Relationship between prefrontal cortex and antisocial behaviour

Relationship between prefrontal cortex and antisocial behaviour The prefrontal cortex (PFC) is an essential aspect of the frontal lobes in the brain. Executive function is carried out by the prefrontal cortex: where abilities to differentiate among conflicting thoughts and to determine what is good or bad operate. The PFC is connected very compactly with the rest of the brain which allows the PFC to be responsible for guiding features such as memory, emotion, decision-making, planning actions, and attention. If the PFC is damaged and the activity in it is minimal then this affects many things. The PFC could be damaged by lesions or even due to the misuse of drugs or alcohol (Rogers et al., 2010). In turn the damage to the PFC can lead the brain to make irrational decisions; have loss of behavioural control or even have a complete personality change: all of which explain why people may perform antisocial behaviour (ASB). Lesions in the prefrontal cortex have massive effects on decision making. (Manes et al., 2001). ASB stems from the fact that a human being has taken the decision as to whether they should act in a way that is not seen as appropriate in society: therefore, the damage to the PFC may have led them to this decision. Manes (2001) carried out a study to examine this theory. Manes found that out of several different groups he had with lesions in different parts of the brain the group with large frontal lesions was the only group to exhibit risky decision making. This contradicts most other studies: including studies by Benjamin Libet and colleagues which showed that brain activity associated with deliberate decisions can be detected shortly before we are conscious of making the decision. (Libet, 1983) Participants were asked to note when they first felt the intention of making a movement by noting the position of a dot on a computer screen. The participants were first aware of their intentions about 200 milliseconds before actually acting. This is much later than the onset of readiness potential: meaning that the decision to act in a particular way in this study was risky. This experiment was heavily criticised for its accuracy. However, recent research has proven that if anything the actual onset of conscious intention is later. (Lau, 2006). The PFC can not only change the way somebody makes decisions -many studies have proven that lesions in the PFC can cause a complete personality change, where a good mannered personality can be changed instantly to an unpleasant one. (Chow, 2000) This was substantially displayed in the accident of Phineas Gage, (Harlow, 1848) where he survived a horrific accident after a large iron rod went completely through his head, destroying much of his brains left frontal lobe. This accident resulted in a vast personality change of Gage, which raised one of the first discussions as to whether damage to the prefrontal cortex can change a persons behaviour. This then led to even more studies into this issue which resulted in one of the largest studies of patients with brain damage. Grafman (1996) found that the patients that showed an increase in aggression were most strongly associated with PFC lesions in a sample of 279 veterans of the Vietnam War. However, the higher scores were mostly associated with verbal aggression rather than physical. This, yet again, supported Harlows observation of Gage. (Grafman, 1996) The PFC is essential for behavioural control; therefore, this is why PFC lesions lead to ASB. Anti-social behaviour can be described as behaviour that is likely to cause harassment, alarm or distress to [others]. (Riley, 2007). Many studies have demonstrated the direct effect that the PFC has on determining ASB. Violent behaviour is connected with structural and functional shortages in the prefrontal cortex according to many brain imaging studies. A meta-analysis of these studies was carried out by Yang et al (2009), where 43 structural and functional imaging studies were looked at. Results showed an 11% reduction in PFC grey matter in patients with anti-social personality disorder (APD). From all of these studies it was concluded that there is reduced prefrontal structure and function in antisocial individuals. Anderson (1999) also investigated this he examined the long term consequences of PFC lesions before 16 months in two adults. It resulted in the two adults having severely impaired social behaviour despite basic cognitive abilities and also insensitivity to consequences of decisions. The two patients suffered from defective social and moral reasoning; showing attainment of complex social and moral rules had been impaired. This study explained that early prefrontal damage syndrome leads to syndrome resembling psychopathy. A great deal of empirical research demonstrates that mental illness is higher in incarcerated populations and estimates that as many as 25% of defendants evaluated for capability are medically and legally incompetent to stand trial. (Golding, 1984). With this fact in mind, many people argue that minds are simply what brains do (Minsky, 1948) If this is the case then people are controlled by their brain, therefore have little personal choice as to how they behave. It is clear that the PFC has a huge effect on behaviour of human beings. It can have such an effect that it changes a persons entire personality from positive to negative. Anything that minimises the activity in the PFC can lead to negative consequences. It can make somebody less effective at decision making; make people violent and entirely change somebody as a person. All of these things in turn lead to antisocial behaviour which raises huge debate as to whether people who are antisocial due to minimal activity in the PFC are criminals or are innocently mentally ill human beings. It is certain how important the PFC is to the brain and the research that has been carried out shows that we should not abuse the PFC (alcohol, drugs) as it is very significant to enable us to behaviour in a responsible manner.

