Internet Group Suicide in Japan
Internet Group Suicide Suicide in Japan Internet Group Suicide Samson Lau 4/27/2012 ________________ Introduction Every 15 minutes, somebody kill himself in Japan. (PanOrient News, 2011) Being one of the highest suicide rate countries, Japanese now commit suicide in a different way – Internet Group Suicide. People call together through Internet and plan to commit suicide. It is unique to Japan and is a peculiarly modern Japanese fashion. In the very beginning, people try to explain this unique phenomenon by Emile Durkheim’s Suicide Theory and treat it as a kind of egoistic suicide. Yes, some factors inside the Internet Group Suicide are fit in to the Suicide Theory but this analysis is shallow. It is because it cannot explain reason that why only Japan has Group Suicide as other countries have even higher suicide rate than Japan. To the eyes of other people, Japan has a strange traditionally culture and history about suicide such as Hara-kiri and Shinjyuu. (Ueno, 2005) Unique culture and history generate unique society. And social factors are playing an important role in suicide. Therefore any explanations about the Internet Group Suicide should be built around Japan’s unique culture and history. Explanation in term of Suicide Theory A step before committing suicide, suicide candidates will try to air their grievances and seeking help on Internet and
Investigating the nature of children's scientific reasoning: cognitive structures, conflict and scaffolding.
Investigating the nature of children's scientific reasoning: cognitive structures, conflict and scaffolding. Abstract. This is an account of a study on the nature of children's scientific understanding of the concepts of floating and sinking, and the role of cognitive challenge and scaffolding in supporting conceptual change. The procedure involved the analysis of video-recorded interviews conducted with two female participants of different age. Results showed that, while the younger participant's reasoning was confined to her concrete experience, the older participant developed a more sophisticated understanding of scientific concepts, which is consistent with Piaget's argument that scientific reasoning requires the development of specific cognitive structures. Moreover, the older participant demonstrated conceptual change when faced with conflicting evidence, and her progresses were supported by scaffolded discussion. On the other hand, the cognitive challenge did not spurred a real qualitative cognitive change in the younger participant. Moreover, she seemed to benefit less from adult guidance and displayed a less clear progress in her reasoning, in contrast with Vygotsky and Wood's predictions. Introduction. The ability to think about the world in terms of symbolic representations is an essential pre-requisite for understanding mathematical and scientific
The Impact of Isolation in Infancy on Later Adult Development and Behaviour.
THE IMPACT OF ISOLATION DURING INFANCY ON LATER ADULT DEVELOPMENT AND BEHAVIOUR Social , psychological and medical research has demonstrated that there is a direct correlation between the degree to which a person feels connected to others and their physical and mental health. The impact of isolation during infancy on later adult development and behavior can be evaluated through Bowlby’s attachment theory. The attachment relationship acts as a prototype for all future social relations , so disrupting it can have severe consequences. This paper has a look at the impact of maternal deprivation and the most severe consequence, namely reactive attachment disorder in order to emphasize the impact of isolation during infancy on later adult development and behavior. John Bowlby (1997) developed the theory of attachment that underscored the significance of the relationship between a primary care giver, usually the mother and her infant. Bowlby's theory of attachment was established upon evolutionary thinking. Infants are vulnerable and incapable of fending for themselves. Thus, the attachment process is designed to ensure the survival of the infant and, in turn, the species (Haugaard & Hazan, 2004). Given that an infant is well loved and its biological needs are reliably met, the child will learn to trust and feel secure with his caregiver, and a healthy attachment will be made
Within the field of Developmental Psychology, researchers continue to evaluate the significance of early childhood experiences and how they impact on later development.
I.D 12001726 Introduction Within the field of Developmental Psychology, researchers continue to evaluate the significance of early childhood experiences and how they impact on later development. Whilst some theorists propose that the quality of attachments in infancy is a strong determinant of socio-emotional and personality outcomes in later life (Waters, et al., 2000), many critics have also argued, that too much emphasis has been placed on the early bonds with parents, and that other factors such as individual and cultural differences are often neglected (Harris, 2009: Field, 1996). Whilst many theories of attachment have been proposed over the years, perhaps one of the most influential theories is that of British Psychiatrist and Psychoanalyst John Bowlby. This report will therefore set out to discuss some of the main characteristics of Bowlby’s Theory of Attachment, whilst examining some of the supporting evidence and criticisms which have been levied against his pioneering work.[a] Bowlby’s Theory of Attachment Influenced by the works of Sigmund Freud and Melanie Klein, Bowlby placed a great emphasis on early childhood experiences. However, unlike the orthodox Freudian views which focused on the instinctive drives and psychosexual conflicts of young children, Bowlby gave greater attention to the ongoing interpersonal relationship between mother and child
Describe two theories which explain the occurrence of schizophrenia. Explain how these theories relate to the environment and to genetics.
I.D 12001726 Describe two theories which explain the occurrence of schizophrenia. Explain how these theories relate to the environment and to genetics. This paper sets out to look at the mental illness of Schizophrenia and will examine two theories on the cause of this disorder and how they relate to genetics and the environment. The two theories we will discuss are, ‘The Dopamine Theory’ and ‘The Genetic Theory’ Schizophrenia is a chronic and disabling brain disorder which is characterized by gross distortion of reality. The name ‘Schizophrenia’ derives from the Greek words skhizein meaning "to split" and Phrenos (phren) meaning "mind” (Taylor, 2011). The condition is categorised by either Positive or Negative Symptoms which are unique to each individual. Individuals suffering from positive symptoms of the disorder experience on-going episodes of psychosis affecting their ability to distinguish, what is real or imagined. Positive symptoms can be defined as symptoms of behaviour that are present but should be absent; they include behaviours such as delusions, hallucinations, fragmented thinking and unusual patterns of speech or behaviour. Negative symptoms on the other hand are the absence of normal behaviours which result in symptoms such as flattened emotional response, inability to express pleasure, apathy, poverty of speech and social withdrawal
Compare and contrast theories of perception which emphasize top-down processing against those which emphasize bottom-up processing. How useful is this distinction in the study of perception?
