In the statement "All of the other ways of knowing are controlled by language", there are implications of language being superior to other

All of the other Ways of Knowing are controlled by language. What does this statement mean and do you think it is a fair representation of the relationship between perception, emotion, reason and language? In the statement "All of the other ways of knowing are controlled by language", there are implications of language being superior to other aspects of knowledge - perception, reason and emotion. Language does not necessarily "control" all the other ways of knowledge, but leans more towards "can heavily influence" the other ways of knowledge. Whether the two terms are synonyms or whether this statement is a fair representation of the relationship between perception, emotion, reason and language relies heavily on the definition of the word control, which is as each individual would interpret it. Therein lies one of the more important problems of knowledge in language; how would one know what the true definition of a word is? In this sense, what is true? In a society, through consensus gentium we determine the general "true" definition of a word; if so, the essentially the meaning of a word is only what we determine it to be. Control could arguably mean impact, influence, dictate all at the same time. What is the true meaning? In essence, the general meaning of control lies somewhere around "has a great deal (approx. 95% influence) over". Regarding the relationships between

  • Word count: 1275
  • Level: University Degree
  • Subject: Biological Sciences
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Are Flashbulb memories special?

Are Flashbulb memories special? Roger Brown and James Kulik were two researchers who became interested in the reports that people had astonishingly detailed and vivid memories for learning news of some shocking event. These memories were so clear and unrelenting that Brown and Kulik called them Flashbulb memories (FMs). The quintessential example of flashbulb memory is the assassination of President John F. Kennedy on November 22, 1963. What caught Brown and Kulik's interest was not that people could remember JFK's assassination but that people could recall the event with accurate detail even 30 years after as well as their personal circumstances when they first heard the news (features which are not seen in autobiographical memory formation.) Brown and Kulik (1977) introduced the FM concept to express the idea that this type of memory preserves knowledge of an event in an almost unalterable way - that there is a special flashbulb memory mechanism which creates a "snapshot" or permanent record of surprising or unexpected events much like a photograph. Despite this analogy Brown and Kulik went on to suggest that these memories can in fact be incomplete and went on to suggest they have a "live" quality which allows only some perceptual and other details of events to come to mind. Using data from many studies Brown and Kulik proposed the flashbulb memory hypothesis (FMH).

  • Word count: 3033
  • Level: University Degree
  • Subject: Biological Sciences
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Driving and talking on a cell phone at the same time.

In many countries, there is a law against speaking on a cell phone (held by the hand) while driving.. This legislation regarding cell phone and driving makes the tacit assumption that the source of any interference from cell phone use is due to peripheral factors such as dialing and holding the phone while conversing. Prior research has established that the manual manipulation of equipment has a negative impact on driving. However, studies also found that working memory task, mental arithmetic tasks, and reasoning tasks disrupt simulated driving performance. A phone conversation may involve all three tasks. Therefore, should the existing legislation against the use of cell phones without a hands free kit while driving be strengthened to a complete ban of the use of cell phones? We shall explore the issues involved below. Driving and talking on a cell phone at the same time is a typical example of multitasking. As much as the person may appear to be doing both tasks together at the same, he is in fact switching back and forth from one task to another repeatedly. This process involves goal switching and re-evaluating. When talking on a cell phone while driving, one is using his "executive control" processes (the mental CEO) found to be associated with the brain's prefrontal cortex and other key regions such as the parietal cortex. These interrelated cognitive processes

  • Word count: 700
  • Level: University Degree
  • Subject: Biological Sciences
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Eyewitness performance in Cognitive and Structured interviews.

