The primacy and recency effects discovered by Ebbinghaus provided evidence for two distinct memory systems known as the primary and recency effect.
What are the Primacy and Recency effects?The primacy effect is a cognitive bias that occurs when people more easily recall and remember the items at the beginning of a list or sequence compared to those in the middle or end. It is also referred to as the serial position effect. Ebbinghaus's experiments on memory retention discovered that memory had a primacy effect. As a result, it is regarded as one of the most important early research findings in memory studies.
The recency effect, on the other hand, is a cognitive bias that occurs when people recall and remember the items at the end of a list or sequence more readily than those in the middle or beginning. This effect is less well-known than the primacy effect, and it is often used in cognitive research to examine short-term memory.Therefore, the primacy and recency effects discovered by Ebbinghaus provided evidence for two distinct memory systems known as the primary and recency effect.
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Three major theories underlie the developmental basis of social and emotional development: Piaget's Cognitive Development Theory, Vygotsky's Theory of Development as well as Freud's Psycho-sexual theory of development. Please describe all three theories, provide comparisons of each in terms of their similarities and differences and also articulate the developmental endpoints for each theory. PSY Social & Emotional Development in Childhood
Piaget's Cognitive Development Theory focuses on the cognitive processes that children go through as they develop and acquire knowledge.
According to Piaget, children progress through four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. In each stage, children develop new ways of thinking, understanding the world, and solving problems. Piaget's theory emphasizes the role of active exploration and interaction with the environment in shaping cognitive development. The developmental endpoint in Piaget's theory is the attainment of formal operational thinking, which occurs during adolescence and is characterized by abstract reasoning and hypothetical thinking.
Vygotsky's Theory of Development, on the other hand, emphasizes the sociocultural context in which children develop. Vygotsky proposed that social interactions and cultural tools, such as language, play a crucial role in cognitive development. He introduced the concept of the Zone of Proximal Development (ZPD), which refers to the gap between a child's current level of development and their potential level of development with the help of a more knowledgeable individual. Vygotsky's theory highlights the importance of social interactions, scaffolding, and cultural influences in shaping cognitive and social development. The developmental endpoint in Vygotsky's theory is the development of higher mental functions and the internalization of socially shared knowledge.
Freud's Psychosexual Theory of Development emphasizes the role of unconscious processes and the influence of early childhood experiences on personality development. According to Freud, individuals pass through several psychosexual stages.. Each stage is associated with specific psychosexual conflicts that must be resolved for healthy development. Freud believed that unresolved conflicts during these stages could lead to fixations and the development of psychological issues later in life. The developmental endpoint in Freud's theory is the attainment of mature adult sexuality and the resolution of psychosexual conflicts.
In terms of similarities, all three theories acknowledge the importance of early childhood experiences in shaping development. They also recognize that development occurs in stages or phases, although the specifics of these stages differ across theories. Additionally, they all highlight the role of cognitive processes in development, albeit from different perspectives.
However, there are also notable differences among the theories. Piaget's theory focuses primarily on cognitive development, whereas Vygotsky's theory emphasizes the sociocultural context and the role of social interaction. Freud's theory, on the other hand, emphasizes unconscious processes and the influence of psychosexual development on personality. Another difference is that Piaget's and Vygotsky's theories have more emphasis on normative development, while Freud's theory places more emphasis on individual differences and psychopathology.
In summary, Piaget's Cognitive Development Theory emphasizes cognitive processes and stages of development, Vygotsky's Theory of Development emphasizes the sociocultural context and social interaction, and Freud's Psychosexual Theory focuses on unconscious processes and psychosexual development. While there are similarities in terms of the importance of early experiences and cognitive processes, there are also differences in the specific aspects and focus of each theory.
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Explain, briefly, what your research study plans to investigate and why this is important.
Articulate the cultural biases that may surface in your research and how you will manage or avoid them.
Explain how will you recruit participants.
Discern the types of research biases you will want to avoid in the study.
Research is a careful and systematic examination of data and information to explore and establish facts, principles, and theories.
A research study is a study undertaken to investigate a particular subject matter and develop a new theory or principle. The research study plans to investigate the impact of COVID-19 on students' academic performance and mental health. The COVID-19 pandemic has had a significant impact on the education system and students' lives in general.
The study will explore the reasons for the decline in academic performance and mental health issues. The research will be essential to address the challenges facing students and the education sector in general.
Cultural biases refer to preconceived notions and beliefs that individuals and groups hold toward others with different cultures. In this research study, the researcher may encounter cultural biases in participants, which may affect the accuracy of the study's findings. The researcher will manage these biases by engaging in cultural sensitivity training and promoting cultural competence among participants.
Participants for the study will be recruited using online surveys. The researcher will distribute the survey through social media platforms and academic websites. The survey will be open to all students across the United States.
The research study will avoid several types of biases, including selection bias, confirmation bias, and observer bias. The researcher will ensure that the study's design is free from biases and that the data collected is accurate and reliable.
