Conceptual Cognition and Problem Solving Styles Essay Example for Free

Conceptual Cognition and Problem Solving Styles Essay The article â€Å"Thinking† found in the Northeastern University Website presents insights regarding conceptual cognition and problem solving skills. It claims that although people may have similar concepts, we differ from each other by our conceptual cognition and problem solving styles. To elaborate, the author cites how people define concepts. It shows that people have similar concepts of things especially those perceived by sight. For instance, features including two eyes, four legs, two ears, one tail, barking, sharp teeth, etc., would definitely pertain to a dog. Likewise, a photo of a child smiling is an indication of a happy child, not a sad one. However, there are also some concepts in our society that have changed a bit but not entirely. Although they are modified through time, a certain degree of people’s cognition of the original concept remains the same. Take for example, marriage. In the past, the concept of marriage is limited to a man and a woman, but now the concept allows man to man marriage, so although the concept is altered a bit, the concept of togetherness and commitment still holds truth. Concepts are arranged into hierarchies. For instance, a bedroom is smaller than a house, and a block is smaller than a neighborhood. Applying it in the school context, there are students under one teacher, and there are teachers under one director, etc. Similarly, in the corporate scene, there are subordinates and supervisors. Moreover, concepts are formed by definition and prototype. We learn concepts as the environment define them for us. For instance as children, we were familiarized by our parents with the things in the house, such as a table and a chair. Later on when we went to our neighbor’s, we realized that tables can be in different forms or colors, but the role they play remains the same. Through definition and prototype, we obtain similar concepts of things around us. The issue of cognition is not much of a problem but problem solving styles are. The three methods to solve a problem include: trial and error, algorithms, and heuristics. In trial and error, one is bound to use more effort and time to arrive at the right answer. This method requires several trials and shortcuts, and does not guarantee giving the right answer. The second method is algorithm. An algorithm is a step-by-step procedure usually involving computations. Unlike trial and error, it is methodical and guarantees arriving at the correct answer. However, since it requires a procedure, it is more time consuming than the other. The third method used to solve a problem is heuristics. This method requires â€Å"speculative formulation†¦as a guide in the investigation or solution of a problem.† (Answers.com, n.d.). It posits that the background of the matter, ie religion, society be investigated upon in order to arrive at a conclusion. Although this method is not accurate and does not guarantee a definite answer, it leads to a certain conclusion or information related to the problem. Each of the methods has its own advantages and disadvantages. When combined, the three methods will help one arrive at a valid answer. For instance, when conducting research, it is not enough to present statistics of people experiencing a specific problem. One needs to dwell on observations, surveys, interviews, etc. to obtain a full view of the situation. Applying this to the classroom scenario, students should be taught how to apply and combine the three methods in order to facilitate problem solving tasks. Particularly, when teaching research, teachers should incorporate teaching and application of the three methods so that students will not only have options but arrive at definite and valid conclusions for their study. References Algorithm. Retrieved 5 August 2008, from http://www.answers.com/topic/algorithm Heuristic. Retrieved 5 August 2008, from http://www.answers.com/heuristic

Enhancing Positive Thinking Essay -- Social Work

This research will include a pilot intervention program called Think Positive-Live Positive (TPLP), for young teens alongside with parental involvement, which will use cognitive behavioral techniques to teach children to identify the negative aspects of various situations and adjust successfully. The aim will be to help children modify their thoughts, focus on the positive perspectives of each event, and cope with negativity using positive and adaptable solutions. In addition, the intervention program will teach parents how to interact better with their children, and aims to make them good and understanding coaches. To measure children’s positivity, and negativity, the Positive and Negative Affect Schedule (PANAS) will be used ahead of the intervention and at the end to compare results. The theoretical and CBT activities that this intervention program will use are from a research based self-help book â€Å"What to Do When You Grumble Too Much - A Kid's Guide to Overcoming Neg ativity† by Huebner (PhD). Additional CBT exercises will be used for more results input and for children to gain a better understanding of the learned skills. The purpose of this intervention is to investigate whether the children and parents participating will enjoy, meaningfully discuss amongst them, and understand how to use these skills to help them. In this pilot intervention, three children (11-13 year-old) and one or both parents of each child will voluntary participate in a 6 hourly TPLP intervention sessions, 2 times per week, over a period of 4 weeks. The sessions will include PowerPoint presentations with audio and vivid illustrations, interactive and guided exercises, discussions and practice using the learned skills. Considering today's fast moving li... ...nal of Excellence, 7, 54-66. Gillham, J.E, & Reivich, K.J. (2007). The Penn Resiliency Program Curriculum. University of Pennsylvania. Huebner, D. (2007). What to Do When You Grumble Too Much - A Kid's Guide to Overcoming Negativity. Washington, DC: Magnitation press. Orlick, T. (2001). Nurturing positive-living skills for children: Feeding the heart and soul of humanity. Journal of Excellence. Partridge & Orlick (2008). Positive Living Skills for Teenagers: A Youth Intervention. Journal of Performance Education. Steinberg, L. (2001). We know some things: Parent-adolescent relations in retrospect and prospect. Journal of Research in Adolescence, 11(1), 1-19. Watson, D., Clark, L. A., & Tellegen, A. (1988b). Development and validation of brief measures of positive and negative affect: The PANAS Scales. Journal of Personality and Social Psychology, 47, 1063–1070.

