...“Mr. Ravioli” Summary In “Bumping into Mr. Ravioli,” author Adam Gopnick, a New Yorker at the turn of the twenty first century, argues about how busy and hectic our lives as adults have become in today’s society through, ironically, the reflection of his child’s paracosm of adult relationships. He begins with detailing that Mr. Ravioli, Gopnik’s daughter’s imaginary friend, is already much too busy to play with her; the friend is always either at work or on the way to an prior planned engagement he almost always could not break. In an effort to mediate any, what seemed, to be a sign of trauma, Gopnik consults his sister, that had just been published in that specific study of children and their imaginary friend. She informed him repeatedly that this was a normal tendency of children and not any kind of trauma indicator. Gopnik goes on to try and find the root influence of the child’s friend. He realizes that it is a mere reflection through the eyes of a child of the relationships everyone part takes in today: her Paracosm. He begins to highlight how progression in technology may have entered us into the social network age; but we have strayed so far away from being social-able with how busy we have become progressing ourselves into the future. He also realizes that he is not too different from his daughter in that his relationships with his friends consist of the same faults he saw in Mr. Ravioli and his daughter’s relationship. He seemed to imply that all humans in today’s...
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...Critically discuss the term Theory of Mind and how deficits may relate to Autistic Spectrum Conditions. The concept of theory of mind (TOM) is a complex one with various considerations, and as we cannot see or touch the mind we therefore have to infer about other’s mental states from the things they say or from their overt behaviour (Smith, Cowie & Blades, 2011). Theory of mind was originally defined by Premack & Woodruff (1978) as having the inclination to make attributions about behaviour based on our acquired knowledge of mental states, such as desires, beliefs and intentions. An equally important facet of theory of mind is the individual’s ability to comprehend the subjectivity of mental states and the comprehension that other individuals also have desires, beliefs and intentions that notably differ from that of our own. This understanding is highly significant to human functioning according to Baren-Cohen (1995). Premack & Woodruff (1978) stated that theory of mind is particularly important for social cognition and that being able to comprehend the world through another’s eyes and to appreciate their emotions and points of view will make it possible to predict what their behaviour and actions may be in certain situations. It has also been researched how deficits and impairments in the development of theory of mind can relate to autistic spectrum conditions. Research into cognitive development mainly begins with Piaget (1962) who claimed that children usually...
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...To what extent is Theory of Mind innate? Critically discuss with reference to genetic, social and cultural evidence. Theory of mind refers to an individual’s ability to understand the mental states of others (Baron-Cohen, 1989b). According to Buttelmann et al. (2008) over the years; psychological practice has seen an increase in research, debating whether theory of mind is innate. This apparent increase stems from controversial standard false-belief tasks and its influence on a person’s ability to have an operative theory of mind (Chandler, Fritz & Hala 1989). The connotations of these standard false-belief tasks act as an indicator for specific age boundaries, in which children are meant to start attributing mental states to others, through their understanding of false belief (Perner and Ruffman, 2005; Fodor, 1992; Mitchell,1996). The implications of these standard false-belief tasks will steer this discussion to focus on the extent at which theory of mind can be considered as innate with reference to genetic, social and cultural evidence. According to Whiten, (1993 pg. 3) “a theory of mind remains one of the quintessential abilities that makes us human” .Yet prior to Baron-Cohen’s (1989a) study, the traditional view held by most child developmental psychologists, (Piaget, 1983) was based on the idea that, any understanding of what goes on in another person’s mind has to be a calculated and difficult thing (Appleton and Reddy, 1996). Hence, in order to work...
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...Does theory of mind develop gradually or is there a radical conceptual shift between the ages of 3 and 4 years? Explain how research evidence supports your views. From an evolutionary perspective, the complex and highly functional psychological abilities can be seen as a product of a continuous adaptation process. Well-developed mental skills form the basis of humans complex and advanced mental functioning, both interpersonal and intrapsychologically. One of these advanced mental abilities is the capability to attribute emotions, intentions and knowledge within yourself and others (Flavell, 2004). This is a form of social cognition or a mental understanding that within developmental psychology is termed “Theory of Mind”. It is often said that children start to develop a “Theory of Mind” at the age between 3 to 5 years (Premack & Woodruff, 1978), but scientists have always had different views and opinions about when and how Theory of Mind develops. Some researchers believe that this development happens gradually, while others believe there is a conceptual shift between the ages of 3 and 4. I will in this essay evaluate and discuss the different viewpoints with the support of previous research evidence. Within the theory of mind approach, the ability to attribute mental states to others is considered evidence for children having developed a psychological understanding of the mind as representational – that is, they have realised that what is in the mind is only a representation...
