If you were using the cognitive approach you would only get qualitative data which could be a problem as not everyone interprets the same answer in the same way. This would be more objective. This would also mean it is not valid as you are measuring why you think
Also it may be possible that the information didn’t decay but displaced by the numbers that were being used to count down. We cannot be sure on Peterson & Peterson’s study as it does not give us clear evidence for decay and shows elements for supporting displacement theory. The second theory is displacement which explains that we forget because of a new set of information that physically overwrites the older set of information. This happens because the STM is limited
Explain the criticisms of the Cosmological Argument. The Cosmological Argument has been criticised time and time again, but i am only going to go into two of the most well known criticisms. Hume criticised the link between cause and effect and says that just because we have an effect that doesn't mean we have to have a cause, an example of this is the universe it is an effect but it doesn't necessarily have to have a cause. Hume also said that our senses can be wrong, meaning the way that i may see something can be different to how someone else may see the same thing, and Hume said that when we see an effect it is instantly in our human nature to make an assumption about the cause. This shows that the argument is subjective and not solid
Behavior being the objective displays of behavior that we can see and measure from the outside. What cannot be measured from the outside, but is vital to our understanding of human behavior, is the human experience. In the science of persons, behavior is a "function of experience". Alienation from experience is a result of society's attempts to normalize the human experience. Our intentions, feelings, and imaginations are stripped down and mystified to being products of our upbringing, no longer coming from within, but controlled from the outside.
The act was created to protect children and Templeman regarded the arguments on the words ‘is suffering’ as a distraction from the aim. ‘This is an example of judicial practicality and desire to see justice down’ . This case illustrates that the ‘rules’ of statutory interpretation do not have to be followed exactly and are merely guidelines. Lord Templeman states that the rules of interpretation have ‘an aura of scientific authenticity about them when the reality is that interpreting any document is more of an art than a science’ . In other words, the rules can only be guidelines because judges will clearly have different interpretations.
CONFOUND: A confound means that there is an alternative explanation beyond the experimental variables for any observed differences in the dependent variable EXTRANEOUS VARIABLES: Variables that naturally exist in the environment that may have some systematic effect on the dependent variable DEMAND CHARACTERISTIC: Experimental design element or procedure that unintentionally provides subjects with hints about the research hypothesis DEMAND EFFECT: Occurs when demand characteristics actually affect the dependent variables HAWTHORNE EFFECT: People will perform differently from normal when they know they are experimental subjects PLACEBO: A false experimental condition aimed at creating the impression of an effect PLACEBO EFFECT: The effect in a dependent variable associated with the psychological impact that goes along with knowledge of some treatment being administered CONSTANCY OF CODITIONS: Means that subjects in all experimental groups are exposed to identical conditions except for the differing experimental treatments COUNTERBALANCING: Attempts to eliminate the confounding effects of order of presentation by requiring that one-fourth of the subjects be exposed to treatment A first, one-fourth to treatment B first, one-fourth to treatment C first, and finally one-fourth to treatment D
Cultural Relativism, a term used to describe individual’s beliefs that should be accepted in one’s cultural but also can be denied in society. In James Rachels’ essay, “The Challenge of Cultural Relativism”, she brings up varies examples that contradicts with one society’s beliefs to another society. She uses this term and analyzes it different situations proving that it can be controversial at times since no one should have the same thinking process as another person. For example, if you were to take to civilizations of the past and tell them to trade beliefs. They would find it outrages since it would be unorthodox to their teachings.
It is necessary and possible for science to deliberately exclude any * subjective/ emotional reactions * imaginative projections * valuations * expectations from our scientific dealings with reality if not avoided the resultant knowledge will be deceptive and untrustworthy what should be avoided is any form of * religious * social * political commitment of the knower attaining knowledge these are unjustified and untested prejudices which impair an impartial view of and grip on reality. these prevent objective reliable knowledge of reality. when done properly it yields knowledge of things in the world and also of the connections between these things as they really are: facts have to speak through direct perception for themselves in a neutral and unhindered way. *
Strength / Weakness - research that is in the form of naturally occurring phenomena (Roberts and Lamb) has good ecological validity but is not scientific or replicable as variables were not highly controlled and because it is not artificial. It would also be unethical to test eye witness testimony when a real sensitive subject is being discussed. Strength / Weakness - the results could be due to a number of factors such as: young people may be more used to memory tests or older adults have poorer health leading to memory impairment. Weakness - the research findings are inconclusive. Weakness - the factors given by researchers, such as the ones stated, are only assumptions with no scientific evidence.
Berkeley was troubled by the opening of the door to atheism and skepticism as a consequence arising from Locke’s argument. Locke’s view proposed that all knowledge rested on the existence of material objects independent of minds or ideas. Locke held that objects produce ideas in our minds, and that our ideas resemble objects in the material world, but some qualities that objects appear to have are not in the objects but depend on our minds. Meaning, material objects may in reality possess measurable qualities, such as size and weight, but their sense qualities such as color, odor, and taste, depend on human perception. Berkeley felt the distinguishing between material objects and the ideas through which we perceive them does not provide