Stretching and Activity

* Copy and answer the following questions in a word processing document. * Be sure to save the assignment document to your Personal Fitness folder. * Be sure to save your work as 2_04. rtf. Assignment Questions Part I: Beginning the Activity 1. Choose an activity such as walking, running, aerobics, soccer, basketball, or rollerblading. What exercise activity will you participate in? Running 2. Why is the warm-up phase of your training program important? It will stretch each major muscle group which will be worked during the activity you are preparing for. 3.Why is the cool-down phase of your training program important? Stretch all major muscles; focus on those that will have a large demand placed on them. 4. Identify areas of your body in which you have experienced muscle soreness due to vigorous activity. Legs and arms. Part II: Design a Warm-up for Your Personal Needs For each of the following, describe what you will do to prepare your body for the activity that you selected in Par t 1, #1. Aerobic exercise: Light jog, slow cycling, easy jump roping, side shuffles (running sideways without crossing your feet), skipping, and jogging backwards.Stretching (stretch all the major muscle groups used): ? Will involve static (still) stretches and/or dynamic (moving) stretches. * Static stretches involve stretching a muscle group as far as you can, without causing pain. Static stretches should be held thirty seconds for maximum effectiveness. * Dynamic stretches, another safe form of stretching, involves slow movements which stretch the muscle groups. Sport-specific exercise: Activities should mimic the movements you will do in the vigorous activity you are preparing for but are done at a lower level of intensity. Part III:Design a Cool-down for Your Personal Needs For each of the following, describe what you will do for your cool-down for the activity that you have selected. Aerobic activity: A slow jog around a field or court is one of the best ways to cool down. Str etching: Static stretch for 10 minutes after the light jogging, cycling, or walk. Recovery: Use the R. I. C. E. D. procedure to treat any sprains, bruises, or strains. Part IV: Practice What You Designed 1. Practice the warm-up you have designed. 2. Consider how the warm-up/cool-down made you feel. Did it help prepare you for the workout?What changes would you consider making for the next workout? Be prepared to discuss this information with your instructor in your Discussion-Based Assessment. It helped me prepare. I would change nothing. What I already I changed was great enough because of how well it made me feel. Part V: Skills and Performance 1. Think about an activity you participate in and explain how each of the skill-related components of balance, reaction time, agility, coordination, power, and speed can enhance your performance levels in that activity. If all the components are combined then you will get stronger, faster, and healthier.

Schizophreni A Chronic, Severe, And Disabling Brain Disease

Alexandra Heck Abnormal Psychology Kristen Shirley 11 December 2016 Schizophrenia Schizophrenia is a chronic, severe, and disabling brain disease. This disease can develop at any moment in a lifetime to approximately one percent of the population. Although schizophrenia is not subject to a specific gender, men typically develop this disease earlier than women. The symptoms of schizophrenia vary from person to person but generally include; hearing internal voices not heard by others, or believing that other people are reading their minds, controlling their thoughts, or plotting to harm them. The effect of these symptoms can lead to dangerous actions or harmful thoughts. An individual’s reaction to these symptoms may cause their speech and†¦show more content†¦The sudden severe symptoms of schizophrenia is referred to as â€Å"acute,† a more common condition is called â€Å"psychosis.† This form is paired with a state of mental impairment marked by hallucinations, which are disturbances of sensory perception, and/or delusions, which are false yet strongly held personal beliefs that result from an inability to separate rea from unreal experiences. Less apparent symptoms, social isolation or withdrawal, or unusual speech, thinking, or behavior, may precede, be seen along with, or follow the psychotic symptoms. The amount of psychotic episodes, if any, vary from person to person. Those that experience one episode live relatively normal lives, however, recurring patterns of illness take a longer recovery period with extensive treatment. Children experiencing schizophrenic symptoms may start differently than those that develop it at a later time period. One specific case I studied was a young girl in first grade named Megan. Outburst of anger occurred often during school. One day around Thanksgiving, the class was completing an art project. They were coloring Turkey pictures which may be difficult for the average first grader. However, when Megan’s crayon ventured outside the line she became very angry and started throwing each crayon from the box forcefully at the wall. The teacher has seen these outbursts before and called security who escorted her to the