Memon, A., Wark, L., Holley, A., Bull, R. & Koehnken, G. (1997) Eyewitness performance in Cognitive and Structured Interviews. Memory, 5, 639-655. Eyewitness performance in Cognitive and Structured Interviews Amina Memon[1], University of Texas at Dallas, School of Human Development, Richardson, TX 75083-0688, USA Linsey Wark & Angela Holley Department of Psychology University of Southampton Southampton S017 1BJ U.K. Ray Bull Department of Psychology University of Portsmouth Portsmouth P01 2ER U.K. Guenter Koehnken Institut fur psychologie Universitat Kiel Olshausenstr 40-60 24098 Kiel Germany Keywords: cognitive interview, eyewitness, retrieval, mnemonics, training Abstract This paper addresses two methodological and theoretical questions relating to the Cognitive Interview (CI), which previous research has found to increase witness recall in interviews. (1) To what extent are the effects of the CI mnemonic techniques when communication techniques are held constant? (2) How do trained interviewers compare with untrained interviewers? In this study, witnesses (college students) viewed a short film clip of a shooting and were questioned by interviewers (research assistants) trained in conducting the CI or a Structured Interview (SI), similar to the CI save for the `cognitive' components, or by untrained interviewers (UI). The CI and SI

  • Word count: 7505
  • Level: University Degree
  • Subject: Biological Sciences
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Individuals in our society.

Individuals in our society have always been thought of as just that, individuals. We are individuals with our own opinions and desires. As individuals, we are distinct, consciously aware beings. But what happens when it is suggested that there may be more than one individual within each of us? In the second half of the 20th century great interest was shown in the physiological phenomenon known as the 'split-brain', a procedure involving the severing of the higher connections between the two cerebral hemispheres for the treatment of epilepsy. This resulted, according to some, with each cerebral hemisphere experiencing its own perceptions and sensations, while others claim the findings can be explained with reference to a single person. The ways in which the two cerebral hemispheres interact result in the concept of a person as we know it. When the hemispheres are separated, their interaction is impaired. They retain many integrated aspects of the system however they also experience a significant absence of communication. This does not decrease the unity of the patient's person, nor does it provide corroborating evidence for supporters of the 'two persons interpretation'.1 Roger Sperry (1968), the man largely responsible for most of the testing in both animals and people, concluded that the results confirmed the presence two mutually exclusive entities within each individual.

  • Word count: 1119
  • Level: University Degree
  • Subject: Biological Sciences
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The Effectiveness of Interacting Mental Imagery in Associate Word Pair Recall

The Effectiveness of Interacting Mental Imagery in Associate Word Pair Recall Antonio Margaritelli [email protected] PS10087 Instructor: Dr. A. Scott 2.12.2005 Abstract In previous research (Bower 1970; Roediger III,1980) found that mnemonic systems improve recall ability, and the results of this study support these findings. The objectives of this study were to examine whether the mnemonic system of interacting mental imagery improved recall of a list of word pair associates in comparison to overt rote word repetition. The method employed was a between-groups design in which the participants (68 first year psychology students) had their recall tested using one of the two methods. The results of the recall test supported the hypothesis that using interacting mental imagery would improve recall. These finding show in certain circumstances such as to remember orders, mnemonics are very useful, but are limited when information is organised or meaningful, then gaining an understanding is the best way to remember. The Effectiveness of Interacting Mental Imagery in Associate Word Pair Recall Mnemonic systems are a well-researched area in psychology, and refer to the special techniques consciously used to improve memory. They work by organising new information into a cohesive whole so that retrieval of part of the information ensures retrieval of the rest of it. The

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  • Level: University Degree
  • Subject: Biological Sciences
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Does Thought Require Language?