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Describe a verified truth you arrived at based on an insight derived from experience. I.e., how you used the operations of consciousness. Show your work. How did this affect your judgment and decision making? Additionally, describe a decision you made derived from an unverified judgment about an insight into experience. ( I seen a person asking for money and thought they were homeless)
Example 1: I have encountered a problem (experience). I am nearsighted and flatfooted. Most people have neither problem. Why/how did this come about (seeking insight/understanding). One insight is the following: Ah ha! I watched too much TV as a child and wore shoes from infancy on. Is this true? Well, yes. But are these the cause of myopia and flat feet? I now need to verify the insight by doing a little research (judgment). I discover the theory of "mismatch diseases" by a Harvard professor and read his book (Story of the Human Body). He confirms my insight. But he is only one researcher. I find other research in his bibliography and discover there is an emerging consensus about the theory. So I tentatively accept the veracity of my insight. Having accepted this I see the ethical implications and I decide (decision) to let my kids run around barefoot and have them spend a lot of time outside looking at things far away.
Example 2: Your phone has gone missing. "Who stole it?" you ask. Jaymie was in your room last night and she was accused last year of theft by one of your friends (data from experience). Jaymie has your phone (insight). You approach her and accuse her of the theft and demand your phone back (an unverified judgment that leads to a hasty decision). She denies stealing it and is angry at being accused. You return to your room and find the phone under your pillow. This is an example of asking a series of bad questions ("who stole my phone?" rather than "where is my phone?") and of refusing to disconfirm the initial insight ("Jaymie took it" rather than "I might have fallen asleep with it," or "Might I have used my phone after Jayme left my room?") resulting in poor judgment and irresponsible decision making ("Jaymie, you thief!" rather than "Jaymie, do you know where my phone might be?"). I wish I could say I've never done something similar!
Example 1: Verified Truth Based on Insight Derived from Experience
Insight: Watching too much TV as a child and wearing shoes from infancy might be the cause of myopia (nearsightedness) and flat feet.
Operations of Consciousness:
Problem encountered: Being nearsighted and flatfooted.
Seeking insight/understanding: Reflecting on possible causes of these conditions.
Forming the insight: Considering the relationship between excessive TV watching and wearing shoes from infancy.
Verification: Conducting research, reading books (e.g., "Story of the Human Body") by experts in the field.
Confirmation: Finding support for the insight in the research and emerging consensus.
Ethical implications: Understanding the implications of the insight on future actions and decisions.
Decision made: Allowing children to run barefoot and spend more time outside to potentially mitigate myopia and flat feet.
Impact on Judgment and Decision Making:
The verified truth resulting from the insight derived from experience influences judgment and decision making in the following ways:
Informed decision: The understanding of the possible causes of myopia and flat feet allows for an informed decision on promoting healthier habits for children.
Research-based approach: Relying on scientific research and consensus helps to make decisions based on reliable information.
Long-term thinking: Recognizing the long-term implications of the insight leads to decisions that prioritize prevention and well-being.
Example 2: Unverified Judgment About an Insight into Experience
Insight: Jaymie stole your missing phone based on past accusations and her presence in your room.
Operations of Consciousness:
Problem encountered: Phone goes missing.
Past experience: Previous accusation of theft by Jaymie.
Insight formed: Associating Jaymie's presence with the possibility of theft.
Unverified judgment: Accusing Jaymie of stealing the phone based on the insight.
Decision made: Confronting Jaymie and demanding the phone back.
Impact on Judgment and Decision Making:
The unverified judgment about the insight derived from experience affects judgment and decision making in the following ways:
Hasty accusation: Making an assumption without solid evidence led to accusing Jaymie without considering alternative possibilities.
Failure to consider other explanations: Not exploring other potential scenarios or questioning personal actions led to a narrow focus on Jaymie as the only suspect.
Poor questioning: Asking a question framed around accusation ("Who stole my phone?") rather than a neutral question ("Where is my phone?") limited the scope of investigation.
Irresponsible decision making: Accusing Jaymie without thorough investigation and being wrong resulted in strained relationships and unnecessary conflict.
Overall, this example highlights the importance of questioning assumptions, considering alternative explanations, and gathering evidence before making judgments and decisions based on unverified insights derived from past experiences.
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If a researcher was to conduct an in-depth interview with a famous serial killer to find out their motivation and family history, which research design would be used? naturalistic observation correlational case study experiment Question 21 Within the limbic system, the amygdala plays a key role in motor coordination memories emotions like fear and anxiety controlling impulses & regulating emotions 1 pts
The research design that would be used to conduct an in-depth interview with a famous serial killer to understand their motivation and family history is a case study.
A case study is a research design that involves in-depth investigation and analysis of a single individual or a small group. It is particularly useful for studying unique or rare phenomena, such as the motivations and family history of a famous serial killer. By conducting an in-depth interview, the researcher can gather detailed information about the individual's personal experiences, psychological factors, and environmental influences. The case study design allows for a comprehensive exploration of the specific case, providing rich qualitative data that can contribute to a deeper understanding of complex behaviors and motivations.