Cognitive Psychology

Psychology has experienced many stages of development and gained momentum with many prominent psychologists attempting to map the human mind and explain the behaviors involved. These individuals have shaped the many theories of psychology and given insight to the vast complexity of the human mind in nearly all walks of life. Up until the 1960’s psychology was dominated with behaviorism and gained popularity with findings by B. F Skinners rate maze (Bjork, 2010). B. F. Skinner believed that the mind was invisible and irrelevant to scientists. He believed that concerns should be focused on end results rather than internal processes. The incomplete analysis of human behavior sparked many questions giving rise the theories of cognitive psychology, which examine the internal processes, problem solving skills, memory and language and the general mystery of how people think, remember, learn and behave (Boeree, 2006). This paper will examine four milestones in cognitive psychology and why the concepts of behaviorism cannot be ignored in the cognitive approach as it relates to human behavior. On the forefront of psychology as a scholarly study is Wilhelm Wundt. His foundation of a formal institution to study the many aspects of human behavior paved the way for the development of the many schools of thought in the field of psychology. His establishment of the first psychology lab at the University of Leipzig separated psychology as a dedicated science field of study and as thus made the development of cognitive psychology possible. Though Wundt was studying the mind through a perspective considered structuralism, his model of studying the various aspects of the human mind, presented a model to be emulated by psychologists around the world. Jean Piaget, a Swiss psychologist, was interested in the growth of human cognitive capacities. Piaget explored how children grow and develop in their abilities to reason and think. His studies were focused on how a child would reach a certain conclusion rather than whether the reached conclusion was accurate. Piaget developed the four stage process of child development and laid out a pattern of how information flows differently during the brain development of humans. These stages are vital to the understanding of physical and mental limitations in the processing of data as it enters the brain. His model of child development serves as guidance for school curriculums and education modules (Huitt, 2003) Albert Bandura initially studied human behavior through the eyes of behaviorism, but realized that the mind absorbs information differently depending on the circumstances surrounding a person, and as such the processing is equally important as the information being fed. (Boeree, 2006). He is often considered the initiator of the cognitive movement, when his realization of the various factors contributing to the retention, processing and memory of information began to emerge in the expansion of studies in psychology (Boeree, 2006). The last noted contributor to the development of cognitive psychology was George Miller. His publication of â€Å"The Lucky Number Seven, Plus or Minus Two† illustrated the limitation of the human brain and its capacity to retain and process data (Miller, 1956). Miller points out the ability to retain a data set exceeding the value of seven becomes more challenging and the average human does not have the capacity to accurately process information in excess of seven. He illustrates this theory by tying it to the numerical representation of the number seven in significant events and happenings around the world. The seven seas, the seven deadly sins, the seven days of the week and the coincidental assignment of seven-digit phone numbers serve as related findings of astonishing fascination. The value of observations in cognitive psychology can not be ignored due to the nature of cognitive psychology. It was founded on the basis of many schools of thought and as such it is the study of the mind, which functions based on external factors as well as internal happenings. Unlike a computer, which functions the same, regardless of how the information was entered, a human being will react and process the information differently. For instance, a computer will carry out a calculation in the same way, without regard to the emotional state the person enters the data. To a computer it is irrelevant how the person feels. A person will process information depending on the state he or she is in and this varying state of mind influences a person’s ability to retain data, misinterpret instructions or react to situations. This can be evident in ability to focus on simple tasks when a person is in strenuous or emotionally charged situations. The observation of behavior in cognitive psychology will give clues on the effects of mental disposition prior to receiving data and the various outcomes. This approach sheds light on the dependence of behavior and attitude towards the ability to simply process data. Without consideration of other factors the field of cognitive science would be unreliable as the physical process of data as it enters the brain results in vastly different reaction in people. This difference can be attributed to personality, experience and other factors of the human mind. Cognitive psychology is a fairly new science, though the many branches have laid the foundation of it over the past centuries. The fascination of human behavior has taken many shape and forms and given birth to the many approaches of study. Cognitive psychology has accepted the challenge to not only look at the behavior or what causes it, but also how this determination is made in the human brain. This perspective of psychology can be challenging and as such, the study will continue for many years, as the observation is not visible to the human eye. With the help of modern technology, the process of translating immeasurable data happening inside the human brain to evidential data in explaining the functions of