Although there is already an abundance of psychological research on reading and memory, the majority of this research has been on people’s reading deficits or their depths of information processing, yet not so much on the reading material that’s presented. For example, past researchers found that levels of recall accuracy vary between different task formats, and that they are dependent on the orienting task for processing (Towse, Cowan, Hitch & Horton, 2009). Thus we can say that recall accuracy could be situational and variable depending on the task presented. As a part of a Cognitive Psychology class, we were interested in seeing if there was a distinction in reading performances based on the manipulation of the specific reading task that we presented. The purpose of this study
Piaget broke it down into two stages of cognitive development, whereby Kohlberg has identified six stages on three separate levels of development. (Wagner) Kohlberg went further to dissect and understand the questions he was confronted with in his research as to why and how we think the way we do. It was not enough to simply state how we develop mentally, but why. Kohlberg basically set the tone for Moral Development in Education for many years to come. The three levels of morality have been defined by Kohlberg as pre-conventional, containing the beginning two stages
Cybernetics and Social Construction People seek out or are sent to therapy for numerous reasons; but no one understand what it takes to have a successful therapy session. During each developmental stage of therapy, key tasks must be completed before advancing to the next stage, failure to do so may jeopardize the consultation process. (Carr, 2000, p. 197) Guise (2009, p.72) stated that there are changes that take place during the treatment process in family therapy which are classified as first-order cybernetics or second-order cybernetics. During first-order change family patterns of interaction or sequences are altered at the behavioral level only but through second-order change the underlying beliefs or premises that govern family members’ behavior or promote specific reactions are altered. In general cybernetics in family therapy is “the study of how systems are controlled by information and feedback loops and the means by which they work.” (Guise, 2011, p. 11) Keeney and Ross (1983) described cybernetics as being a system which encompasses a recursive, complementary relation between processes of change and stability”.
Howard Gardner viewed intelligence as 'the capacity to solve problems or to fashion products that are valued in one or more cultural setting' (Gardner & Hatch, 1989). Gardner initially formulated a list of seven intelligences and claimed that they rarely operate independently. They are used at the same time and tend to complement each other as people develop skills or solve problems.” The seven intelligences are as follows: Logical-mathematical intelligence entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking. Linguistic intelligence involves having a mastery of language.
“Sensory information is gathered normally, but perceived abnormally and the information tends to be analyzed by the brain in an unusual way that may cause distress and confusion” (Patterson). This disorder may make it difficult for children to focus on learning. “Sensory integration dysfunction has only been recognized and named by any discipline during the last thirty-five years and the specific entity of sensory processing disorder has been clearly specified only since the year 2000” (Byrne). Bill Radford quotes Michael Kisley, an assistant professor of psychology at the University of Colorado Springs who researches sensory issues: “Sensory-processing problems are very real, and they can be extremely debilitating, but sensory-processing disorder remains a controversial diagnosis.” Additional information and research is required to confirm whether or not sensory-processing disorder is different from other disorders with sensory-processing elements, such as attention deficit hyperactivity disorder (ADHD) and autism. “Some insurance companies don’t cover sensory-integration therapy, calling it experimental” (Redford).
Critically review the contribution and influence of psychological theories to early Childhood education and Care curriculum development and childcare practitioner working practices. Throughout this essay I am going to discuss the cognitive development theories of Piaget and Vygotsky. These two theorists were influential in forming a scientific approach to analysing the development process involved in cognition. Cognition is the procedure involved in thinking and mental activity, such as problem solving, memory and attention (Flanagan, 1999, p.72). Both theorists said that a child’s cognitive development took places in stages but the way in which these theorists described the way children go through these stages was completely different.
Although researchers always have been interested in how the mind works, over time cognitive psychology has evolved to become a branch of psychology. Cognition Cognition relates to the way individuals process information. Cognition involves different processes that are built, such as understanding, remembering, attention, classifying, identifying, and decision making (Robinson-Riegler, & Robinson-Riegler, 2008). Mental processes are used in the daily lives of individuals; however, the process is not given much thought. An individual’s response to their environment can appear as though it is an impulse act.
As far as coding is concerned, there are also differences between short term and long term memory; short term is acoustic and long term is semantic. The multi-store model of memory is the first attempt into explaining the way that memory works and has led to further research into memory being undertaken but this explanation of memory is overly simplistic due to its one way system of memory. Lab research to support the multi-store memory was carried out by Peterson and Peterson; in their study, participants were presented with a trigram consisting of 3 consonants which they were asked to recall in the correct order after a delay of 3,6,9,12,15 or 18 seconds. Rehearsal of the trigram was prevented by counting backwards in 3s from a random 3 digit number. The findings of Peterson and Peterson’s research were that after 18 seconds, fewer than 10% of the trigrams were remembered by the participants.
The following essay will provide discussion on topic "What role does Freud have in modern psychology?” Although Freud’s theories have been widely criticized during his life and afterward, this essay will argue that his work is still playing important role in modern Psychology. Starting point for the discussion is to examine the definitions of relevant terms. Psychology, Themes and Variations defines psychology as the science that studies behavior and psychological and cognitive process that underline it, and it is the profession that applies the accumulated knowledge of this science to practical problems (Weiten, W. 2004, p 18). Freud was born in 1856, the year Darwin published The Origin of the Species. He grew up in one of the most exciting times in human history, when the basis of modern science was being laid down by early psychophysicalists like Billroth, Helmholtz and Brucke (Sulloway, 1979).
The combinations of those three have resulted in seven different personality theories. Of all the theories studied during this course, I find Neo-Freudian the most interesting. In the Neo-Freudian theory a greater emphasis in placed on the functions of the ego and its influences on our daily activities. The principal of Neo-Freudian theory is that our thoughts cause our feelings and behaviors not external events, situations or people. The foundational assumption is that most emotional and behavioral reactions are learned and can therefore, be unlearned.