Regarding the limbic system, the amygdala is indeed a key structure involved in various functions, including the processing and regulation of emotions such as fear and anxiety. Additionally, it plays a role in memory consolidation, evaluating threats, and modulating emotional responses. The amygdala is not directly responsible for motor coordination, impulse control, or the regulation of all emotions, but its interconnections with other brain regions contribute to these processes in a broader neural network.
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Critique the implications and the epistemology of Michel
Foucault’s concepts of subject and power. Illustrate
your
assertions with relevant examples
Michel Foucault's concepts of subject and power have had a significant impact on critical theory and have sparked debates and discussions among scholars.
While Foucault's ideas offer valuable insights into the dynamics of power and subjectivity, there are certain implications and epistemological aspects that can be critiqued.
One implication of Foucault's concepts of subject and power is the potential for a deterministic view of individuals as passive subjects shaped solely by external power relations. According to Foucault, power is not something possessed or held by individuals or groups but is dispersed throughout society, operating in various institutional and discursive practices. This view can undermine the agency and autonomy of individuals, suggesting that they are mere products of power structures.
Furthermore, Foucault's epistemology raises questions about the possibility of objective knowledge and the role of the subject in producing knowledge. Foucault challenges the idea of a universal, objective truth, arguing that knowledge is historically and socially constructed, shaped by power relations. While this critique of dominant knowledge systems is valuable, it can also lead to a relativistic stance where all knowledge is seen as contingent and devoid of any grounding in reality.
For example, in the context of gender and sexuality, Foucault's concept of power-knowledge highlights how social norms and discourses shape and regulate individuals' identities and behaviors. However, this does not mean that individuals are completely determined by these norms. People can actively resist and subvert societal expectations, challenging existing power structures and creating new possibilities for self-expression and identity.
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26. The national average of alcoholic drinks consumed each weekend by college students is 2 drinks. An investigator thinks students at USF drink less. A sample of (n=20) was taken at USF. Results indicated that at the average students consumed 1.5 drinks with a standard deviation of 1 drink. (7 Pts) a. State the null and alternative hypotheses b. C. d. What is the critical value? (alpha level of .05) Calculate the test statistic What is your decision?
The null hypothesis is that the average number of alcoholic drinks consumed by college students at USF is equal to the national average of 2 drinks per weekend; H0: µ = 2.
The alternative hypothesis is that the average number of alcoholic drinks consumed by college students at USF is less than the national average of 2 drinks per weekend; H1: µ < 2
The critical value is -1.645, with an alpha level of 0.05 and degrees of freedom (df) = n-1= 19.
The test statistic is calculated by taking the sample mean (1.5) and subtracting the hypothesized mean (2) divided by the standard error. Z = (1.5-2)/[1/√(20)] = - 0.707
The calculated z-score (-0.707) falls below the critical value (-1.645). Therefore, we fail to reject the null hypothesis that the average number of alcoholic drinks consumed by USF students is equal to the national average.
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Explain how the Modal Model of memory is too simplistic to explain this man's abilities. Further, explain how the model of working memory is capable of explaining this phenomenon. Your answer should incorporate a consideration of the different components of working memory.
The Modal Model of memory is insufficient, while the model of working memory is more comprehensive. Working memory has multiple components that allow for complex cognitive processes.
The Modal Model of Memory, also known as the Atkinson-Shiffrin model, proposes a linear structure of memory with distinct stages (sensory memory, short-term memory, and long-term memory). However, this model falls short in explaining the abilities of the man in question as it oversimplifies the processes involved in memory and cognition.
On the other hand, the model of working memory, proposed by Baddeley and Hitch, provides a more nuanced and comprehensive explanation. Working memory consists of multiple components, including the central executive, phonological loop, visuospatial sketchpad, and episodic buffer.
The central executive acts as the control center, coordinating attention, decision-making, and problem-solving. The phonological loop handles verbal and auditory information, while the visuospatial sketchpad deals with visual and spatial information. The episodic buffer integrates information from various sources and maintains a sense of continuity in our experiences.
The abilities of man can be better understood through the framework of working memory, as it allows for complex cognitive processes, such as attention, manipulation of information, and integration of new knowledge. The components of working memory work together to facilitate man's exceptional abilities, such as multitasking, quick problem-solving, and the ability to remember and process vast amounts of information simultaneously.
In conclusion, while the Modal Model of memory is limited in explaining complex cognitive abilities, the model of working memory provides a more comprehensive account. The different components of working memory enable the man to perform his remarkable feats, showcasing the intricate processes involved in human cognition.