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...Developmental Psychology 2006, Vol. 42, No. 3, 391–394 Copyright 2006 by the American Psychological Association 0012-1649/06/$12.00 DOI: 10.1037/0012-1649.42.3.391 Children, Adolescents, and the Internet: A New Field of Inquiry in Developmental Psychology Patricia Greenfield Zheng Yan University of California, Los Angeles University at Albany, State University of New York With this special section on children, adolescents, and the Internet, we survey the state of a new field of enquiry in developmental psychology. This field is important because developmentalists need to understand how children and adolescents live in a new, massive, and complex virtual universe, even as they carry on their lives in the real world. We have selected six empirical articles to showcase various aspects of child and adolescent development in this virtual universe. These articles reflect three major themes of this new field: the Internet. Encompassing the broad areas of cognitive and social development, these articles address a number of different specific developmental functions. Yan analyzes the factors influencing the development of an understanding of the Internet in both its technical and social dimensions. Jackson et al. demonstrate the positive impact of home Internet access on the reading achievement of low-income, mostly African American children. In the arena of social development, articles deal with five important foci of adolescent development: identity (Subrahmanyam et al.); self-worth...
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...Introduction “How have I become the kind of person I am today?” Every adult ponders this question from time to time. The answers that readily come to mind include the influences of parents, peers, temperament, a moral compass, a strong sense of self, and sometimes critical life experiences such as parental divorce. Social and personality development encompasses these and many other influences on the growth of the person. In addition, it addresses questions that are at the heart of understanding how we develop as unique people. How much are we products of nature or nurture? How enduring are the influences of early experiences? The study of social and personality development offers perspective on these and other issues, often by showing how complex and multifaceted are the influences on developing children, and thus the intricate processes that have made you the person you are today (Thompson, 2006a). Understanding social and personality development requires looking at children from three perspectives that interact to shape development. The first is the social context in which each child lives, especially the relationships that provide security, guidance, and knowledge. The second is biological maturation that supports developing social and emotional competencies and underlies temperamental individuality. The third is children’s developing representations of themselves and the social world. Social and personality development is best understood as the continuous interaction between...
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...Child Development: Early Childhood Shaniela Jarrett DEP2004 Child Development: Early Childhood From the immediate beginning of every human beings life they develop in one way or another. The beginning of a human beings development and all its aspects starts with infancy and progresses for the duration of one’s life span. Toddlers and young children are thought to be influenced by their everyday surroundings. An adolescent’s cognitive and social aspects of development are formed and shaped from an early age, along with their perception, language, motor skills, and speech. A young adolescent’s lifecycle is heavy influenced by the involvement of their parents and family members, this is crucial to a young child’s life. Once an adolescent becomes of age to attend school, they will also start to adjust to the atmosphere of the school they are attending as well as the instructive setting in the school; this will also play a role in an adolescent’s cognitive development and social skills. The body’s growth in the first couple years of early childhood stage with attenuate into a slower growth pattern. A child adds approximately 2 to 3 inches in stature and around 5 pounds in weight each year, girls will be slightly smaller than boys. From Infancy to Early childhood, one with experience skeletal growth, between the ages of 2 and 6 will grow approximately 45 new pineal, where cartilage will strengthen forming various parts of the skeletons. Children start losing their primary tooth...