thinking, reasoning, memory and retention has become vast and continues to inspire further interest in the exploration of the complex human mind. Boeree, George. (2006). Albert bandura. Retrieved from http://webspace. ship. edu/cgboer/bandura. html Boeree, George. (2006). Jean piaget. Retrieved from http://webspace. ship. edu/cgboer/piaget. html Bjork, Daniel. (2010). B. f. kinner (1904 – 1990) behavioral analysis, social service, educational reform. Retrieved from http://education. stateuniversity. com/pages/2421/Skinner-B-F-1904-1990. html Huitt, W. , & Hummel, J. (2003). Piaget's theory of cognitive development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www. edpsycinteractive. org/topics/cogsys/piaget. html Miller, George. (1956). The Magical number seven, plus or minus two: some limits on our capacity for processing information. Retrieved from http://www. musanim. com/miller1956/ Cognitive Psychology Cognitive Psychology Brian Shrum Psy/360 April 11, 2013 Dr. Turner Cognitive Psychology Hermann Ebbinghaus said, â€Å"Psychology has a long past, yet its real history is short† (Goodwin, 2008, p. 28). He was referring to the belief that while the study of human thought, emotion, and behavior is firmly entrenched in philosophy, psychology as its own discipline has only been around a short time. During this short time, different branches of psychology have come out, one of them is cognitive psychology, which is only roughly 50 years old.Cognitive psychology expands upon other fields of psychology to further reveal why human beings act in the way they do. This paper will define cognitive psychology, explore key milestones in its development, and discuss the importance of observation as it relates to cognitive psychology. While human behavior has been observed since the beginnings of psychology, the different fields focused only on observable behaviors. In contrast to that, cogni tive psychology is a perspective that looks at the mental processes involved with human intelligence and behavior.These processes include thinking, speaking, perceiving, memory, and problem-solving (Willingham, 2007). This field of psychology researches the unobservable nature of these processes, and uses abstract constructs to better understand these processes (Willingham, 2007). Cognitive psychology has evolved from other fields of psychology, one of which is behaviorism. Behaviorism was a very popular field of study during the early part of the 20th century.Many well-known psychologists like Pavlov, Watson, and Skinner made their mark during this behaviorist revolution. The behaviorist movement was firmly rooted in the scientific method and relied heavily on the observable actions. While behaviorism was a useful tool in explaining behaviors based on instinct and drives, it had several large hold-ups in being useful for humans. First, most of the experiments were done using non-hu man animals such as Pavlov’s dogs, which had no real usefulness in explaining the aspects of human intelligence.The second, and most destructive shortcoming for behaviorism, was that it did not observe, nor could it explain, human language, or intrinsic drives (Willingham, 2007). From these short comings, it became evident that parts of the human psyche had to be studied, which is where cognitive psychology began to form. However, this shortcoming has not been the only development to help cognitive psychology become what it is. The metaphor comparing the human mind to a computer was a big leap for cognitive psychology.It allowed new abstract ideas to formulate on how the human brain works like an information processing center (Willingham, 2007). The basic break down of this is sensory input gives way to processing, and from processing a behavior is chosen and performed. This behavior could be internal or external dependant on what the input necessitates. For instance the comp uter currently being used to write this paper is receiving input from the keyboard. This information is translated as a bunch of zeroes and ones, which are then output to the monitor in the form of the letters being typed on the keyboard.Combine this metaphorical approach with the onset of technology, specifically neuroscience, and cognitive psychology continues to evolve. Neuroscience has tremendously helped cognitive psychology evolve. With the development of brain studying equipment such EEGs, CT scans, and MRIs cognitive psychologists, and scientists, are better able to understand how the brain is used in receiving input. A patient can be hooked up to one of these machines and be asked to perform a task, either physical or mental, and the brain patterns can be observed.While the direct process of the interaction between brain cells cannot be directly observed, the patterns can be. These observations can be used to determine if the inferences made by the observing cognitive speci alist are accurate (Willingham, 2007). Observing how the brain reacts during these experiments can show links between the structure of the brain and the associated functions performed (Willingham, 2007). Even with technology playing a key role in cognitive psychology, behavioral observation does still play a key in cognitive psychology.Behavioral observation is still vital in cognitive psychology. This is because it has shown that two different people may develop different ways to solve similar problems. Through these observations it has been suggested that how people solve problems helps to develop new cognitive skills. Also, without observation, the only tests that can be run are thinking tests, which entails a large amount of logic being applied to the results (Willingham, 2007). Observing how different people handle different situations allows for generalization to not become a problem.The continued technology movement has fueled the cognitive psychology movement. Combing experi ments with a machine that can view the brain functions while the behavior is also being observed has produced many new theories. This cognitive movement has been founded on