1. What does resilience mean to you?
Resiliency to me is someone who is able to push through the rough parts and who doesn’t crumble under pressure, someone who consistently rises to the challenge and can adjust throughout life and their events. Someone who shows resilient continuously overcomes their challenges and hardships without any reward, and can navigate through life, simply doing as would, because it is what they have been taught or it is all they have ever known. 2. Give an example of a time when you had to be resilient. When I was in grade 8, I was in gym class and got a concussion by a getting a ball kicked to the side of the head. It was one month after my sister got her concussion. It was really hard because it was adjusting to a whole new way of living almost. I couldn’t do a lot of things and I was in constant pain 24/7. From the minute I woke up to the minute that I fell asleep I was unable to do what I wanted and loved and was in pain that whole time. This definitely affected my day to day life and my perception on life. It was really hard to stay hopeful because it’s not like a broken arm, you can’t just put a cast on it and wait 6 weeks. You have to take care of your brain because it’s what make you “you” and not doing so could result and not coming back fully. What helped was having someone who was going through the same thing as me be there, my sister and I helped each other and kept each other company because we really couldn’t do anything else. Getting through a rough patch can take a lot from you, but you just need a goal and know that it’s just a part, so look for the other side when you’re past it and go from there. I was resilient in a way of not letting this injury consume and control me, I knew that I just had to continue with my life and look forward for when I would be healed. 3. How might you improve your own resiliency, as a life-skill? Resiliently can only be improved, especially when faced with life changing decisions and scenarios. I think if I take the opportunities to better myself when faced with hardship, I will grow and become stronger as a person and won’t be scared of the inevitable. As I grow I will see each task as less impossible and more achievable. I think that if i continue to grow as a person it will allow me to become more resilient and be able to overcome harder and harder obstacles.
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1. Consider your own sleep patterns. How much sleep do you get on an average night? Do you feel differently on vacation than during the school year? If so, what do you think is the cause?
My sleep schedule heavily depends on my extracurriculars. I usually get around 7 hours a night, sometimes more and sometimes less, but on average it is 7 hours. On vacation I probably get a lot more sleep and a better sleep as well, as I am not stressed about school and worrying about the following day. The reason I don’t get a full 8+ hours is because I get home late from soccer in the city 3 times a week, around 11:30, other nights I am either doing homework late or on the internet, which also keeps me up later then I should let it. On vacation, I’m not getting home from soccer super late or having to do homework late at night which means I have less stress, which causes for a better sleep throughout the night. 2. What interferes with your sleep? Why? What can you do to change it? My extracurriculars, homework, family, friends, and the internet all interfere with my sleep schedule. My extracurriculars interfere as I get home late 3 times a week, there's not really anything I can do about that. My homework affects my sleep as I do it late at night and causes stress, as well as school does. I could start doing homework earlier in the day so I don’t stay up late. My friends and family keep me up as I keep talking and texting them when I should be getting ready for bed, this one is a huge one because even on nights when I could be getting 8+ of sleep I don’t because i stay up late talking to my friends. The internet is an endless supply of everything, and you just keeping scrolling and texting until it’s already way to late, I have change this by not going on the internet past a certain time and staying off my phone, and actually getting to bed instead of “going” to bed but not to sleep. 3. Do you think school should start earlier/later/the same? What consequences would a change in the school start times have on you, your family, work or extracurricular commitments? Science has proven that your brain doesn’t fully start to function properly until 10a.m. So having school start around 10am would probably improve grades, that would also mean that school would end later. Having school go from 10-4 would be an ideal time slot because you still have time to do things after school and you get a better amount of sleep and time in the morning and aren’t having to wake up before the sun. This time would be okay for extracurriculars because a lot of them don’t start until later anyway and the ones that start after school could just start at 4. It might help your family because they don’t have to wake up extra early to get you out of bed and at the end of the day, school end time is closer to work end time so it could possibly help them in picking you up or driving you to your next commitment.