Does Thought Require Language? by Sarah Brayshaw Is thought possible without the ordering structure of language? Or does thought more or less develop with language, becoming more complete and complex as the individual's grasp of the language does so? This essay looks at and considers evidence for either possibility, and comes to the conclusion that no, language is not required. While language does not seem necessary for thought, it does profoundly affect how we think and perceive. To determine the relationship between thought and language, one might look to the originof both. Which developed in the evolution ofhumans first, thought or language? Theories of the origin of consciousness yield some interesting ideason the relationship between thought andlanguage. After all, what is consciousness withoutthought? Specifically, the work of Austrianphilosopher Karl Popper is relevant. He theorizes human consciousness "emerged with the faculty of language,and, ontogenetically speaking, it emerges during growth with the faculty oflanguage [more]." Michael Arbib furthered this hypothesis, saying that before consciousness,language developed as a tool for communication in a group of people, and that this toolevolved "beyond the individual-to-individual sphere into the self sphere [more]." As language developed and became a central part of life, the social process of language

  • Word count: 1110
  • Level: University Degree
  • Subject: Biological Sciences
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The Impact of Bilingualism on Development

The Impact of Bilingualism on Development The relationship between bilingualism and cognitive development has been explored in numerous ways with a variety of outcomes. The history of research on bilingual children contains many false inferences about the effects of bilingualism. Most of the research studies have focused on the outcomes of bilingualism, however, the exact process through which bilingualism and cognition interact are still largely unknown ( Latham, 1995). The relationship between bilingualism and academic achievement draws much attention from both social scientists and policymakers because of the large presence of bilingual students in the American school system. The purpose of this paper is to present the research on bilingualism and its impact on development. First, I will review the importance of defining bilingualism. Second, I will briefly outline past research on bilingualism and its methodological flaw. Next, I will go over the effects of bilingualism by presenting various researches. And finally I will go over some general concerns about bilingualism. Defining Bilingualism Simply defining bilingualism operationally turns out to be far from simple. It is a multi-faceted phenomenon. Whether we consider it as a societal or an individual level, one has to accept that there can be no clear cut-off points. How bilingualism is defined will greatly

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  • Level: University Degree
  • Subject: Biological Sciences
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Demonstration of the learning acquired from the two days very live workshop on strategic learning.

Executive Summary: This piece of work is the demonstration of the learning acquired from the two days very live workshop on strategic learning. The workshop was very active and it has been helpful to us in getting exposure by dealing with some exercises like strategic positioning mapping, story telling, cognitive mapping, and scenario building. The main objective of the workshop was to learn strategically through individual and group activities. The purpose of the every activity was very distinct but they were very much related and linked with one another. I have attempted to devide all these activities in six different categories: . Activity - activity is nothing but description of what was the all activity about. 2. Personal construct- This part expresses my assumptions and perception about the activity. 3. Questions on activity - This section show all the doubts of the activity. 4. Further research on activity- This is the part which shows all my research to clarify my doubts about different activity. 5. Learning- The name itself shows that whatever I have learnt all about through all activities. 6. Potential at work place- this is the most important part of the report which is implementation of the activities and learning from the activities in practical life. Introduction: Learning strategically in the form of reflections and experience may require having an

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  • Level: University Degree
  • Subject: Biological Sciences
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Investigate the extent to which each of the conditions increased exercise and reading could lead to an increase in memory recall in sedentary people.

Louise Magilton 0203952 Lab Group 6 Report K: Memory Recall AIM: The aim was to investigate the extent to which each of the conditions increased exercise and reading could lead to an increase in memory recall in sedentary people. Seventy-five subjects were selected and randomly split in three groups of twenty-five each. The first group of subjects was asked to increase the number of hours per week spent exercising. The second group was asked to increase the number of hours spent reading per week. The third group was asked to operate under control conditions. The subjects had their memory measured using a standard technique before beginning the treatments and after a fixed period of time. High scores indicate increased memory recall. The following questions were considered: ) Is there any evidence of a difference in average memory recall between the three conditions, accounting for the initial memory score? 2) If so, which conditions differ and by how much? DATA DESCRIPTION: The data was plotted to obtain some indication of which groups (if any) are likely to differ. This is shown in the graphs below: Graph 1 Graph 2 The lines represent the relationships between the response and the covariate within the different groups; in Graph 1 the lines are not forced to be parallel. From the graph, the

  • Word count: 1179
  • Level: University Degree
  • Subject: Biological Sciences
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