It will then briefly describe Piaget’s theory by providing an overview of the four stages of cognitive development which include sensorimotor, preoperational, concrete operational and formal operational, before presenting two of the most common criticisms of his theory. Finally the essay will conclude with a brief summary of the points discussed. Prior to the development of his theory, Piaget worked for Albert Binet, a psychologist who was working to test the intelligence of both adults and children. During this time Piaget’s role was to conduct tests on children. His interest in children’s cognitive processes developed when he started to notice that children of similar ages made the same kinds of mistakes on test questions.
The Stroop Effect and Reaction Time Johanna F. Hermida Florida Atlantic University Abstract We are looking to why the process of reading congruent stimuli can be facilitated by automatic process or interfered by it. The purpose of this experiment is to study the reaction time that the participants take to complete each task by replicating the previously carried out Stroop Effect by using numbers. 118 students taking a psychology class participated in the experiment. Participants were presented with 4 Stroop experiment task sheet which consists of four parts which was the control, neutral, congruent and incongruent conditions; what we are measuring is the reaction time that the participants take to complete the task, by manipulating the 4 conditions. Time was taken and recorded for each participant to say out the number of signs in the control condition and to say out the number of numbers in the neutral, congruent and incongruent conditions.
Abstract In making attributions for behavior, individuals will encounter information patterns indicating stimulus, person, or circumstance causation. The aim of this study is to investigate the influence of consensus, distinctiveness and consistency information on person and situational attributional judgments. Participants; fifteen second year psychology students; answered 24-hypothetical Events Questionnaire individually, coded their responses, exchanged questionnaires, tallied and rated each question, then analyzed their class’s results (dependent samples t-test). The study supported the hypotheses high consensus causes more situation attributions than low however, did not support high distinctiveness causes more situation attributions than low; and high consistency causes more situation attributions than low. Results confirmed consensus, distinctiveness, and consistency effected person and situational attributional judgments but varied in ratings for different conditions.
University of Phoenix Material Week Two Quiz Multiple Choice: Read each question and select the correct answer. 1. A company wants to use a psychological test to screen for emotional stability for a sensitive position. Which of the following tests is the best choice for the company to use? a. Cognitive Assessment System b. Weschler Adult Intelligence Scale (WAIS-IV) c. Woodcock-Johnson d. Sixteen Personality Factors (16PF) 2.
The deductive reasoning test was a 3-trial test that had the participant guess on what utensil test-administrator was thinking by asking only yes or no questions. Deductive reasoning is fundamental to the thinking process of judgment, problem solving, and making decisions which is vital to a child’s development, allowing them to draw new information from old past experiences. Both assessments tested for aspects of awareness preceding, during, and succeeding the end of a certain activity by having the participant predict how well they will perform and estimate how well they think they did afterwards. Awareness is necessary because the understanding of one’s own potential and limitations influence learning and generalization. Results: The overall performance of the older groups in all of the tests were more accurate than that of the younger group, which was expected being that children develop these skills as they get older.
The sociological impact that research within the area of intelligence has had on political decisions was illustrated to show how the media can influence the impressionable public opinion, which might inhibit or derail further research. The conclusion was that intelligence, measured as IQ, is malleable. It is important, though, to understand the conditions under which progress
Abstract The aim of this study was to discover if having more distractors would affect the results of a conjunction search. The data was collected by testing 30 students in a classroom setting. The students were shown a collection of conjunction tests some with more distractors than the other and asked to write down the answers. The results of these tests supported the hypothesis. It is implied that the more distractors there are then the more time it will take to complete a conjunction search.
Psychologists have thought that emotions can have an effect on some memory factors. We have seen and studied many different forms and types of memory and we can look at them to prove that emotion can have an effect on memory. Flashbulb memory is a form of memory that is improved by the emotional factors that it may receive. These are often seen as very vivid memories within us, and are incredibly detailed in comparison to other memories. They tend to be long-lasting, and can be recalled easily because the event is highly significant and can occur in times of shocking or horrific moment.
INTRODUCTION Studying mass media effects on the audience is, perhaps, one area that has frequently attracted the attention of mass communication scholars because of the media’s potentiality to exert certain patterns of behaviour on individual member of the audience. This is buttressed by Donald (1996), as cited in Daramola (2002), saying, “The concept of impact of mass media messages has been and probably, still is, regarded as central and fundamental to social psychology.” Consequently, several mass communication scholars have carried out different but related studies aimed at ascertaining the actual influence of media messages, received through such channels as motion pictures, on the behavioural patterns of the audience and how such patterns of behaviour promote or degenerate acceptable standard of actions, especially among the younger generation in a given society. Motion pictures were, from the early days, presumed to have major impact on children, especially those in their formative years. However, the need to establish the actual kind of effect movies have on children has, therefore, become a great concern to researchers, who, through their works, have tried to investigate the kind of impact
Short-Term Memory, Working Memory, and Executive Functioning in Preschoolers: Longitudinal Predictors of Mathematical Achievement at Age 7 Years – Article Critique Rebecca Bull is interested in areas of cognitive psychology, in particular the role of short-term memory, working memory and executive processes in the development of pre-school children’s mathematical and reading skills which prompted her to pursue this avenue for her PhD. Published in Developmental Neuropsychology in 2008, the cited article above explores whether measures of short-term memory, working memory, and executive functioning in preschool children predict later proficiency in academic achievement at 7 years of age. Article Summary Psychologists have been trying to understand the factors that establish success and failure in children in different educational fields for many years. Some main psychological functions that have been found to play important roles in educational achievement are short-term memory, working memory, and executive functioning. This article provides the reader with an up-to-date review of the research that identifies how short-term memory, working memory, and executive functioning relate to academic attainment in reading and mathematics.