Thurstone's Theory: Thurstone’s theory completely goes against the two-factor theory as he concluded that there is no evidence gentral intelligence and there are still more than just 7 primary mental abilities. Gardner’s Theory: Gardner's theory of multiple intelligence is argued as some of what Gardner calls “intelligence” are just skills to most people, there are claims made that intelligence and skills/talent are two different things. Sternberg’s: there is difficulty in measuring how much ability each person actually has. 2. What issues are at the heart of intelligence testing? Intelligence testing is an area that no one really understand or has access to, because there is really no way to accurately test intelligence. There are so many factors that come into play when testing intelligence and your mind can be altered or manipulated to perform better or worse than the expectation. It would be very rare and hard to find someone who hasn’t been manipulated by pressure or nerves or even just preparation. There is also the thought that some intelligence shouldn’t be compared to one another because they are so different. The main issue is that there is no standard intelligence for people which means that there is no standard test they can take. 3. What are studies of twins show genes and intelligence? After studying over 100 sets of twins raised apart from one another. Dr. Tom Bouchard concluded that an IQ is affected by genetic factors. He believed that 70% of IQ comes from heredity, although it was thought that it could only be about 52%. The 2 factors that can affect the IQ are heredity and environment. Bouchard believed that twins raised in the same house were more likely to have similar in IQ’s because they have the same environments and heredity. 4. What might cause cultural bias on an intelligence test? Everyone is raised differently and in different cultures with different languages. So when an intelligence test is used in multiple cultures, it is hard and unfair with the language barrier. It is also hard to have just one “correct” answer when people have been raised completely differently and have a completely different view on the world. These tests also assume that everyone has the same level of education and reality when in fact everywhere is every different . 5. In your opinion, what are indicators of intelligence? I believe that everyone is intelligent in their own ways and has their own way of showing it. I don’t believe that one single test can measure your intelligence, and there is no standard for intelligence, you’re basically just testing to see if you can be better than the “average”. I think that an intelligent person is a well rounded person who can solve everyday problems. I believe in what Albert Einstein said “Everybody is a genius, but if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid. The person who I feel has reached self-actualization is my mom. She started to exceed the chart used to determine if you are self-actualized when she started her new job around 3 years ago. She had been working for a hotel for 25 years and had started to get bored towards the end. When the hotel merged with another one, all of the employees were let go. That didn’t stop her as she already had something in mind. In 2016 my sister got a really bad concussion on April 7th, two months later I got one on June 8th. My mom had just started her new job, for a brain health company. She helped us back to 100% and is now a health coach and works with concussion patients. She says that every concussion serves a purpose, you just might not realize it until it’s over and she believes that my concussions purpose was to get her into the brain health aspect of life. She is always helping people in life in anyway she can and if she can’t do anything further, she will send them for further help in a different field of health to extend the ability to help the patient. She has completed and exceeds most of the chart on self-actualization, some of the areas are:
1. Identify 3 concepts about Memory & Emotion that are not accurately depicted in the movie Inside Out.
Inside out is a cute kids movie that can be enjoyed for all ages, it is a quick way to learn about the brain and emotion/memory, but there are still some inaccurate ideas portrayed in the movie:
2. How is the process of active memory illustrated in the film? Active memory is the process that is represented in the film by the long glass tubes that “sucked upped” the memories from the long-term memory storage to headquarters, where it is shown like a film and is represented as a thought. This active memory process represents the concept that we are able to recall memories from our subconscious and bring them back into our conscious thought (headquarters). 3. Which of the 3 theories of emotion explain how emotion is portrayed in the film. Explain. One of the theories that was portrayed throughout the film was Schachter-Singer theory where you feel the emotion before you act out. This happened many times throughout the film and was illustrated by almost all of the emotions. One of the emotions would choose to do something and then Riley would do it. One time that it happened was when Riley was sitting at the dinner table and Joy and sadness had already left headquarters and anger, fear and disgust were left to make Riley feel. Anger stepped in and made Riley feel “angry” and then she got mad. 1.How did the authors apply the scientific method to their inquiry?
The authors did their background research and formed an hypothesis, then tested their hypothesis which was mostly along the lines of: “what is learnt in a given environment is best recalled in that environment”.They tested this through experiments and tests. In this particular study two experiments were conducted and compared. Once it was tested and a result was found, they analyzed the data and compared the results. From that, they formed a conclusion. 2. What do you think about the process of this study? I think that because it had a psychology part in it, it could have gone a lot of different ways because every human brain is different and testing them can be confusing because there might be one brain that doesn’t link up and has a different end result and with science you and go back and see what you did wrong, but because it’s a brain and you can’t see what’s inside. You won’t know why one person had a different result. This type of study is interesting because it shows how people remember and where’s the best place to learn, but if one person got a different result, no one would have known why. 3. What did you take away from this article? Does this article match with your idea of how science and psychology is studied? It matches in a way of how science is studied because in all sciences you need to experiment your ideas and find new topics. As this topic is both scientific and psychology based, it peaked more of an interest then just an scientific study would as they usually aren’t super exciting, but this experiment was more interesting than most as psychology science was used in it as well and that is more exciting to me. 4. What was the hardest part about reading this article? The hardest part, was reading something so long with a lot of words that I don’t fully understand and about a topic that isn’t super exciting to me, but seeing how the end turned out was interesting to me and although it was scientific, it was more exciting to me because psychology played a part in this. 1. Explain self-regulation in context of learning.