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Which of the following was claimed in the Ramenzoni & Liszkowski article? a. across many cultures, pointing emerges around 9-14 months b. 6-month-olds won't reach for objects that are out of their reach, but 8-month-olds reach for out-of-reach objects offered by an adult c. Experiment 2 showed that infants use gestures to communicate, even with adults they are not familiar with d. All of the above Clear my choice
The Ramenzoni & Liszkowski article claims that across many cultures, pointing emerges around 9-14 months, 6-month-olds won't reach for objects that are out of their reach, The correct answer is option d. All of the above
but 8-month-olds reach for out-of-reach objects offered by an adult, and Experiment 2 showed that infants use gestures to communicate, even with adults they are not familiar with. Therefore, the correct answer is option d. All of the above. Pointing is a nonverbal form of communication that involves using one's body to indicate an object or location of interest.
It's a fundamental human behavior that emerges early in infancy, with studies indicating that infants begin pointing at objects and people around 9-14 months old. They often combine pointing with vocalizations or other communicative gestures to convey meaning.
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Briefly explain what internal validity is and what external
validity is. What can be done in research to improve internal
validity and external validity?
Internal validity refers to the degree to which a research study accurately establishes a cause-and-effect relationship between variables. It concerns the integrity and rigor of the study's design, data collection, and analysis.
To enhance internal validity, researchers can utilize rigorous experimental designs, ensure random assignment, control for confounding variables, and employ reliable and valid measurement tools. External validity, on the other hand, refers to the generalizability of research findings to the real world. It assesses whether the study's results can be applied to other populations, settings, or contexts.
To improve external validity, researchers can use diverse and representative samples, conduct studies in naturalistic settings, and employ multiple research methods (e.g., field studies, surveys, experiments) to strengthen the generalizability of the findings.
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What is personal and organizational leadership and how can leaders create change and provide value for the company and society?
Answer should based on Textbooks, internet data is not reliable. So, use only textbook to answer it. Please, also site the source (e.g. Lecture 12_1, Kim, Yang & Hwang 2006, Chapter 2) Long answers only!
Personal and organizational leadership refers to the ability of individuals within an organization to influence and guide others toward achieving common goals. Leaders can create change and provide value for the company and society by effectively leveraging their leadership abilities.
Personal leadership encompasses the individual's self-awareness, values, and behaviors that enable them to effectively lead themselves and others. It involves skills such as self-motivation, goal-setting, communication, and emotional intelligence. Organizational leadership, on the other hand, focuses on leading within the context of a specific organization. It involves setting a clear vision, developing strategies, building and managing teams, and influencing organizational culture.
Leaders create change by setting a compelling vision and direction for the company and inspiring others to work towards it. They develop strategies and plans to drive innovation, adapt to market changes, and improve organizational performance. By effectively communicating the vision and goals, leaders create a shared sense of purpose and alignment among employees.
To provide value for the company and society, leaders need to understand the broader societal context in which the organization operates. They should align organizational goals with societal needs and expectations, considering factors such as environmental sustainability, social responsibility, and ethical practices. By integrating these considerations into the decision-making process, leaders can create a positive social impact and enhance the reputation and value of the company.
Furthermore, leaders can provide value by fostering a culture of innovation and continuous improvement. They encourage creativity and provide the necessary resources and support for employees to generate and implement new ideas. This promotes innovation and drives organizational growth and competitiveness.
In conclusion, personal and organizational leadership involves the ability to influence and guide others toward common goals. Leaders can create change and provide value by effectively leveraging their leadership abilities, aligning organizational goals with societal needs, fostering a culture of innovation, and making ethical decisions. By doing so, they contribute to the success of the company and positively impact society. (Source: Northouse, P. G. (2018). Leadership: Theory and Practice. Sage Publications.)
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Find five (5) words from a dictionary of the English language. This could be any dictionary of your choice. (preferable one of British English). Clearly reference the dictionary you have used at the end of TASK 1 Word 1 = must be a one syllable word Word 2 - must be a two syllable word Word 3 = must be a three syllable word 13 Word 4 - must be a four syllable word Word 5 - must be a five syllable word Use the international Phonetic Alphabet to write out the words and show the syllable division as in the following example Metabolism is a five syllable word writen phonetically as [ma tabalu?[m] (15 marks) TASK 2 Use each of the five words in TASK 1 above in five different sentences. Underline the word. So it is clear which word is the focus. After each sentence, indicate the grammatical form and function of the word you have used in each sentence. Your sentence must demonstrate your understanding of the use and meaning of the word in the context of the sentence. For example The doctor has diagnosed that my metabolism has decreased that is why I am getting fat (2 marks for each sentence). Grammatical form and function: The underlined word is used as a noun in this sentence: names the diagnosis given by the doctor about my physical condition (2 marks for each sentence) (20 marks) TASK 3 Read carefully Unit X and Chapter 17 of your prescribed text: How to Analyse Texts. In these sections, you will learn more about how the concept of morphology can be applied in everyday life activities In Chapter 17, the writers show how the effectiveness of advertisements can be created through the use of morphological processes of word formation Following the examples given in your study material, find your own advertisement and conduct a morphological analysis of the advertisement you have chosen. The advertisement can have pictures/illustration or it could be just text only Explain clearly the morphological processes you have identified in the advertisement Your analysis must show how the advertisement has used at least 2 morphological processes to create meaning. Submit the advert you have analysed as part of the assignment.