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...“Behaviorists explain maladaptive behaviour in terms of the learning principles that sustain and maintain it. Discuss this statement and show how a behaviourist’s approach to therapy is in stark contrast to a psychoanalytic one”. I will begin my essay by describing the development of behaviourism. This will show how its roots are completely different from those of psychoanalysis. It will also reveal something of the methodology of behaviourism and the principles behind it. This will provide the ground for developing a fuller description of maladaptive behaviour and those elements that 'maintain and sustain' it. I will conclude by contrasting the positions of the Behaviourist and the Analytical Psychologist underlining the ethical issues involved. The first striking contrast between psychoanalysis and behaviourism lies in the fact that the former was developed in Europe in order to meet the therapeutic needs of patients while the latter grew out of the Progressive Movement (P.M.1880-1920) in the United States. This movement arose from three main sources: 1.The industrial revolution. 2. Scientific Rationalism. 3. Liberal political philosophy. The P.M. wanted scientific thinking that had created a new society so swiftly, to be brought to bear on every aspect of life. 'Progressives transformed, professionalized and made "scientific" the social sciences, especially history, economics, and political science’. (Wikipedia) According to the P.M. The...
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...I love the topic of Memory. It is because I cannot memorize many things. In the past, I failed in Chinese History and History every time. The reason why I failed those subjects was not I had not done any revision but I cannot memorized them. No matter how many times I revise the histories, I would forget them when I revise another period of histories. Those years, I have tried many different methods to overcome the problem. I think visual imagery is rather effective than others. Visual imagery is represent ‘visualize words’. This mean using images to repave the word when you are memorizing something. People may ask ‘histories are already image-like, so how to visualize histories?’. It is still hard for me to memorize history stories by just depend on books. However, I found that it is better for me to remember some after watching the movies about the histories. Therefore, I will suggest that as to practice visual imagery method more effectively, moving images together with related sounds are essential. These items can help us memorize things more easily (from my experience). I think it is also one of the reason why some psychologist would say that instrumental music can help memorize. Several effective encoding methods are mentioned in the lecture. Apart from visual imagery, elaboration is also a good method. This method is the most useful method in learning Mathematics for girls. Most girl are not talented in Mathematics, at least I am one of them. It is impossible for...
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...headaches and stomachaches, dizziness, bedwetting, and sleep problems. Some people think bullying is just a part of growing up and a way for young people to learn to be strong. It can make you feel lonely, unhappy and scared. It makes you view yourself as something is wrong with you. An individual tries to finds faults in their bodies and search for the thing that is causing the bullying. There may be nothing wrong with the bullying victim, but when you hear negatives things about you over and over may make you believe that it is true. You lose confidence and may not want to go to school anymore. Emotionally not wanting to go to school or work is strong, but the physical pain may be the reason not wanting to go to school. Negative psychology is causing stress physically and it can have long term physical and psychological consequences. When a child claims he or she is not feeling well very often, may truly be under some type of physical pain and not just a kid who doesn’t want to go to school. Stress and anxiety caused by bullying and harassment can make it more difficult for people to learn. It can cause difficulty in concentration and...
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...Behavior Management Cycle Paula Martin Grand Canyon University EDU 536 October 15, 2012 Behavior Management Cycle It is a Tuesday morning and the bell has just rung. Most students are making their way to their classroom lines preparing to be escorted to class. The kindergarten playground that was once buzzing with activity is now quiet with six lines slowly being formed. Ms. M. has moved through the crowd of parents and has found her line. Ms. M. claps her hands three times and pauses. Students are familiar with this routine and begin looking in Ms. M.’s direction. She claps her hands three times again and several students clap three times in return. She then walks along the line and claps three times again. This time the entire class turns their bodies to the front of the line and they all clap three times in unison. Students are waiting for Ms. M. to speak and give the class direction. This paper will explain how Ms. M. addresses a situation created using Canter’s Behavior Management Cycle. This particular student often has difficulty transitioning and following directions. Explicit Directions Ms. M. stands in the front of her line and signals for her class to quiet their voices by placing her hand in the air in the peace symbol, this is a signal students are familiar with and have practiced from day one of school. She now has the class’ attention and she is now ready to give her students their first direction of the day. “Yesterday my class had a very...