Self-regulation in the context of learning is learners transforming their mental abilities into academic skills and are able to regulate their own emotions, intelligence, behavior, and aspects of the context during a learning experience. (Zimmerman 2002). Self-regulation is an important and major function for education development and lifelong learning skills. 2. Describe the difference between the Forethought, Performance and Self-Reflection phases discussed in the article. Give an example of what each might look like in practice to help complete your description Performance, forethought and self-reflection phases are the 3 phases of which psychologists view the structure of self-regulatory processes (Zimmerman 2002). They all work together but still have their differences and work best when they are all applied together. The forethought phase involves goal setting, strategic planning, learning goal orientation. The performance phase includes the deployment of specific methods or strategies that were selected or analysed during the forethought phase and it also refers to self-recording personal events or self-experimentation to find out the roots of these events. In the final phase of self-reflection it involves self-judgment or self-evaluation and self-reaction. (Zimmerman, 2002) 3. Consider something that you are learning how to do. Set out a plan on how you are going to self-regulate your learning using the 3 phases illustrated in the article. Be as specific as possible. To learn how to drive safely and properly, self-regulating is a good way of doing that. In the forethought phase. I will make schedules for when I want to drive and know the best time for learning, during this phase I will also set goals and put when I want to achieve them on my schedule. During the performance phase, I will keep up with my goals and my schedule and take not of what I have achieved and what I still need to work on. For the final phase of self-reflection I will go over my schedule and data and give myself feedback and learn from it for the future. I will also input self-judgement and self-evaluation, so that I can see my mistakes and take them to learn from. The Milgram study, was an experiment put on at Yale University. Stanley MIlgram wanted to test the obedience to authority. He set up this experiment because he was interested in researching just how far a person would go in obeying an instruction given by an authority figure, under circumstances that contradicted their beliefs even if it involved harming another person. There was no hypothesis found, although Milgram did this study because of what happened in WWII with the Germans doing everything they were told, even though the knew what was wrong and what was right. There were two studies happening within this one study, there was the study of the questions and the degree of pain the “teachers” put on another person, and then the Milgram study, in which he was actually studying the “teachers” to see how far they would go. The dependent variable was the teachers reading out the questions, and if the teacher disobeyed and didn’t read the question the prods would read the next one. The independent variable was to see how far the teachers would go on the shock box.The results of Milgram’s study were that 65% or two-thirds of the participants (the teachers) continued to shock to the highest level of 450 volts. All of the participants continued to 300 volts.
Although all of the teachers thought what they were doing was happening and they thought they were studying the people getting stocked, none of that actually happened, the teachers were the ones being studied and no one was harmed by the shocks given, although psychological harm was done to the teachers thinking that they hurt or even killed another person. The CPA ethics codes that Milgram's study breached were 1,2 and 3. 1- Respect for the dignity of persons: participants, clients or patients are treated with dignity and are not subject to embarrassment of any kind. 2- Responsible caring: The practitioner or researcher takes responsibility to care for the research participant, client or patient 3- Integrity in relationships: The practitioner or researcher values the relationship with the research participant, client or patient The APA ethics codes that Milgram’s study breached were 1,2,3,4,6,7 and 9 1- Doing no harm: although no harm was actually done, the teachers were under the impression that what they were doing was harmful, even if they were told no harm would be done. 2- Respecting autonomy: the right to live your life how you want, even though no harm was done, they thought that they would be interfering with the “students” life. 3- Benefiting others: this is done in a positive way, which is not what happened with the Milgram study 4- Being just: Others should be treated as psychologists would want to be treated, I assume no psychologist would want to go through the mental damage in which happened in this experiment 6- According dignity: psychologists view others as worthy of respect 7- Treating others with caring and compassion: psychologists should be considerate and kind to those who whom they work 9- Accepting accountability: psychologists should act with a consideration of possible consequences When I first watched the video on the Milgram study, I didn’t fully understand what the point of the study was, not until we talked about it as a class. Although, I still don’t understand the entirely of it, Milgram wanted to know how far the teachers would go from given instructions from a authority figure, and supposedly none of the teachers would admit that they would ever think of shocking a innocent person for no good reason. That is until one is given the opportunity. I personally don’t agree with this experiment, but I do see why it had to be done, not this exact experiment in the exact way it happened, but if all you do is ask someone if they would ever hurt a person for getting a pointless question wrong, more often than not, they’ll say no, but until put in that situation the answer is no. This study didn’t do any physical harm, but the mental side of it was extremely harmful. All of those teachers, thinking that they put an innocent person in extreme pain, or death. This particular way of experiment could have presented itself better, but the result was surprising. |