Give Example of Schema in Psychology
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Social Norms and Social Influence Mcdonald and Crandall 149
Available online at www.sciencedirect.com ScienceDirect Social norms and social influence Rachel I McDonald and Christian S Crandall Psychology has a long history of demonstrating the power and and their imitation is not enough to implicate social reach of social norms; they can hardly be overestimated. To norms. Imitation is common enough in many forms of demonstrate their enduring influence on a broad range of social life — what creates the foundation for culture and society phenomena, we describe two fields where research continues is not the imitation, but the expectation of others for when to highlight the power of social norms: prejudice and energy imitation is appropriate, and when it is not. use. The prejudices that people report map almost perfectly onto what is socially appropriate, likewise, people adjust their A social norm is an expectation about appropriate behav- energy use to be more in line with their neighbors. We review ior that occurs in a group context. Sherif and Sherif [8] say new approaches examining the effects of norms stemming that social norms are ‘formed in group situations and from multiple groups, and utilizing normative referents to shift subsequently serve as standards for the individual’s per- behaviors in social networks. Though the focus of less research ception and judgment when he [sic] is not in the group in recent years, our review highlights the fundamental influence situation. The individual’s major social attitudes are of social norms on social behavior. formed in relation to group norms (pp. 202–203).’ Social norms, or group norms, are ‘regularities in attitudes and Address behavior that characterize a social group and differentiate Department of Psychology, University of Kansas, Lawrence, KS 66045, it from other social groups’ [9 ] (p. -
Notes on Pragmatism and Scientific Realism Author(S): Cleo H
Notes on Pragmatism and Scientific Realism Author(s): Cleo H. Cherryholmes Source: Educational Researcher, Vol. 21, No. 6, (Aug. - Sep., 1992), pp. 13-17 Published by: American Educational Research Association Stable URL: http://www.jstor.org/stable/1176502 Accessed: 02/05/2008 14:02 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=aera. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We enable the scholarly community to preserve their work and the materials they rely upon, and to build a common research platform that promotes the discovery and use of these resources. For more information about JSTOR, please contact [email protected]. http://www.jstor.org Notes on Pragmatismand Scientific Realism CLEOH. CHERRYHOLMES Ernest R. House's article "Realism in plicit declarationof pragmatism. Here is his 1905 statement ProfessorResearch" (1991) is informative for the overview it of it: of scientificrealism. -
'The Magic That Can Set You Free': the Ideology of Folk and the Myth of the Rock Community
The magic that can set you free': the ideology of folk and the myth of the rock community by SIMON FRITH Rock, the saying goes, is 'the folk music of our time'. Not from a sociological point of view. If 'folk' describes pre-capitalist modes of music production, rock is, without a doubt, a mass-produced, mass- consumed, commodity. The rock-folk argument, indeed, is not about how music is made, but about how it works: rock is taken to express (or reflect) a way of life; rock is used by its listeners as a folk music - it articulates communal values, comments on shared social problems. The argument, in other words, is about subcultures rather than music- making; the question of how music comes to represent its listeners is begged. (I develop these arguments further in Frith 1978, pp. 191-202, and, with particular reference to punk rock, in Frith 1980.) In this article I am not going to answer this question either. My concern is not whether rock is or is not a folk music, but is with the effects of a particular account of popular culture - the ideology of folk - on rock's interpretation of itself. For the rock ideologues of the 1960s - musicians, critics and fans alike - rock 'n' roll's status as a folk music was what differentiated it from routine pop; it was as a folk music that rock could claim a distinctive political and artistic edge. The argument was made, for example, by Jon Landau in his influential role as reviews editor and house theorist of Rolling Stone. -
Richard Gregory Pri- 1970 He Moved to the University of Bristol, Where He 19 Marily from His Small 1966 Masterpiece Eye and Brain Remained for the Rest of His Career