the failures of the past, and is growing with the technology of the future. References Goodwin, J. C. (2008). A history of modern psychology (3rd ed. ). Hoboken, NJ: John Wiley & Sons. Willingham, D. T. (2007). CognitionL The thinking animal (3rd ed. ). Upper Saddle River, NJ: Pearson/Allyn & Bacon. Cognitive Psychology Psychology has experienced many stages of development and gained momentum with many prominent psychologists attempting to map the human mind and explain the behaviors involved. These individuals have shaped the many theories of psychology and given insight to the vast complexity of the human mind in nearly all walks of life. Up until the 1960’s psychology was dominated with behaviorism and gained popularity with findings by B. F Skinners rate maze (Bjork, 2010). B. F. Skinner believed that the mind was invisible and irrelevant to scientists. He believed that concerns should be focused on end results rather than internal processes. The incomplete analysis of human behavior sparked many questions giving rise the theories of cognitive psychology, which examine the internal processes, problem solving skills, memory and language and the general mystery of how people think, remember, learn and behave (Boeree, 2006). This paper will examine four milestones in cognitive psychology and why the concepts of behaviorism cannot be ignored in the cognitive approach as it relates to human behavior. On the forefront of psychology as a scholarly study is Wilhelm Wundt. His foundation of a formal institution to study the many aspects of human behavior paved the way for the development of the many schools of thought in the field of psychology. His establishment of the first psychology lab at the University of Leipzig separated psychology as a dedicated science field of study and as thus made the development of cognitive psychology possible. Though Wundt was studying the mind through a perspective considered structuralism, his model of studying the various aspects of the human mind, presented a model to be emulated by psychologists around the world. Jean Piaget, a Swiss psychologist, was interested in the growth of human cognitive capacities. Piaget explored how children grow and develop in their abilities to reason and think. His studies were focused on how a child would reach a certain conclusion rather than whether the reached conclusion was accurate. Piaget developed the four stage process of child development and laid out a pattern of how information flows differently during the brain development of humans. These stages are vital to the understanding of physical and mental limitations in the processing of data as it enters the brain. His model of child development serves as guidance for school curriculums and education modules (Huitt, 2003) Albert Bandura initially studied human behavior through the eyes of behaviorism, but realized that the mind absorbs information differently depending on the circumstances surrounding a person, and as such the processing is equally important as the information being fed. (Boeree, 2006). He is often considered the initiator of the cognitive movement, when his realization of the various factors contributing to the retention, processing and memory of information began to emerge in the expansion of studies in psychology (Boeree, 2006). The last noted contributor to the development of cognitive psychology was George Miller. His publication of â€Å"The Lucky Number Seven, Plus or Minus Two† illustrated the limitation of the human brain and its capacity to retain and process data (Miller, 1956). Miller points out the ability to retain a data set exceeding the value of seven becomes more challenging and the average human does not have the capacity to accurately process information in excess of seven. He illustrates this theory by tying it to the numerical representation of the number seven in significant events and happenings around the world. The seven seas, the seven deadly sins, the seven days of the week and the coincidental assignment of seven-digit phone numbers serve as related findings of astonishing fascination. The value of observations in cognitive psychology can not be ignored due to the nature of cognitive psychology. It was founded on the basis of many schools of thought and as such it is the study of the mind, which functions based on external factors as well as internal happenings. Unlike a computer, which functions the same, regardless of how the information was entered, a human being will react and process the information differently. For instance, a computer will carry out a calculation in the same way, without regard to the emotional state the person enters the data. To a computer it is irrelevant how the person feels. A person will process information depending on the state he or she is in and this varying state of mind influences a person’s ability to retain data, misinterpret instructions or react to situations. This can be evident in ability to focus on simple tasks when a person is in strenuous or emotionally charged situations. The observation of behavior in cognitive psychology will give clues on the effects of mental disposition prior to receiving data and the various outcomes. This approach sheds light on the dependence of behavior and attitude towards the ability to simply process data. Without consideration of other factors the field of cognitive science would be unreliable as the physical process of data as it enters the brain results in vastly different reaction in people. This difference can be attributed to personality, experience and other factors of the human mind. Cognitive psychology is a fairly new science, though the many branches have laid the foundation of it over the past centuries. The fascination of human behavior has taken many shape and forms and given birth to the many approaches of study. Cognitive psychology has accepted the challenge to not only look at the behavior or what causes it, but also how this determination is made in the human brain. This perspective of psychology