and
discrimination of stimulus (Moore, 2012). In stimulus generalization and discrimination while



the former refers to the tendency of a conditioned stimulus to evoke similar responses after the
conditioning of a response, the latter is the ability in differentiating between a stimulus that is
conditioned and the other that has not been paired with an unconditioned stimulus.
In acquisition as the most initial stage in the establishment and strengthening of a
stimulus, there is repeated pairing with an unconditioned stimulus. Extinction occurs when a
response’s condition either disappears or decreases and it takes place when a stimulus that is
conditioned is not in any way paired with a stimulus that is first uncommon. Another principle is
spontaneous recovery which refers to the reappearance of a conditioned response after a period
of rest or a period with a response that is lessened. Without an association between an
unconditioned and conditioned stimulus, extinction rapidly takes place after a spontaneous
The learning materials used for this lea...

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