1 2 3 4 5 6 7 8 9 Obituary 10 11 ALFRED H. FUCHS, EDITOR 12 Bowdoin College 13 14 15 16 17 RICHARD LANGTON GREGORy (1923–2010) 18 19 20 21 BRUCE BRIDGEMAN 22 University of California, Santa Cruz 23 A giant among cognitive scientists, Richard L. Gregory died on May 17th at the age 24 of 86. While most of us remember him for his pioneering work in perception, he 25 had many other interests and accomplishments as well. Though I knew him only 26 late in his life, he always had a spark of boyish curiosity and enthusiasm. Gregory 27 had a way of cocking his head and looking down at his conversation partners; with 28 his height, he looked down at almost everyone, literally but never figuratively. He 29 must have been born tall—it’s impossible to imagine him any other way. 30 Gregory was born into an academic family. His father Christopher was the first 31 director of the University of London Observatory, and he attended a public school 32 (in North America, a private school). His education was interrupted by WWII, 33 during which he served in the signals branch of the Royal Air Force. Continuing on 34 the academic fast track, in 1947 he entered Downing College, Cambridge, studying 35 philosophy and experimental psychology, tutored by Bertrand Russell in the small 36 world of British academia at the time. After earning his degree in 1950, he stayed 37 in Cambridge to work at the Medical Research Council applied psychology unit 38 under Frederic Bartlett, one of Bartlett’s last students and, for Gregory, one of his 39 most treasured mentors. -
Cognitive Psychology
COGNITIVE PSYCHOLOGY PSYCH 126 Acknowledgements College of the Canyons would like to extend appreciation to the following people and organizations for allowing this textbook to be created: California Community Colleges Chancellor’s Office Chancellor Diane Van Hook Santa Clarita Community College District College of the Canyons Distance Learning Office In providing content for this textbook, the following professionals were invaluable: Mehgan Andrade, who was the major contributor and compiler of this work and Neil Walker, without whose help the book could not have been completed. Special Thank You to Trudi Radtke for editing, formatting, readability, and aesthetics. The contents of this textbook were developed under the Title V grant from the Department of Education (Award #P031S140092). However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Unless otherwise noted, the content in this textbook is licensed under CC BY 4.0 Table of Contents Psychology .................................................................................................................................................... 1 126 ................................................................................................................................................................ 1 Chapter 1 - History of Cognitive Psychology ............................................................................................. 7 Definition of Cognitive Psychology -
Richard L. Gregory (March 7Th 2000) ADVENTURES of a MAVERICK in the Beginning--School and War My Father Was a Scientist--An
Richard L. Gregory (March 7th 2000) ADVENTURES OF A MAVERICK In the Beginning--School and war My father was a scientist--an astronomer--being the first director of the University of London Observatory. So I was brought up with optical instruments and also with the importance of making observations. My father measured the distances of the nearer stars for most of his life-- using parallax from camera-positions separated by the 186,000,000 miles diameter of the Earthís orbit around the Sun. These measurements are crucial for scaling the universe. Is it an accident that years later I tried to scale and explain distortions of visual space? At school I learned simple electronics in our Radio Club, as we built our own short wave receivers, and then more in the RAF at Number One Signal School at Cranwell. Cranwell had excellent teaching, and was highly civilised, with its drama and music societies. I should have been posted to the Gold Coast, but a telegram recalling me from Christmas leave did not arrive in time so I was posted to Training Command in Canada. This was a year flying around the Bay of Fundy and St Johns, sometimes testing radio communications and radar; then six months with the Fleet Air Arm at Kingston, Ontario, where I had my own boat and sailed among the Thousand Islands. During almost six years in the RAF I had time to read and think on physics and biology, and wrote a science column in a local RAF magazine. I also read C.G. Jung (developing a permanent allergy) and William James (who remains a hero.) No doubt I absorbed some useful concepts from the technologies of radio and radar. -
How Our Worldviews Shape Our Practice