can be challenging and as such, the study will continue for many years, as the observation is not visible to the human eye. With the help of modern technology, the process of translating immeasurable data happening inside the human brain to evidential data in explaining the functions of thinking, reasoning, memory and retention has become vast and continues to inspire further interest in the exploration of the complex human mind. Boeree, George. (2006). Albert bandura. Retrieved from http://webspace. ship. edu/cgboer/bandura. html Boeree, George. (2006). Jean piaget. Retrieved from http://webspace. ship. edu/cgboer/piaget. html Bjork, Daniel. (2010). B. f. kinner (1904 – 1990) behavioral analysis, social service, educational reform. Retrieved from http://education. stateuniversity. com/pages/2421/Skinner-B-F-1904-1990. html Huitt, W. , & Hummel, J. (2003). Piaget's theory of cognitive development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www. edpsycinteractive. org/topics/cogsys/piaget. html Miller, George. (1956). The Magical number seven, plus or minus two: some limits on our capacity for processing information. Retrieved from http://www. musanim. com/miller1956/ Cognitive Psychology Cognitive Psychology Brian Shrum Psy/360 April 11, 2013 Dr. Turner Cognitive Psychology Hermann Ebbinghaus said, â€Å"Psychology has a long past, yet its real history is short† (Goodwin, 2008, p. 28). He was referring to the belief that while the study of human thought, emotion, and behavior is firmly entrenched in philosophy, psychology as its own discipline has only been around a short time. During this short time, different branches of psychology have come out, one of them is cognitive psychology, which is only roughly 50 years old.Cognitive psychology expands upon other fields of psychology to further reveal why human beings act in the way they do. This paper will define cognitive psychology, explore key milestones in its development, and discuss the importance of observation as it relates to cognitive psychology. While human behavior has been observed since the beginnings of psychology, the different fields focused only on observable behaviors. In contrast to that, cogni tive psychology is a perspective that looks at the mental processes involved with human intelligence and behavior.These processes include thinking, speaking, perceiving, memory, and problem-solving (Willingham, 2007). This field of psychology researches the unobservable nature of these processes, and uses abstract constructs to better understand these processes (Willingham, 2007). Cognitive psychology has evolved from other fields of psychology, one of which is behaviorism. Behaviorism was a very popular field of study during the early part of the 20th century.Many well-known psychologists like Pavlov, Watson, and Skinner made their mark during this behaviorist revolution. The behaviorist movement was firmly rooted in the scientific method and relied heavily on the observable actions. While behaviorism was a useful tool in explaining behaviors based on instinct and drives, it had several large hold-ups in being useful for humans. First, most of the experiments were done using non-hu man animals such as Pavlov’s dogs, which had no real usefulness in explaining the aspects of human intelligence.The second, and most destructive shortcoming for behaviorism, was that it did not observe, nor could it explain, human language, or intrinsic drives (Willingham, 2007). From these short comings, it became evident that parts of the human psyche had to be studied, which is where cognitive psychology began to form. However, this shortcoming has not been the only development to help cognitive psychology become what it is. The metaphor comparing the human mind to a computer was a big leap for cognitive psychology.It allowed new abstract ideas to formulate on how the human brain works like an information processing center (Willingham, 2007). The basic break down of this is sensory input gives way to processing, and from processing a behavior is chosen and performed. This behavior could be internal or external dependant on what the input necessitates. For instance the comp uter currently being used to write this paper is receiving input from the keyboard. This information is translated as a bunch of zeroes and ones, which are then output to the monitor in the form of the letters being typed on the keyboard.Combine this metaphorical approach with the onset of technology, specifically neuroscience, and cognitive psychology continues to evolve. Neuroscience has tremendously helped cognitive psychology evolve. With the development of brain studying equipment such EEGs, CT scans, and MRIs cognitive psychologists, and scientists, are better able to understand how the brain is used in receiving input. A patient can be hooked up to one of these machines and be asked to perform a task, either physical or mental, and the brain patterns can be observed.While the direct process of the interaction between brain cells cannot be directly observed, the patterns can be. These observations can be used to determine if the inferences made by the observing cognitive speci alist are accurate (Willingham, 2007). Observing how the brain reacts during these experiments can show links between the structure of the brain and the associated functions performed (Willingham, 2007). Even with technology playing a key role in cognitive psychology, behavioral observation does still play a key in cognitive psychology.Behavioral observation is still vital in cognitive psychology. This is because it has shown that two different people may develop different ways to solve similar problems. Through these observations it has been suggested that how people solve problems helps to develop new cognitive skills. Also, without observation, the only tests that can be run are thinking tests, which entails a large amount of logic being applied to the results (Willingham, 2007). Observing how different people handle different situations allows for generalization