Moreira (2012) stated, “Humanistic-phenomenological psychotherapy is a contemporary development of person-centered therapy” (p. 3). Carl Rogers was an influential psychologist as well. The article on Carl Rogers describes his findings and the importance of his research and how these findings are researched even further. Many changes have been made to the Rogerian theory, which originated from a clinical theory of psychotherapy, Rogers work expanded into other areas such as education (Moreira, 2012). Psychologists and researchers around the world have continued the study of Rogers’s person-centered
Analyse the ways history and memory generate compelling and unexpected insights. In your response, make detailed reference to your prescribed text and at least ONE other related text of your own choosing. History and memory are both multifaceted ideas that are challenged continually. History is often perceived as fact, in the recount of an event or retelling of a story that did in fact, take place. Through study however, it becomes clear that history is a consequence of memory, which makes it unreliable and changed by circumstance.
Memory is a hypothetical construct in that we know of its existence but we cannot physically see it, it can be described as a ‘the retention of learning or experiences’. Memory is an important part of the learning process, without which experiences would be forgotten and we would not be able to benefit from previous experiences we have had. Unless prior learning can be recorded, it cannot be used at a later date. Early research was constructed by Ebbinghaus (1885) suggested that his own limit for containing memory was 7 items; this was later supported by Miller (1956) with the ‘magic number 7 plus or minus 2). The nature and structure of memory is often referred to two types of memory, Long term memory (LTM) and Short term memory (STM).
How can the use of mental images, concepts and schemas to organise our thinking help us to improve our memory? Task 1 Part A – Essay Plan • Introduction • Main body: Define mental image, concepts and schemas How do these help to improve memory What evidence is there to support this? • Conclusion Part B In order to make sense of our world we are constantly gathering information and storing it away for recall at another time when we may need it. This is usually an unconscious process however by understanding the processes and ways in which we form memories we can use this to our advantage and therefore improve our memory. This essay will address three different ways that we form memories, mental images, concepts and schemas.
Phineas Gage University of Phoenix Phineas Gage Memory, willed actions, mental imagery, and higher cognitive functions are all associated very intimately with consciousness. Attention, perception, emotion, learning and memory, thinking, language, planning and action, and all other aspects of cognition takes place in the brain. Our brain is the responsible organ for carrying out the superior cognitive functions. Yet these are not the only functions the human brain carries out, the system in which the brain makes decisions can contain elements that have a connection to cells that in some cases can serve as the purpose of mere coordination. If thinking is the process that is using information to help make decisions, then the frontal lobe
How does the representation of knowledge in computers (documents, photos, music, files etc.) differ from the representation of knowledge in humans? How are they similar? Based on the text representation is a” physical state that was created to convey information, specifying an object, event, or category or its characteristics or relations”. Knowledge is in the “inclusive sense used in cognitive psychology, information in memory about the world, ranging from the everyday to the formal; often further defined as information about the world that is likely to be true and that one has justification for believing”.
Science had development the MRI machine, giving researchers a way to measure brain activity. In further research, found was that mental processes and states could possibly be measured because of the functions these machines could do (Cognitive Processes Classes, 1997). Because all the studies that were produced due to the new technology that science had given, cognitive psychology was defined and the study of human cognition was well on its way to new theories and answers (Cognitive Processes Classes, 1997). Cognitive science, in definition, can be defined as a scientific study of intelligence and the mind (Encyclopedia-Cognitive Science, 2003). Almost every introduction made formally of cognitive science stresses that psychology, neuroscience, education, philosophy, linguistics, biology, anthropology, and computer science are principal branches to the scientific research of cognitive science (Encyclopedia-Cognitive Science, 2003).
Each session we spend with them will uncover a facet of personality that is new to us, and with that in mind how can we hope to conclude the make up of any individual of such complexity with an initial consultation. The complexity in ourselves is precisely why we revel in the splendour of uniqueness in others. With such diversity surely we cannot hope to assess and treat a client with such limited modalities. It is also important to recognise that client’s modalities are not fixed, they will adapt and change as they respond to therapy. Group therapy is a victim of such personalised inductions, as is the complication of varied issues shared by a single client.
Researchers today have found more detailed information about the brain and its activity. Memories are important to shape individuals life. There are instances in life where individuals can reshape their memories, which in fact can ultimately change their perspective or belief of what actually occurred. In the article, Loftus mainly discusses and focuses on how memories are not always completely accurate. Loftus reveals several examples where people have been through incidents where their memory has failed to tell the truth.
This level requires that you recognize and recall relevant knowledge using both short and long-term memory. You are able to define, list, read, record, and acquire further knowledge. The second level of Bloom’s Taxonomy is understanding. This level involves comprehension of facts. This means that you have an ability to organize information, make comparisons, interpret data, and give descriptions.