How and to what extent is dyslexia a cognitive deficit? Draw on different explanations of dyslexia to build you argument.
Option B: How and to what extent is dyslexia a cognitive deficit? Draw on different explanations of dyslexia to build you argument. Dyslexia is a specific learning difficulty which is indicative of people having difficulties in learning to read and write (Wood and Richardson, 2002). This is a complex condition which may manifest itself in different and varying degrees in each individual case although a number of core difficulties have been identified which may indicate a person has the condition. These difficulties include; coding verbal and visual information for example associating an individual letter grapheme with its phoneme; phonological difficulties in dealing with information in the short-term memory; difficulties in sequencing information and directional confusion (Wood and Richardson, 2002). In order to discuss the explanations associated with the cognitive deficit of dyslexia we must first understand why dyslexia is not considered 'normal' in today's literate society, how it is defined and also have an understanding of what is meant by the term cognitive. Psychological normality can be explained statistically, medically and culturally. Statistical definitions tend to be suited to variables which can be measured on a scale (test scores). The standard deviation is then used to determine those outside the boundaries of 'normal'. A medical definition of
Bipolar Disorder in Children and Adolescents - A Review of What is known.
Bipolar Disorder in Children and Adolescents: A Review of What is known. Tracey B. Katz Intro. To Research Methods Dr. Bernie Newman 1/10/02 Bipolar disorder is a brain disorder which causes shifts in moods, energy, and one's ability to function on a daily basis. Bipolar disorder can further severely impair people's capacity to perform on the job, in school, damage relationships, and even lead to suicide. "Manic-depression distorts moods and thoughts, incites dreadful behaviors, destroys the basis of rational thought, and too often erodes the desire and will to live. It is an illness that is biological in it's origins, yet one that feels psychological in the experience of it; an illness that is unique in converging advantage and pleasure, yet one that brings in its wake almost unendurable suffering and, not infrequently, suicide,"(NIMH, 2001). More than two million American adults, or about 1 percent of the population 18 and older in any given year have bipolar disorder, (NIMH, 2001.). Typically, it is diagnosed in late to early adolescence. In adults the bipolar continuum ranges from bipolar I, II, and cyclothymic disorder. These can be differentiated by the severity of the illness. In recent years, more focus has been turned towards the diagnosis of bipolar disorder in children and adolescents. Bipolar disorder has been showing up in children and adolescents
"Outline and discuss the role of language in the human brain."
"Outline and discuss the role of language in the human brain." Human ability to communicate using both spoken and written language are cognitive abilities that clearly distinguish us from other members of the animal kingdom. We are restricted to studying human subjects and studying brain-damaged patients has proved useful. The early studies done in this area were by Broca (1861) and Wernicke (1874). Broca's work included the patient, now known as "tan", who could only say the word "tan", although his speech comprehension stayed in tact. The patient died shortly afterwards and autopsy revealed that he had been damaged in the lower part of the left frontal lobe. Broca collected eight more cases and concluded that the identified area was essential in the production and comprehension of speech. The area is called Broca's area and the condition of damage to it is called Broca's aphasia. Wernicke reported a different aphasia. Patient's could speak in organised and grammatical sentences, although what they said seemed to have little to do with the on going conversation. On the other hand they seemed to have no understanding of what was spoken to them. On autopsy, they all had damage to an area at the top of the left temporal lobe, now known as Wernicke's area. These speech zones also tally with the sensory and motor cortical mechanisms. For example, Wernicke's aphasia
The Most Painful Disease: Major Depressive Disorder
The Most Painful Disease: Major Depressive Disorder By: Tahmid Zaman 424350 Ms. E. Papaiconomou HSP 3M0 The Most Painful Disease: Major Depressive Disorder A case study conducted by Steven Klotz, MD, and Judith Crowel, MD (State University Hospital at Stony Brook, Stony Brook, New York, USA) allowed medical science to discover efficient results for the fluoxetine hydrochloride, which is a medicine to treat Major Depressive Disorder. An increased dose to 20 mg allowed an unnamed Gr.11 student to have astonishing results over an eighteen month period. After his unfortunate birth to a substance abusive mother, the student was neglected as a child. Three grueling weeks later, he was given up for adoption by his maternally inept mother. Early in this childhood, he showed symptoms of mental illnesses like ADHD (Attention Deficit Hyperactive Disorder) and impulsive behaviours. The student was often found crying and felt under pressure without any anxiety. The patient was an excellent athlete and student, but over the years it deteriorated showing clear symptoms of depression. However, he always denied any suicidal contemplation. Various mental tests showed his disorders as having difficulty organizing ideas and lack of words. It was apparent that he suffered major depressive disorder. Then regular doses of the fluoxetine improved his academic and social abilities to the point
Discuss some of the limitations of the Classification system of Mental Disorders.