to not become a problem.The continued technology movement has fueled the cognitive psychology movement. Combing experi ments with a machine that can view the brain functions while the behavior is also being observed has produced many new theories. This cognitive movement has been founded on the failures of the past, and is growing with the technology of the future. References Goodwin, J. C. (2008). A history of modern psychology (3rd ed. ). Hoboken, NJ: John Wiley & Sons. Willingham, D. T. (2007). CognitionL The thinking animal (3rd ed. ). Upper Saddle River, NJ: Pearson/Allyn & Bacon. Cognitive Psychology Cognitive Psychology Brian Shrum Psy/360 April 11, 2013 Dr. Turner Cognitive Psychology Hermann Ebbinghaus said, â€Å"Psychology has a long past, yet its real history is short† (Goodwin, 2008, p. 28). He was referring to the belief that while the study of human thought, emotion, and behavior is firmly entrenched in philosophy, psychology as its own discipline has only been around a short time. During this short time, different branches of psychology have come out, one of them is cognitive psychology, which is only roughly 50 years old.Cognitive psychology expands upon other fields of psychology to further reveal why human beings act in the way they do. This paper will define cognitive psychology, explore key milestones in its development, and discuss the importance of observation as it relates to cognitive psychology. While human behavior has been observed since the beginnings of psychology, the different fields focused only on observable behaviors. In contrast to that, cogni tive psychology is a perspective that looks at the mental processes involved with human intelligence and behavior.These processes include thinking, speaking, perceiving, memory, and problem-solving (Willingham, 2007). This field of psychology researches the unobservable nature of these processes, and uses abstract constructs to better understand these processes (Willingham, 2007). Cognitive psychology has evolved from other fields of psychology, one of which is behaviorism. Behaviorism was a very popular field of study during the early part of the 20th century.Many well-known psychologists like Pavlov, Watson, and Skinner made their mark during this behaviorist revolution. The behaviorist movement was firmly rooted in the scientific method and relied heavily on the observable actions. While behaviorism was a useful tool in explaining behaviors based on instinct and drives, it had several large hold-ups in being useful for humans. First, most of the experiments were done using non-hu man animals such as Pavlov’s dogs, which had no real usefulness in explaining the aspects of human intelligence.The second, and most destructive shortcoming for behaviorism, was that it did not observe, nor could it explain, human language, or intrinsic drives (Willingham, 2007). From these short comings, it became evident that parts of the human psyche had to be studied, which is where cognitive psychology began to form. However, this shortcoming has not been the only development to help cognitive psychology become what it is. The metaphor comparing the human mind to a computer was a big leap for cognitive psychology.It allowed new abstract ideas to formulate on how the human brain works like an information processing center (Willingham, 2007). The basic break down of this is sensory input gives way to processing, and from processing a behavior is chosen and performed. This behavior could be internal or external dependant on what the input necessitates. For instance the comp uter currently being used to write this paper is receiving input from the keyboard. This information is translated as a bunch of zeroes and ones, which are then output to the monitor in the form of the letters being typed on the keyboard.Combine this metaphorical approach with the onset of technology, specifically neuroscience, and cognitive psychology continues to evolve. Neuroscience has tremendously helped cognitive psychology evolve. With the development of brain studying equipment such EEGs, CT scans, and MRIs cognitive psychologists, and scientists, are better able to understand how the brain is used in receiving input. A patient can be hooked up to one of these machines and be asked to perform a task, either physical or mental, and the brain patterns can be observed.While the direct process of the interaction between brain cells cannot be directly observed, the patterns can be. These observations can be used to determine if the inferences made by the observing cognitive speci alist are accurate (Willingham, 2007). Observing how the brain reacts during these experiments can show links between the structure of the brain and the associated functions performed (Willingham, 2007). Even with technology playing a key role in cognitive psychology, behavioral observation does still play a key in cognitive psychology.Behavioral observation is still vital in cognitive psychology. This is because it has shown that two different people may develop different ways to solve similar problems. Through these observations it has been suggested that how people solve problems helps to develop new cognitive skills. Also, without observation, the only tests that can be run are thinking tests, which entails a large amount of logic being applied to the results (Willingham, 2007). Observing how different people handle different situations allows for generalization to not become a problem.The continued technology movement has fueled the cognitive psychology movement. Combing experi ments with a machine that can view the brain functions while the behavior is also being observed has produced many new theories. This cognitive movement has been founded on the failures of the past, and is growing with the technology of the future. References Goodwin, J. C. (2008). A history of modern psychology (3rd ed. ). Hoboken, NJ: John Wiley & Sons. Willingham, D. T. (2007). CognitionL The thinking animal (3rd ed. ). Upper Saddle River, NJ: Pearson/Allyn & Bacon.