Advertisers can utilize morphological processes like compounding and derivation to create meaningful and attention-grabbing advertisements. These processes help in forming unique brand names, emphasizing product qualities, and ultimately engaging consumers.
TASK 1: Word 1: Cat (One syllable word)
Word 2: Garden (Two syllable word)
Word 3: Delicious (Three syllable word)
Word 4: Television (Four syllable word)
Word 5: Extravagant (Five syllable word)
I have used the Oxford English Dictionary (OED) for this task.
TASK 2: I adopted a cute little cat from the animal shelter. (Noun, subject)
She enjoys spending her evenings in the peaceful garden. (Noun, object)
The chocolate cake was absolutely delicious. (Adjective, describing the cake)
I like to watch movies on my new high-definition television. (Noun, object)
The bride wore an extravagant wedding dress on her special day. (Adjective, describing the wedding dress)
TASK 3: Morphological processes involve the study of word formation, such as affixation, compounding, derivation, and inflection. In advertisements, these processes can be used to create meaning, catch attention, and convey a specific message.
For example, an advertisement for a new soft drink called "FizzyBurst" might utilize compounding by combining the words "fizzy" and "burst" to create a unique and memorable brand name. This process enhances the product's appeal and distinguishes it from competitors.
Additionally, the advertisement might employ derivation by adding affixes to existing words. For instance, they might use the word "refreshify" to emphasize the drink's refreshing qualities. The suffix "-ify" is added to the base word "refresh" to create a verb that implies the action of making something refreshing.
By using such morphological processes, advertisers can manipulate language to evoke specific emotions, highlight product features, and attract consumers' attention.
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All of the following statements about No Child Left Behind (NCLB) are true except one. Which statement is FALSE? Select one: a. Adequate Yearly Progress (AYP) is very interested in reasonable progress
The false statement is: "Adequate Yearly Progress (AYP) is very interested in reasonable progress."
In fact, AYP under the No Child Left Behind (NCLB) Act is primarily concerned with measuring whether schools meet specific targets for academic proficiency, rather than focusing on reasonable progress.
AYP is a key component of NCLB, which was a federal education law enacted in 2001. It aimed to improve educational outcomes and close achievement gaps in American schools. AYP set annual targets for schools to meet in terms of student performance on standardized tests, with the goal of ensuring that all students reach proficiency by 2014. However, the targets were often criticized for being unrealistic and difficult to achieve, leading to significant challenges for schools, particularly those serving disadvantaged communities.
While the intention of NCLB was to promote accountability and improve educational quality, it faced criticism for its heavy reliance on high-stakes testing, narrowing of curriculum, and unintended consequences such as teaching to the test. The law was eventually replaced by the Every Student Succeeds Act (ESSA) in 2015, which provided more flexibility to states and aimed to address some of the shortcomings of NCLB.
In summary, while AYP was a central component of NCLB, it focused on proficiency targets rather than reasonable progress, which makes the statement false.
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7 19 The opponent-process theory is supported by: о the trichromatic theory retinex theory afterimages colorblindness 上一個
The opponent-process theory is supported by the retinex theory, afterimages, and colorblindness. These phenomena provide evidence for the existence of opponent processes in the visual system, which contribute to our perception of color.
The opponent-process theory suggests that our perception of color is based on the activity of opposing pairs of color receptors. According to this theory, there are three pairs of opponent processes: red-green, blue-yellow, and black-white. The retinex theory is consistent with the opponent-process theory as it explains how the visual system perceives color constancy, allowing us to see consistent colors even under different lighting conditions. Afterimages also support the opponent-process theory. When we stare at a colored stimulus for an extended period and then look at a neutral surface, we may see an afterimage in the complementary color. This can be explained by the opponent processes in the visual system, where the overstimulation of one color leads to a temporary imbalance in the opposing color. Finally, colorblindness, particularly red-green and blue-yellow color deficiencies, provides further support for the opponent-process theory. These individuals have a reduced ability to distinguish between certain colors, which can be explained by the malfunctioning or absence of the opponent processes responsible for discriminating those colors.
In summary, the opponent-process theory is supported by the retinex theory, afterimages, and colorblindness. These phenomena provide evidence for the existence of opponent processes in the visual system, contributing to our understanding of how we perceive and experience colors.
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Look at the figure on page 21, chapter 2 of the Sapolsky book. Based on that figure and what you read in the first few lessons, which of the following fits this information best? (this question is worth 2 points) Based on the figure on page 21, it is clear that the sympathetic nervous system is active during the alarm stage of Selye's General Adaptation Response, while the parasympathetic nervous system is active during the resistance stage. The sympathetic nervous system decreases the pupil size during an alarm phase of a stressful experience so we can focus more acutely on immediate threatening tasks, while the parasympathetic nervous system widens the pupil size while we are relaxed. The sympathetic nervous system speeds up the heart rate, while the parasympathetic nervous system slows it down, and this fits well with the concept of Allostasis because the body prepares to face a threat when necessary, and reserves energy when a threat has passed. Allostasis is a product of the parasymapthetic nervous system, not the sympathetic nervous system.
