It serves to organize and simplify vast amounts of information efficiently so that it can be used quickly to make inferences about people and decisions. Activation of Schemas is determined by the interplay of availability (whether such schema exist), accessibility (how easily accessible is, priming studies), applicability (situational cues) and salience (degree to which particular social object stands out as compared to others). Professor Andersen relates this process in terms of a proposed social-cognitive model of transference. Transference has been conceptualized through the notion of the relational self. Self knowledge (or self-schemas) develops as a way to make sense and understand the self, and when one develops new relationships with others transference readily occurs.
Discuss Philosophy, Goals and Methods Philosophy is aligned to belief, conviction or policy. It is the starting point to acquiring an understanding of how human beings live and work together in an environment, categorized by order and structure. The Philosophy determines the goals and objectives of the group or organization, and the goals determine the methods or methodology to be used for achieving the goals and objectives. Any attempt to understand human functionalities as stand-alone beings or within an organization, requires the researcher to start at the point of examining the ‘Methods.’ Many presuppositions would have to be utilized in the process towards arrive at the higher levels of goals and philosophy. In actual fact, methods always presuppose the existence of goals and objectives, while goals and objectives presuppose the existence of a philosophy.
Researchers have tested and advanced his theories and many existing views in cognitive psychology are based on Piaget’s theories. Piaget anticipated that cognitive development and development of mental abilities, happens as we become accustomed to the altering world around us. He described adaption as the nonstop process of using the environment to learn and of learning to alter to changes that come about in the environment. He suggested that adaptation consists of two related process which he called assimilation and accommodation. These two ways are the processes in which we interconnect with the environment.
Question Evaluate the factors which influence the way in which we construct and reconstruct memories. (1500 words) Memory, has received constant attention since the first experimental studies by Herman Ebbinghaus in the late 19th century. Study of memory by psychologists has a lengthy history, which has permitted a variety of theories to develop, all contributing to this complex area of research, bringing fresh ideas and understanding to such a vital part of what makes us individuals. Memory is an active, selective and constructive process which relies on the interaction between processing new information and stored knowledge. Information is received through our senses, encoded and entered into the memory system where it is stored.
The NLP Communication Model Neuro-Linguistic Programming (NLP) is about the ability to discover and change the way we communicate (internally, with ourselves, and externally, with others) in order to achieve our specific and desired outcomes. The NLP communication model is based on cognitive psychology and was developed by John Grinder and Richard Bandler. According to the NLP communication model, when someone behaves in a certain way (their external behaviour), a chain reaction is set up within you (your internal response), which in turn causes you to respond in some way (your external behaviour), which then creates a chain reaction within the other person (their internal response), and the cycle continues. The internal representations that we make about an outside event are not necessarilythe event itself.Typically, what happens is that there is an external event and we run that eventthrough our internal processing. We make an Internal Representation (I/R) of thatevent.
Critical reflection blends learning through experience with theoretical and technical learning to form new knowledge constructions and new behaviors or insights. Learning by critical reflection creates new understandings by making conscious the social, political, professional, economic, and ethical assumptions constraining or supporting one’s action in a specific context (Ecclestone 1996; Mackintosh 1998). Critical reflection’s appeal as an adult learning strategy lies in the claim of intellectual growth and improvement in one’s ability to see the need for and effect personal and system change. Reflection can be a learning tool for directing and informing practice, choosing among alternatives in a practice setting, or transforming and reconstructing the social environment (Williamson 1997). Can critical reflection be taught in a classroom?
Thus it was predicted that one’s training in addition would transfer to his ability to learn how to multiply. It was reasoned that both tasks share identical features, multiplication basically requiring a series of. Stimulus Generalization- is the tendency of a subject to respond to a stimulus or a group of stimuli similar but not identical to the original CS. For example, a subject may initially make the desired response when exposed to any sound (that is, to a generalized stimulus) rather than making such a response only to a specific sound. Such generalization can occur in both classical and operant conditioning (if a CS is used).
THEORIES OF LEARNING: Piaget’s Theory of Intellectual Development. Piaget’s theory has two main parts, the first relates to how knowledge is acquired, and the second deals with the particular order in which different ways of thinking develop(Nixon & Aldwinckle, 2002).Piaget suggests that intelligence is adaptation, and as we begin to experience our environment we must adjust to it. Piaget also reflects that humans are naturally predisposed in acquiring information in an order that makes sense to survive in the world (Nixon & Aldwinckle, 2002). Piaget also explains the term “schemata” as the way we mentally organize our experiences of the world, and adaptation occurs as a result of assimilation and accommodation, which is the process of responding to new events, or objects, using existing mental structures (Nixon & Aldwinckle, 2002). Piaget’s theory of intellectual development is broken down into four stages; Sensorimotor, Preoperational, Concrete operational, and Formal operational (Nixon & Aldwinckle, 2002).
For a good part of the twentieth century, adult learning was understood as a cognitive process, one in which the mind took in facts and information, converting it all to knowledge, which then could be observed as subsequent behavior change. (Merriam, 2008) Behavior and free will was the greatest contributor to this article. Children learning was not freewill and self motivated but more required. Adults on the other hand are driven by the need for increase and by requisites set forth by employers and people in authority. When comparing the 2 articles they both share a common ground, the motivation and
Generally it is widely accepted across the board that early gender socialisation is one of the most important issues in early childhood, as it is affecting both boys and girls. The foundations for stereotypes in gender roles are laid through early gender socialization (Yelland 1998). It must be noted that, early gender socialisation starts at birth and the process is one of learning cultural roles in accordance with one's sex. Many studies have shown that parents treat daughter’s and son’s differently (Jacklin, DiPietro, & Maccoby; Woolett, White, & Lyon; and Parke & O'Leary, in Hargreaves & Colley, 1986; Snow, Jacklin, & Maccoby, 1983; Power, 1981). One study indicates that parents have differential expectations of sons and daughters as early as 24 hours after birth (Rubin, Provenzano, & Luria, 1974).