Nineteenth Century: the Beginning of Modern Europe

Modern Europe started at the opening of the nineteenth century which brought a lot of changes to Europe. The ambition to colonize territory grew stronger in order to support the increasing needs for raw materials. Capitalism abolished feudalism and many Europeans ventured to make a living in the New World. These unrests was the result of the industrial advancements like the introduction of big steam ships and the opening of two major canals that bridged oceans and made traveling efficient. However, unrest was not just felt in Europe but also in the colonies. The opening of the two major canals opened up the colonies to the ideas of the social contract philosophers and these triggered the colonies to seek independence from the mother country. However, the old view of racial superiority and manifest destiny seemed to decline. The slave trade was abolished. However, in nineteenth century Europe, major imperialist still did not desire to get loose of their colonies and the competition to discover and colonize seemed renew. Many battles were fought between countries specifically Britain, France, Spain, Portugal and Germany regarding disputes between territories. Yet, many European statesmen in the nineteenth century had already expressed unwillingness to support further expansion and agreed to ultimately grant liberty to the colony. Moreover, the nineteenth century was also the start where women asserted their right s to suffrage and many privileges that only men held in the past. Nineteenth century was the stage where meaningful transformations in women occurred. Society started to acknowledge the contributions that women brought to the society. Women started to unraveled themselves and freely spoke their ideas unlike in the sixteenth century where women used to employ male names in order to persuade the society to hear their ideas just like the case of the Bronte sister. Moreover, in the nineteenth century, the church became less and less powerful. Church -derived morality were already unpopular. Morality in the nineteenth century appeared to be no longer derived from religious affiliations but to social groups where a person belongs. Science had also improved a lot. Many discoveries further improved the lives of many European. Standardizations of measures were also instituted. The British had claimed the suppose position of the prime meridian were standard time will be calculated. The start of the nineteenth century was also the start of modern Europe. This is the time where totally deviant ideas were observed to have begun, flourished and grew. This is also the time where Europe started to take on new identities and became open to the view of other races.

Gender Stereotyping And Gender Stereotypes - 848 Words

Gender stereotyping is one of the most controversial topics in the field of education. Professionals are constantly trying to find efficient and effective ways to monitor not only teachers and administrators, but the students as well, to be sure that gender stereotyping and gender biases are kept to the minimum within the school environment. With the goal of neither gender biases nor gender stereotyping in the school system, higher educational professionals constantly seek and research to find ways to prevent and cure biases that are developed to ensure equal rights to all students. A group of five higher education students were introduced to this topic and became curious as to what they would find if they tested different interventions that were designed to make elementary students and teachers more aware of equity issues. Catherine E. Matthews states in the article â€Å"Challenging Gender Bias in Fifth Grade† that fifth graders from a new school in Guilford County, North Ca rolina were selected to participate in the study. Before the students completed any observations, they hypothesized and soon found themselves to be correct. They found that elementary teachers often unwittingly play a part in creating an environment that promotes equality which in turn, leads to many other issues such as class participation not being equal between boys and girls or one gender not feeling as comfortable as the other in the classroom or in the teachers presence. Joachim Tiedmann wrote theShow MoreRelatedGender Stereotyping And Gender Stereotypes1504 Words   |  7 Pagesto be more on soft, shy and pretty side of the spectrum. These associations are known as gender stereotypes. The textbook definition of gender stereotyping follows the ideal of overgeneralizing characteristics and attributes of a person solely based on the gender of the person without viewing them as an individual (Nobullying.com). From the moment new parents find out the sex of their child, gender st ereotyping beings. Typically, most little girls are dressed up in pink frilly outfits with nurseriesRead MoreGender Stereotyping : The Development Of Gender Stereotypes1565 Words   |  7 PagesVery few people understand the development of gender stereotyping and