The sympathetic nervous system is active during the alarm stage, while the parasympathetic system is active during the resistance stage. Both contribute to allostasis and physiological responses.
The sympathetic nervous system is active during the alarm stage of Selye's General Adaptation Response, while the parasympathetic nervous system is active during the resistance stage.
The sympathetic nervous system causes pupil constriction and increased heart rate, while the parasympathetic nervous system promotes pupil dilation and decreased heart rate. However, it is important to note that allostasis, the body's ability to maintain stability through change, is a product of both the sympathetic and parasympathetic systems working together.
Therefore, it is important to recognize the distinct roles of the sympathetic and parasympathetic systems in different stages of stress response and their contributions to overall physiological adaptation and balance.
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Is Affirmative Action a potential solution to the history of racism in American society, Or has Affirmative Action turned the US into a country where the dominant racial/ethnic group is now the main victim of racism?
Affirmative Action is a potential solution to the history of racism in American society by promoting equal opportunities for marginalized groups. However, debates exist regarding its effectiveness and whether it has turned the dominant racial/ethnic group into victims of racism.
Affirmative Action is a policy aimed at addressing historical inequalities and promoting equal opportunities for marginalized groups, including racial and ethnic minorities, women, and individuals with disabilities. Its purpose is to combat the systemic barriers and discrimination that have disadvantaged these groups in education, employment, and other areas.
Proponents argue that Affirmative Action is a necessary step toward rectifying past injustices and creating a more equitable society. By considering race or ethnicity as a factor in decision-making processes such as college admissions or hiring practices, Affirmative Action seeks to level the playing field and increase diversity in institutions.
However, there are debates and criticisms surrounding Affirmative Action. Some argue that it can lead to reverse discrimination, claiming that the dominant racial or ethnic group becomes victims of racism by being disadvantaged in favor of underrepresented groups. These critics argue that Affirmative Action creates a sense of unfairness and perpetuates divisions based on race.
It is important to note that perspectives on Affirmative Action vary widely, and its impact and effectiveness are subject to ongoing discussion. Supporters emphasize the need for proactive measures to address historical inequalities, while opponents raise concerns about potential unintended consequences and question the fairness of policies that consider race or ethnicity in decision-making.
Ultimately, the question of whether Affirmative Action is a solution to racism or perpetuates a sense of victimhood depends on differing viewpoints and interpretations of its implementation and outcomes.
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Researchers find that the odds ratio between fast food consumption and gestational diabetes is 2.12 (95% CI: 1.12-5.43). Which of the following is a reasonable interpretation of this finding based on what you learned about odds ratios (ORs)?
Women who consumed fast food reported 2.12 times the odds of reporting gestational diabetes compared to women who did not consume fast food.
Women who consumed fast food were 5.43 times more likely to report gestational diabetes than women who did not.
The null hypothesis is true for this study.
95% of women will develop gestational diabetes if they eat fast food.
Researchers have discovered that the odds ratio between fast food consumption and gestational diabetes is 2.12 (95% CI: 1.12-5.43).
The interpretation of this finding based on the understanding of odds ratios (ORs) is as follows: Women who consumed fast food had 2.12 times the odds of reporting gestational diabetes compared to women who did not consume fast food.
An odds ratio (OR) is a statistical measure that compares the odds of an event occurring in one group to the odds of the same event occurring in another group. If the OR is 1, it indicates no difference between the groups. An OR greater than 1 suggests increased odds, while an OR less than 1 indicates decreased odds.
In this case, with an odds ratio of 2.12, it implies that women who consumed fast food had 2.12 times the odds of reporting gestational diabetes compared to those who did not consume fast food.
Therefore, the reasonable interpretation of this finding is that women who consumed fast food reported 2.12 times the odds of reporting gestational diabetes compared to women who did not consume fast food.
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1. what is your prior experience with postsecondary education, or is this your first time in college?
2. What are you hoping to get out of this class or from your education in general?
3. when you consider your academic and career plans, what are you nervous or excited about?
4. how can we ( instructor/ classmates) best support you in this class?
Creating an inclusive and supportive learning environment with guidance, feedback, and collaboration from instructors and classmates is crucial for students' academic and career success.
1. For students, they may have attended some college or university courses, or this might be their first time in college.
2. The reasons why students attend college vary; some students want to acquire new skills, expand their knowledge, meet new people, or improve their careers. Therefore, some students might hope to get a job or attain professional development opportunities in their fields.
3. Concerning academic and career plans, students may feel nervous or excited. For instance, they may feel nervous about academic pressure, exams, assignments, or career prospects. On the other hand, students may feel excited about exploring their fields, meeting new people, gaining practical experience, and getting better grades.