Discuss some of the limitations of the Classification system of Mental Disorders Christina Rowley Psychology Tutor - Marie Lewis 6.05.03 In 1883 Kraeplin devised one of the earliest systems of classification of mental disorders. By identifying groups of symptoms believed to be from organic causes and placing them into categories, Kraeplin founded the basic principles of modern day classification systems. Currently the Diagnostic and Statistical Manual of Mental Disorders (DSM) (1994) and the International Classification of Diseases (ICD) (1996) are the two major systems in use. By providing a categorical list of symptoms, together with epidemiological information, diagnostic features and treatments for each recognised mental illness, the classification system is designed to aid diagnosis, which is recognisable universally amongst mental health clinicians, helping both communication and effective treatment. There is disagreement however, as to whether the DSM and the ICD are objective methods of diagnosis. Most notably, clinicians rarely agree on the same diagnosis, categories of symptoms overlap, and patients tend not to fit the criteria. Ethically, classification systems have been criticised because of their ability to create and attach stigma to the diagnosed (labelled) patient. This essay will debate the reliability of classification systems and consider the
Are People Becoming More Intelligent: A Discussion in Relation to the Flynn Effect
Are People Becoming More Intelligent: A Discussion in Relation to the Flynn Effect In 1981 James R Flynn began a process of examining intelligent quotient tests and found, that between the years of 1932 and 1978 in America, the mean intelligent quotient (IQ) test scores rose by 13.8 points, which equated to 0.33 points per year (Flynn, 1984). Other researchers found this increase in IQ scores continued on into the mid 1990s (Rowe & Rodgers, 2002). Additionally, this rise in the scores was not confined to the United States alone, with Flynn, (1999) reporting a 27 point gain between 1942 to 1992 in the UK and Flynn, (1987) reporting smaller increases in other countries such as Norway, France and Holland. Additionally, the increases in IQ points has not been confined to developed countries with Daley, Whaley, Sigman, Espinosa, & Neumann, (2003) reporting increases in developing countries over a 14 year period. This year on year increase in IQ scores has now become known as the Flynn effect. But does this mean that generations are gradually becoming more intelligent? This paper will discuss this question by examining the Flynn effect and possible explanations to this phenomenon. As part of the process of validating and establishing norms for new IQ tests, groups of participants are required to take the old and new versions of IQ tests to ensure the results of the two tests
In this essay we are going to look at how the psychoanalytic and behavioural approaches differ in the treatment of abnormal behaviour
In this essay we are going to look at how the psychoanalytic and behavioural approaches differ in the treatment of abnormal behaviour The word "abnormal" means deviating from the norm. Defining abnormality is no easy task but this does not mean that the phenomenon of abnormality does not exist. In every society people recognise and label behaviours and people, that they consider to be abnormal. Sometimes there is a general agreement about assigning the label "abnormal" to behaviours of types of thinking - at other times people disagree about whether or not the label "abnormal" should be applied. In ancient times the Egyptians, Greeks and Hebrews generally took the view that deviation from the normal could be attributed to the work of good or bad spirits. The Social Conformity approach to defining abnormality is the idea that a behaviour is abnormal if it does not conform to what society expects. It is not just a matter of what the person does, behaviour which is considered normal in one situation might be considered outrageous or ridiculous in another. Definitions of abnormal behaviour also vary from culture to culture, some cultures will accept and tolerate behaviour which would be considered totally unacceptable by another. Society does not consist of a single homogeneous mass of people, it is divided into many different subcultures, each with its own view of what is
There are four main branches of psychology.