Compare and contrast theories of perception which emphasize ‘top-down’ processing against those which emphasize ‘bottom-up’ processing. How useful is this distinction in the study of perception? As we look around us it is unlikely that we spend time consciously working out how we use our senses to discover and understand the world around us. We tend to understand the world holistically. Whilst sensation is the ability of our senses to distinguish and use certain energy sources, it generally agreed that perception involves the analysis of information received from our senses and its subsequent cognitive interpretation (Pike & Edgar, 2005). However, it is how this analysis occurs that has led to much debate. This essay will focus on some predominate theories of perception, that of JJ Gibson, Marr and the constructionist approach. Gibson’s theory is embedded in a bottom-up approach, in that perception is achieved from the stimuli received via the senses. Whereas the constructionist view is that perception does not occur from stimulus alone, top-down processing from prior knowledge is also required. Another view to understanding perception is to look at its goal, is it for action or object recognition (Pike & Edgar, 2005). . Whilst these theories appear polarized, I will argue that to take either a top-down or bottom-up approach is not necessarily a useful
Executive Functioning and Working Memory.
I.D 12001726 Psychology Marking Sheet Module UC809672: Cognitive Psychology Level 9 Academic Year 2014/15 Student ID Mark Awarded A 70+ B 60 – 69 C 50 - 59 D 40 – 49 F <39 Analysis: The essay is authoritatively evaluative and not simply descriptive. Structure: Well organised, focused, with clear, fluent and persuasive writing Knowledge and Understanding: Demonstrates a good understanding of the area, insightful argument and authoritative analysis of relevant material and independent and critical judgment is made on the literature used. Resources: The range of sources is relevant and self-sought and discussion and argument exposes knowledge of why and how they are relevant. Comments General Resources and Referencing Comments Feedforward Tick if passed to second marker Yes Over the decades, empirical studies on Working Memory have revolutionised the way that we think about the human mind, by providing us with a greater understanding of the cognitive processes involved in executive functions such as attention, problem solving, reasoning and decision making. Nevertheless, despite this significant progress, certain questions still remain unanswered as to how specific cognitive mechanisms are organized. Perhaps one of the most prominent models to have emerged from the study of executive functions and cognitive control in working memory is
The effects that learning in a busy environment has on memory
Memory and Concentration: The effects that learning in a busy environment has on memory. Contents: Page 1 = Cover Page Page 2 = Abstract Page 3 = Background Page 4 = Hypothesis Page 5 = Methodology; * Design * Sample * Procedure * Data Page 6 = Results Page 9 = Discussion Page 10 = References Page 11 = Appendices Abstract: I will carry out an experiment on 20 participants. The aim of my study was to see if the level of noise in an environment can effect a person's memory and their ability to store and recall words. It was predicted that there will be a relationship between the number of words remembered and the level of noise in the environment. Design Outline: Independent Measure - I used 2 groups of participants in each experimental condition. The 2 groups of participants in my chosen experimental design were split up in 2 separate rooms. The participants were then given a sheet of paper with 34 words on to study that they then had to recall. Sample: Opportunity Sample - I used 20 participants that consisted of both family and friends as they were available and willing to take part in the experiment. The chosen sample was from both London and Manchester aged 16-47. Results: The results of my study showed that: as the calculated value of U is higher than the critical value, the hypothesis can be rejected and the null hypothesis has to be accepted.
Language and thought.
BBI3215 Language and thought Content . Introduction 2. What is language? 3. What is thought? 4. The relation between language and thought 5. What the sapir-whorf hypothesis has to say about language and thought. 6. Conclusion . Introduction Language and thought, these are the two distinct abilities possessed by human . These two unique abilities had enabled man to be more superior than any other living things in this world. What actually are language and thought? Are they closely related? 2. What is language? According to the Oxford Advanced Learner's Dictionary:- i. language (of a country) is the speech and writing that is used by people of a particular country where as ii language (of communication) is the device used by humans to communicate with each other. In other word, it is a system of sounds and words used for communicating and to encode and deliver thought and ideas. iii According to Sociolinguistics written by R.A Hudson 1999, language is a body of knowledge or rules 3. What is thought? i According to the Essential Activator, Longman, thought is something that you think. Ii According to the book ,Sociolinguistics written by R.A Hudson, 1999, the term thought covers a number of different types of mental activity, and lies in the province of cognitive psychology. 4. Language and thought It seems evident that there is a close relation
The Cognitive Perspective.
The Cognitive Perspective Cognitive psychology is the study of how people perform mental operations. The cognitive approach sees human beings as information processors that work in the same way as a computer. In humans, our brains are the hardware, receiving, interpreting and responding to information. Cognitive psychologists are only interested in studying mental activities and believe that the brain prefers organized information and the way we achieve this is by storing information about any one thing as a schema. This is a packet of organized information that is constantly updated according to new learning. Supporters of the cognitive perspective propose that once we know how the human brain works it will be possible to create a computer that behaves exactly the way a human would. This is called Artificial Intelligence; examples of this are computer games such as chess and card games. Cognitive psychology focuses on mental functions such as memory and perception. George Miller (1956, cited in Hill 2001) investigated the capacity of the short-term memory. He referred to what he found as 'The magical number seven, plus or minus two'. In his study Miller found that by packaging information into larger units or 'chunks' the amount of information retained could be increased although still only seven plus or minus two of these chunks were retained by the short term