How Our Worldviews Shape Our Practice Rachel M. Goldberg This article reviews research on the effect of a conflict resolution practi- tioner’s worldview on practice. The results revealed patterns connecting worldview frames with differing uses of power. Forty-three environ- mental and intercultural practitioners were interviewed, and narrative and metaphor analysis was used to reveal key worldview orientations in their practice stories. The results are correlated in continuums and “pro- files” of the worldview orientation. The findings strengthen previous work questioning the effects of the traditional neutrality stance, deepen fieldwide arguments for the embedded nature of worldview and cul- ture, and describe new methods that reveal some of the dynamics between worldview and practice. Native American tribe spent many years struggling against a govern- Ament agency for permanent residence status on their traditional homeland (the ability to live in and use their traditional homeland). Over time, their argument became a fight about permanent homes, because this was the only way to argue for use of the land that the agency understood. For the agency representatives, permanent housing (a building) was syn- onymous with permanent residence (ability to live on and use the land). One day, the mediator who was working with the tribe asked them why they wanted permanent homes. It turned out that the area became very hot during the summer; the tribe had traditionally built temporary homes in the winter and migrated to the mountains during the hot season. It become clear that the tribe did not even really want permanent housing, but a right to reside legally in the area—in their case, a very different goal. -
Ideology: the Challenge for Civic Literacy Educators by James A
Volume 1, Issue 1 http://journals.iupui.edu/index.php/civiclit/index July 2014 Ideology: The Challenge for Civic Literacy Educators By James A. Duplass ABSTRACT: Commitment to open-mindedness, critical thinking, liberty, and social justice are proposed as four pillars of a democratic ideology. The highly charged and polarized discourse between left and right po- litical ideology among the media, politicians, educators, and public has intensified the challenge placed on social studies educators to transmit these goals to their students. A rendition of the philosophical trajectory of the ideas of liberty, social justice, and justice are provided and married with concepts from the philosophical foundations of American education, social studies education goals and strategies, and contemporary human- istic philosophy so as to articulate a new case that transmission of a democratic ideology is at the core of social studies education. The proposition is made that teaching social studies is unique because the development of an ideology requires teachers’ attention to values, virtues formation, and the liberation of the individual. Keywords: Ideology, critical thinking, liberty, social justice, justice The purpose of this essay is to explore the largely unexamined idea of a democratic ideology as an inherent goal of social studies education. The traditional meaning of competency and literacy established by many disciplines including social studies education (Duplass, 2006) do not fully convey the unique mission of social studies education to pass on an ideology - belief system - to successive generations. The formation of values (Apple, 2004; Duplass, 2008; McCarthy, 1994), the use of critical thinking (Dewey, 1890/1969), and July 2014 Ideology: The Challenge for Civic Literacy Educators 1 the goal of passing on democratic traditions (Dewey, 1939/1976; National Council for Social Studies, 2008) serve as an intersection for the formation of a democratic ideology, although such a term is seldom found in the social studies literature. -
Sir Frederic Bartlett, the Bartlett Lecture and an Unwanted K
Title: Sir Frederic Bartlett, the Bartlett lecture and an unwanted k Author: Alan F. Collins Running head: The Bartlett lecture Address: Department of Psychology, Lancaster University Lancaster LA1 4YF UK 1 Sir Frederic Bartlett, the Bartlett lecture and an unwanted k Sir Frederic Charles Bartlett was born on 20th of October 1886 in Stow-on-the-Wold, Gloucestershire, England. He became one of the most well known psychologists of the twentieth century. And it is absolutely clear from his birth certificate, which I have in front of me as I write, that his first name was spelt without a final k. His major publications also repeatedly attest to the lack of a terminal ‘k’. Yet, as a quick search through Google Scholar will readily confirm, he is often mistakenly cited as Frederick Bartlett. Perhaps the occasional error in research articles can be allowed but it is more embarrassing when an honorary lecture named after Bartlett has been repeatedly referred to as the Sir Frederick Bartlett lecture. On February 24, 2015 the Editor of QJEP received an email from the production manager, informing him that the author of that year’s Experimental Psychology Society Bartlett Lecture, Gordon Logan, had submitted corrections to his proofs in which he asked to amend ‘The 42nd Sir Frederick Bartlett Lecture’ to ‘The 42nd Sir Frederic Bartlett Lecture’ (Logan, 2015).1 The production team then noted a discrepancy between Logan’s (correct) spelling and spellings of Bartlett’s first name in many earlier publications of the lecture in QJEP. Rather than ignore this discovery, or brush this under the publication carpet, it was felt appropriate that the Journal record a reflection on this event as well as resolve not to repeat the error in future. -
What Is Spirituality?