David Tolan Psychology LO1 Question two There are four main branches of psychology, and this essay will set out to explain and outline the main points of each branch in turn.Firstly there is CLINICAL psychology, this is probably the branch that people are most familiar with and most people would say that this is when you lie on a couch and talk about your problems. But this is a generalisation as clinical psychology is much more than this.Clinical psychologists are qualified to assess the mentally handicapped, administer psychological tests to people with brain-damage caused by blows to the head in accidents such as car crashes, or violent attacks. They are involved in the devising and developing of rehabilitation programmes for long-term psychiatric patients. Furthermore they also plan and carry out behaviour therapy and modification programmes and work in law enforcement assessing the mental state of defendants and witnesses in court cases, and they are also involved in assessment of patients in prisons and prison hospitals such as Carstairs or Broadmoor. ACADEMIC psychologists can be found in teaching posts in universities and polytechnic colleges.They are also involved in research, dealing in ways in which knowledge is attained, retained and used. This includes area's such as, memory, perception, problem solving and reasoning . This is usually pure
The therapies used for sexual dysfunction used by clinical psychologists today, are in the main, behavioural. Behavioural therapeutic approaches are based upon the work of Wolpe, (1958) which
PSYCHOPATHOLOGY. YEAR: three COMBINED STUDIES. BY: DIANE CALLAGHAN. November 99 TUTORS: JOHN STIRLING/ DAVID HOLMES ASSESS THE CURRENT THERAPIES FOR SEXUAL DYSFUNCTION. Introduction. Until the mid 1960's, the psychoanalytical approach was the most dominant form of therapy for most presentations of male and female sexual dysfunction. However, the interest in sexual dysfunction and its therapy has increased dramatically in the past three decades, which has stemmed from research, conducted by Masters and Johnson (1970). The findings of Masters and Johnson's study, succeeded in providing the first empirical observations of human sexual functioning with an understanding of the physiological factors involved during sexual arousal and response. (Usser and Baker) The therapies used for sexual dysfunction used by clinical psychologists today, are in the main, behavioural. Behavioural therapeutic approaches are based upon the work of Wolpe, (1958) which have been applied to the problems of sexual dysfunction. In clinical practice today, the approach that is used, is that of Masters and Johnson. (1970) which, is predominantly behavioural in approach, but has some elements of other approaches incorporated, that do not fall into the spectrum of behaviour therapy. The Therapies. One of the main therapies used currently is that of Masters and Johnson. The Masters and Johnson's
Why are psychological treatments for phobias often so effective?
Why are psychological treatments for phobic anxiety often so effective? With over 275 types of specific phobia, between 8-12% of us clinically diagnosable and some level of phobic anxiety affecting more than 60% of us at some point in our lives (Goodwin, 1983; Ollendick & King, 1994; Robins & Regier, 1991), effective treatments, unsurprisingly, are highly sought after. Varying interventions claim extraordinary success rates, from one-hour behavioural cures to prolonged drug therapy. This essay focuses on psychological treatments for phobic anxiety, and examines possible reasons for their apparent success. Investigating the differences between psychological and pharmalogical treatments, and distinguishing phobias from other mental disorders can provide useful insights into the effectiveness of psychological treatments. Fear is an everyday response. From walking home alone at night to public speaking, almost all of us experience it. Phobic anxiety, however, differs from fear in that it is irrational and disproportional to the level of actual danger in terms of "duration, degree of avoidance or subjective distress" (Davey, 1997). The DSM-IV criteria state that fear must be excessive or unreasonable, provoked by an object or situation; exposure to this object/situation immediately produces anxiety, and avoidance of this fear interferes with the sufferer's life. It defines five