4. The best way an instructor and classmates can support students in class is by creating an inclusive, supportive, and conducive learning environment. Instructors and classmates can offer guidance, answer questions, provide feedback, create study groups, and engage in academic discussions. In this way, students feel motivated, valued, and supported in their academic and career pursuits.
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Expand on at least three types of Racism and give an
example of each form.
Racism manifests in various forms, including individual, systemic, and cultural racism. Individual racism refers to personal beliefs and actions that discriminate against individuals based on their race.
Individual racism occurs when individuals hold prejudiced beliefs or engage in discriminatory actions towards people of a different race. An example of individual racism is when a person refuses to befriend someone solely based on their race or uses racial slurs to demean and belittle others.
Systemic racism refers to the institutionalized and systemic discrimination that disproportionately affects certain racial groups. For example, if a school system consistently allocates fewer resources and opportunities to students from marginalized racial backgrounds compared to their privileged counterparts, it demonstrates systemic racism.
Cultural racism involves the perpetuation of stereotypes and biases through cultural norms and practices. An example of cultural racism is when a particular racial group is consistently portrayed in the media as criminals or inferior, reinforcing negative stereotypes and biases among the general population.
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Alice Walker once said "Not everyone's life is what they make of it. Some people's life is what other people make it." This quote best embodies the notion of how things like racial injustice can occur as a result of a(n) external attribution O illusory correlation O fundamental attribution error self-fulfilling prophecy
This quote of Alice Walker best embodies the notion of a self-fulfilling prophecy.
A self-fulfilling prophecy is a belief or expectation about a person or a group that influences their behavior in a way that aligns with the original belief or expectation. In this context, the quote suggests that individuals' lives can be shaped or influenced by the actions and perceptions of others, rather than solely being determined by their own choices or efforts. The quote implies that external factors, such as societal biases and injustices, can play a significant role in shaping individuals' lives. It suggests that individuals may be limited or impacted by the expectations and treatment imposed upon them by others. This aligns with the concept of a self-fulfilling prophecy, where the beliefs or actions of others contribute to shaping an individual's life trajectory.
It highlights the influence that external attributions, expectations, and social structures can have on individuals and their opportunities.
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Sociologists agree that family is the basic agent of socialization. Family is the first major institution we come into contact with and family can have a major affect on our norms, religious views, values, and life chances. If before you were born, you could have chosen your family, what kind of family would you have chosen; the same one you were born into or another family? Explain your answer.
As per the statement provided, sociologists agree that the family is the basic agent of socialization. Family is the first significant institution we come into contact with, and the family can have a significant impact on our norms, religious views, values, and life opportunities.
Choosing the same family. It is quite possible that a person would like to choose the same family they were born into. The reason behind it could be that the family has played a significant role in making the person what he is today. For instance, a person's family could have taught them valuable lessons, instilled good values, and provided them with a stable foundation. So, in this case, the person might choose the same family because of their affection and attachment.
Choosing another family. On the other hand, if the person had experienced difficult family situations such as emotional or physical abuse, or had grown up with parents or siblings who are addicts or criminals, then it would be quite possible for them to choose another family. This is because the person would have faced several traumatic experiences and may not want to repeat them.
Therefore, the person may choose a family that would provide them with a loving and supportive environment.
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Does diffussion of crime reduce crime within an area
No, diffusion of crime does not reduce crime within an area. Diffusion of crime refers to the spread of criminal behavior from one area to another or from one group to another.
It can also occur when a criminal is released from prison and returns to their old neighborhood, potentially influencing others to engage in criminal behavior. However, diffusion of crime does not reduce crime within an area. It actually has the opposite effect, as it spreads criminal behavior to new areas and can increase the overall crime rate.
Effective crime reduction strategies focus on preventing crime from occurring in the first place, rather than simply responding to criminal behavior after it has occurred. This includes implementing community policing programs, increasing access to education and job training, and addressing social and economic inequalities that can contribute to criminal behavior.
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Which statement is false re: George HW Bush (the elder Bush)?
Group of answer choices
He was president when the USSR was dissolved.
He pushed Iraq out of Kuwait without allies or UN approval.
He was defeated by Bill Clinton when he ran for re-election.
He suggested that Michael Dukakis was soft on crime in their presidential race.
The false statement re:
George HW Bush (the elder Bush) is "He pushed Iraq out of Kuwait without allies or UN approval."
Explanation:George HW Bush was the 41st President of the United States of America and served in that position from 1989-1993.
The following statements are true about George HW Bush:
-He was president when the USSR was dissolved.
- He suggested that Michael Dukakis was soft on crime in their presidential race.
- He was defeated by Bill clinton when he ran for re-election.
However, the statement "He pushed Iraq out of Kuwait without allies or UN approval" is false.
In 1990, Iraq invaded Kuwait, prompting the UN to pass a resolution condemning the invasion and authorizing the use of force to remove Iraqi troops. President Bush built an international coalition of allies and received UN approval before launching Operation Desert Storm, which successfully pushed Iraq out of Kuwait.