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...The results of my PRINT survey aptly evaluated me to be a 5-9, which is to say I seek to be knowledgeable and smart, and also to have peace and harmony. I will admit to being skeptical towards the evaluation initially, but after receiving my results, I must admit that it seems to be pretty accurate in most regards. The main unconscious motivator I have been assigned, “to be knowledgeable and smart”, is not surprising to me. In fact, it may have been my first guess had I been able to look at the categories before taking the survey. Attributes on the “Best Self” list such as ‘perceptive, innovative’, ‘independent, likes solitude’, and ‘good thinking skills, logical’ are perfect summaries of what I would consider my strongest traits. I typically like to take in all the information that I can about a given topic or subject before I make any decision, I often feel like my best work is done in solitude, and I’m always seeking to learn new skills. My professional work will benefit greatly if I use these traits as the basis of my self-growth over the course of my career. While the ‘Best Self’ list of traits came as no shock to me, I found the list of ‘Shadow’ traits to be a true revelation. Though I had known I possessed some of these negative behaviors, I had never considered the concept that they were directly associated with my ‘Best Self’ traits. Seeing them written down on paper allowed me to internalize them. I will now be able to identify these shadow behaviors when they...
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...Journal #2: Self-Regulation & Will What are the behaviors, thoughts, and feelings that interfere with your academic success? Becoming aware of these behaviors, thoughts, and feelings is the first step in learning to use self-regulated learning strategies. List five academic behaviors that interfere with your academic success. Sample: I watch too much television. 1. Spending time with my friends 2. Social networks 3. Texting on my IPhone too much 4. Work 5. Constantly watching movies on Netflix List five academic thoughts that interfere with your academic success. Sample: Before I take an exam, I always think I m going to fail. 1. There’s no point in studying because it’s too much material to cover 2. I have so many things to do today and I don’t have time to do homework . 3. Every test I take is difficult and I always feel like I am going to fail. 4. I don’t understand the subject, but I might just wing the test. 5. I find it hard to concentrate during class because I stress over work and my personal life List five emotions (feelings) that interfere with your academic success. Sample: I have continual fear of not succeeding when I am in a math course. 1. I feel that I have test anxiety 2. Sometimes I fear that I will never succeed in college 3. I get intimated when others progress and I fail. 4. At times tend to think negative when it comes to school 5. fear of always failing and never getting anything done Do you have conscious control over your...
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...Should Students Live on Campus or Off? As we all know, many college students are live at dormitory. There are two, three, four, or even more students live in a room. They share one room, the electricity, balcony, and they almost share all the equipment except their own beds. It is not convenient for college students who have a lot of free time and have different classes or things . In my opinion, college students should have more freedom to live off campus, but it should close the campus. Living off campus make us more independent. They need to taken care of by parents at home and by roommates at dormitory. I think it is difficult for us to be independent for a teenager, but we can not escape and no one will take care ourself forever. One of a new college student rose to fame in the Internet because of his 14 boxes of luggage. He was called "Well Prepared Brother".His parents doted on him so that they prepared almost everything for him. I wonder how he can be independent and take care of himself. In dormitory, his roommates had to help him. I think he should carry normal luggage and live off campus, and learn to take care of himself by himself. We must consider everything by ourselves when we live off campus, and only by this way can learn how to independent. Tara Bryant, one of the student at the University of Kansas said “ Now I’m about to start my junior year, and just moved into an apartment that’s actually closer to my classes than Hashinger Hall was.” From Tara’s...
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...Emotions Miguel Viveros PSY/240 Nov, 01, 2013 Dr. Brooke morford Darwin’s theory is very interesting; it suggests that emotions from all of humans and in other species are possible because of evolution. Darwin’s theory was made up from three ideas. The first is Expressions emotions that comes from humans and also animals and shows what they will do next. Second involves behavioral signals for animal or human, this will evolve and help both with their communicative behavior, also sometimes even forgetting the first original behavior. Third and last the opposing messages is something that is recurrently communicated from the opposite behavior which is known as the principle of antithesis. The James-Lange theory says that the autonomic nervous system’s response of the flight or fight response, which causes an increased in your heart beat and its different responses instead of what an actual emotional trigger would cause. This particular theory isn’t something that everyone believes in because of certain research on patients. With this particular emotion it has the result of someone’s individual perception to their reaction and also bodily changes. The Cannon-Bard theory takes the James-Lange theory and it builds more into it and continues it, it is also altered. The Cannon-Bard theory says that the experience and the expression of someone’s emotions are two totally different things. Although it’s two different things is also thought of having equal responses that are caused...
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