fact sheets What is spirituality? Recognising the difference between spirituality and religion can be a great way to begin to understand what spirituality means to different people. There are many types of spirituality that people sometimes base their beliefs around and also many different reasons people practice spirituality. Spirituality is something that’s often debated and commonly misunderstood. Many people confuse spirituality with religion and so bring pre–existing beliefs about the impact of religion to discussions about spirituality. Though all religions emphasise spirituality as being an important part of faith, it’s possible to be ‘spiritual’ without necessarily being a part of an organised religious community. This might help if... What’s the difference between religion and › You’re looking for spirituality? information on spirituality Spirituality and religion can be hard to tell apart but there are some pretty defined differences between the two. › You want to know Religion is a specific set of organised beliefs and practices, usually shared the difference between by a community or group. spirituality and religion Spirituality is more of an individual practice and has to do with having a › You’d like to become a sense of peace and purpose. It also relates to the process of developing more spiritual person beliefs around the meaning of life and connection with others. One way that might help you to understand the relationship between Take action... spirituality and religion is imagine a game of football. The rules, referees, other players, and field markings help guide you as you play the game in › Learn more about a similar way that religion might guide you to find your spirituality. -
THINKING with MENTAL MODELS 63 and Implementation
Thinking with CHAPTER 3 mental models When we think, we generally use concepts that we it would be impossible for people to make most deci- have not invented ourselves but that reflect the shared sions in daily life. And without shared mental models, understandings of our community. We tend not to it would be impossible in many cases for people to question views when they reflect an outlook on the develop institutions, solve collective action problems, world that is shared by everyone around us. An impor- feel a sense of belonging and solidarity, or even under- tant example for development pertains to how people stand one another. Although mental models are often view the need to provide cognitive stimulation to shared and arise, in part, from human sociality (chapter children. In many societies, parents take for granted 2), they differ from social norms, which were discussed that their role is to love their children and keep them in the preceding chapter. Mental models, which need safe and healthy, but they do not view young children not be enforced by direct social pressure, often capture as needing extensive cognitive and linguistic stimu- broad ideas about how the world works and one’s place lation. This view is an example of a “mental model.”1 in it. In contrast, social norms tend to focus on particu- In some societies, there are even norms against verbal lar behaviors and to be socially enforced. There is immense variation in mental models across societies, including different perceptions of Mental models help people make sense of the way the world “works.” Individuals can adapt their mental models, updating them when they learn that the world—to interpret their environment outcomes are inconsistent with expectations. -
Inferences: Schema, Assumptions, Biases
W riting and Language Development Center Inferences: schema, assumptions, biases An inference is an informed guess. To be human is to make inferences. Daily, almost continually, we make informed guesses about things—situations, attitudes, relationships, motives. For instance, we guess (infer) someone’s state of mind or attitude by interpreting his tone of voice, facial expressions, and gestures. Since inferences are guesses, they may be correct or incorrect, but they are always based on some kind of supporting evidence. Active reading is an immersive activity. Writers construct stories and arguments with great deliberation; readers uncover their hints and unravel the connections. Therefore, a crucial element of active reading is the ability to make inferences from the text. Proficient readers do this without thinking much about it, while developing readers may not realize they should do it. Since in reading we don’t have the advantage of a face-to-face encounter, we have to use other evidence: various kinds of text evidence as well as our own schema (see definition below) and background knowledge. But schema is complicated. We bring not only known facts, but our personal assumptions and biases into the mix; they, too, are part of our schema. Nevertheless, understanding how we make inferences helps us read and think smarter and better and avoid misreading. Understanding how inference works can also keep us from falling for misleading or weak arguments. Text evidence: words and connections One kind of text evidence is the words themselves. Words have meanings—their denotation or definition. But beyond the definition, words also have emotional weight—their connotation.