CHAPTER 1 1.3 the Scientific Method-A Classic Tool 3. Specifically, what do we mean when we say that a scientific hypothesis must be testable? For a Hypothesis to be considered scientific it must be testable –it must, in principle, be capable of being proven wrong. 1.5. The Scientific Experiment 5.
It effects the transfer of the impulse to another nerve strand, a muscle strand, or another structure. They lead signals between nerve cells, called “neurons.” Neurotransmitters are chemicals that live inside brain cells. The brain uses neurotransmitters to tell your heart to beat, your lungs to breathe, and your stomach to digest. They can also affect mood, sleep, concentration, weight, and can cause contrary symptoms when they are out of stability. There are many different types of neurotransmitters.
Is a person exhibiting maladaptive behavior due to something genetic; or is it something neurological; something gone awry in the brain cells? The Biological Perspective considers and strives to answer these and similar questions Psycho-dynamic Perspective holds that our thoughts and emotions provoke our mood and influence our behavior. Psychoanalysis is the method of approach taken by reach people who are deeply disturbed. This method challenges the patient to release repressed emotions and to search for the meaning behind his/her Theories 3 way of thinking. The environment in which we find ourselves plays a very big part in how we
Essay 2 Lesson 1, question 3: Summarize the criteria of a hypothesis-based scientific study. How is this technique similar to and different from the solving of everyday problems? Research and describe an experiment of your choice that demonstrates the basic considerations that must be taken in the design of a good, hypothesis-based, scientific experiment. The criteria for a hypothesis-based scientific study are first, coming up with a study that can be tested or falsifiable. There must be criteria to go by that can prove whether the study is true or false.
The first scenario utilizes quantitative research. This type of research uses traditional scientific method to measure and analyze evidence that yields numerical data or information (Polit & Beck, 2010). Quantitative research is allied with a positivist paradigm in which objectivity, deductive processing and generalization are employed. These methods are strengths of such research whereas the requirement of large sample sizes and the inability to answer moral or ethical questions are its weaknesses. On the evidence hierarchy, it is in the Level IIa category because it is presented as a single randomized clinical trial.
While the SNS directs the movements of the skeletal muscles, the ANS regulates involuntary processes such as the heart beating, breathing, blood pressure, and blood sugar level. When compared to other animals’ brains, the human brain is a more complex central nervous system. The reason for this is due to the proficiency of the human brain to continuously develop both in the structure and function of numerous cells in it as a responsive mechanism towards new incoming information, experiences, and even shock, which is also known as brain plasticity. (Sanders
Sigmund Freud developed an approach on abnormality that highlighted how human personality and psychosexual development in childhood can cause abnormality. Freud proposed that the human personality is made up of three interacting elements: the id, the ego and the super ego. The id is our unconscious it releases natural pleasure seeking instincts and operates to satisfy these instincts through pleasurable activities. The ego represents our conscious self; it tries to balance the id with moral rules proposed by the superego. The superego is our moral authority this developed through identification of our parent’s moral rules and the social norms of society If the ego fails to balance the id and the superego this can lead to conflict and may result in a psychological disorder.
For instance, how do we help our students to memorise the material in our subject, how do we make them understand the concepts and principles, does their attitude to both learning and the subject have a bearing on how they learn, and so on?” (Reece I & Walker S, 2007, p53). There are many theories and principles of learning including Behaviorist, the school of thought people respond to things around them responding to environmental stimuli. Behaviour is shaped through positive or negative reinforcement and both increase the probability that the antecedent behaviour will happen again. Military units use negative reinforcement particularly when students attitude and behaviours are less than expected. In contrast punishment decreases the likelihood that the antecedent behaviour will happen again.
Erik Erikson’s theory on the psychological development of children consists of eight stages. In each stage Erikson states that the child faces a developmental crisis, in which the choice the individual makes prepares them for the next stage. Erikson identifies the first developmental crisis as trust versus mistrust. According to Erikson’s theory, the child will develop a sense of trust with its parent if it is provided with its basic needs, but mistrust if they are not fulfilled (Child Development). This clearly shows the affect the child’s parent and the way the child is raised, directly contributes to the individual’s personality.
How does social learning theory explain the development of offending behaviour and how useful is this explanation? It is possible to explain the development of offending behaviour in several ways. The two major approaches including, first, genetic explanations which posit that aggressive or antisocial behaviours are an outcome of markers of a certain genetic makeup, passed down from parents (Braungart-Riekerm et al, 1995). While, the behaviourist approach argues that the development of offending behaviour is a consequence of conditioning or social learning (Patterson, 1982). Although each of these explanations has merit, genetic explanations have been criticised for its failure to clearly show how disparate behaviours can be seen as expressions of a single genotype and that existing evidence suggests there are more complex issues involved than is implied by a person’s genetic makeup (Renken et al, 1989).