how it impacts the younger generation. Gender stereotypes are social expectations of how female and males should act. They are cultural interpretation about how females should be characterized as feminine and like pink, and how boys are stereotyped to be masculine and like the color blue. However, these stereotypes are not natural because they are socially constructed. Social construction is an idea or practice that a group ofRead MoreMedia And Stereotyping On Gender Stereotypes1395 Words   |  6 Pagesportrayals of women in these ads were never seen by any of the informants as sexist or inappropriate, contrary to the researcher s own introspection. Dominant Culture Stereotyping on Pinterest | Gender Stereotypes ... It was about time someone addressed the phrase â€Å"like a girl†. It’s full of negativity and perpetuates the stereotype that the way women do things is inferior to the way men do them. So, hold high the foam finger of feminism for this advert that was screened in the Super Bowl, for tacklingRead More A Tale of Two Cities - Breaking Gender Stereotypes and Stereotyping854 Words   |  4 Pages nbsp;Breaking Gender Stereotypes in A Tale of Two Cities nbsp; The men and the women of A Tale of Two Cites are violent, loving, cowardly, brave, and ruthless.nbsp; Some people are weak and spoiled, while others are badly treated and vindictive.nbsp; Many contrasts between men and women can be found within this story.nbsp;nbsp; nbsp; nbsp;nbsp;nbsp;nbsp; A Tale of Two Cities clearly portrays very distinct divisions in the behavior of men.nbsp; The aristocrats, or upperclassmenRead More We Must Put an End to Gender-related Stereotypes and Stereotyping1629 Words   |  7 PagesWe Must Put an End to Gender-related Stereotypes I have heard it said many times and by many women, I wish that I were a man. Men have it so easy. . . It is a statement which stems from the fear and anger that comes from so many years of oppression and abuse; a statement which stems from the pressure to meet the present impossible standards of beauty and bodily perfection. At times it seems to be an understandable statement to make. Admittedly, I have found myself wishing that very absurdityRead MoreStereotyping : Stereotypes And Stereotyping1494 Words   |  6 PagesStereotyping In Education Stereotyping is when you treat people unfairly just because they have characteristics of a certain group (Merriam Webster Dictionary). In education stereotyping is something you come in touch with every single day, it is so common we don’t even know it is happening. In everyday life Stereotypes are used, they are directed towards ethnicity, gender, and education. â€Å"In ethnicity, we have the ideas that each race is a certain way† (Aronson. The impact of stereotypes). HereRead MoreThe Role Of Gender And Stereotyping Of The Sexes Essay972 Words   |  4 PagesIn this paper I will discuss how the role of gender and the stereotypes of the sexes relate. I will also discuss the child’s perception of their male and female superiors and in the way they carry out their own behavior in regards to what has been introduced to them. In this paper I want to also expand on the basic stereotypes that we as individuals portray toward a gender. Gender and stereotyping is among a broad spectrum. There is an expansive amount of content, but the concept still remains theRead MoreMovie Analysis : The Four Young Boys 1520 Words   |  7 PagesAmerican society, gender stereotypes and the topic of stereotypes remain a central focus of art and indivi dual discussion. Rob Reiner addresses stereotypes in Reiner’s film Stand by Me when he sheds light on multiple stereotypes in society. Throughout the film, Gordon, Chris, Vern, and Teddy, the main characters in the movie, frequently describe each other with derogatory terms, which characterize stereotypes in American culture. In Reiner’s movie, the four young boys follow the stereotypes that societyRead MoreThe Influence Of Gender Roles1404 Words   |  6 Pages The Influence of Gender Role Stereotyping Shawn Berkley Santa Fe College Abstract Study on gender role stereotypes has shown that there are several negative effects of stereotyping. The study on how gender role stereotyping effects children is not as prevalent because most believe that it doesn’t matter, since children are just forming their stereotype so children do not care. However, some psychologists have done some research on it, and from their researchRead More Gender Differences and Gender Stereotypes from a Psychological Perspective1085 Words   |  5 PagesGender Differences and Gender Stereotypes from a Psychological Perspective Gender Differences and Gender Stereotypes Gender differences and gender stereotypes are fascinating in that one must sift through the theories, assumptions and inevitable confusion to distinguish the reality from the assumption. Men and women are obviously different, especially inherently, but how? And why? And which differences are more individualized than generalized? Even more interesting is to observe how the