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What is Sam's terrible dilemma in the excerpt we read from
Abraham's "Tell Freedom"?
In the excerpt that we read from Abraham's "Tell Freedom," Sam's terrible dilemma is the fact that he could not sign the papers that would give him the freedom he desires without placing the rest of his family in peril.
In "Tell Freedom," an autobiography of an ex-slave, Peter Abrahams explores the experiences of black people in South Africa's apartheid system. In the excerpt that we read from the book, Sam is one of the characters who finds himself in a terrible situation. In the excerpt, Sam's master, Van der Merwe, promised him his freedom in exchange for good behaviour. In that context, Sam was both elated and sceptical; he was happy that he was finally going to be free, but he was also sceptical because he had seen Van der Merwe break promises before.However, his excitement soon turned to concern when Van der Merwe came to him with a document for him to sign that would grant him his freedom.
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28) is the readiness to perceive in a particular manner, based of expectations. a) Percepeaal affinity b) Perceptual sct c) Expectancy theocy d) Refierence framing 29) Which of the following is a major criticism of tescarch of extrasensory perception? a) Data have becn falsificed in some cases. b) Control groups aren"t used conrectly. c) There is lack of replication in research. d) There are too few sabjects willing to participate. 30) While traveling through Kansas by train, you notice that you can see individaal stalics and details of the wheat near the train tracks, but in the distance. the wheat stalks blend fogether into a smooth blanket of yellow. This is an example of the cac for dopth persecption. a) interpositson b) acrial perypective c) lincar perspective 4) textare gradien
28) The correct option is c. Expectancy theory.
29) The correct option is c. There is a lack of replication in research.
30) The correct option is b. aerial perspective.
28) The "Expectancy theory" is the readiness to perceive in a particular manner based on expectations.
Expectancy theory is a cognitive process that explains how expectations influence perception. It is a mental state of preparedness to perceive something in a certain way based on past experiences, context, culture, and beliefs. It is the readiness to perceive in a particular manner based on expectations. For instance, if someone expects to see a ghost in a dark and deserted place, they may interpret any unusual noise or object as evidence of a ghost, while someone who does not believe in ghosts may not notice or interpret such things as evidence.
29) The major criticism of research on extrasensory perception (ESP) is that "there is a lack of replication in research." It refers to the inability of researchers to replicate the findings of previous studies on ESP. Despite numerous studies conducted to investigate ESP, there is still no conclusive scientific evidence to support the existence of ESP.
30) The term that explains this example is "aerial perspective." Aerial perspective is a visual phenomenon that refers to the effect of the atmosphere on the appearance of objects as they are viewed from a distance. The objects appear to be less distinct, paler, and bluer in color. This is because the light that reaches the eye has passed through the atmosphere, which contains dust, moisture, and other particles that scatter the light, reducing the contrast, color, and sharpness of the objects.
Textural gradient, on the other hand, refers to the change in the texture of an object as it moves away from the viewer. Interposition and linear perspective are other visual cues that provide depth perception by indicating the relative positions of objects.
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Does believing that euthanasia is morally permissible entails
believing that euthanasia should be legally permissible?
Yes, believing that euthanasia is morally permissible entails believing that euthanasia should be legally permissible. Euthanasia is the process of ending an individual's life to relieve them from their pain and suffering.
In most countries, euthanasia is regarded as illegal, and anyone who assists someone in euthanasia can face criminal charges.However, many individuals believe that euthanasia is morally permissible, which means that it is ethically justified. The primary argument in favor of euthanasia is that every individual has the right to choose how they want to live their lives and end their suffering.
Additionally, it is argued that it is better to end the suffering of an individual through euthanasia than to prolong their pain and suffering.Accordingly, legalizing euthanasia has been a subject of debate among scholars and policymakers. Supporters of euthanasia argue that legalizing it would offer patients a choice, allow them to die with dignity, and provide relief to their families.
Conversely, those against euthanasia argue that it violates the sanctity of life and undermines the role of medical professionals.In conclusion, believing that euthanasia is morally permissible entails believing that it should be legally permissible. Legalizing euthanasia would enable individuals to make an informed decision regarding their life, and it would prevent them from having to suffer through unnecessary pain and agony.
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How does moral character and convictions relate to identity? O We attribute both the good and bad moral aspects of a person to their true moral self. We only hold moral character essential to the identity of others-not to our own identity We tend to hold that a person is the same self through any change expect deep change in moral character.
Moral character and convictions play a significant role in shaping and relating to one's identity. **We tend to hold that a person is the same self through any change, except deep changes in moral character**.
This means that while people may undergo various transformations and experiences throughout their lives, their fundamental moral character is often seen as a consistent aspect of their identity.
In terms of attributions, **we attribute both the good and bad moral aspects of a person to their true moral self**. When someone demonstrates virtuous or morally upright behavior, we consider it a reflection of their inherent moral character. Conversely, when someone engages in morally reprehensible actions, it is often attributed to their true moral self as well.
However, it's important to note that the relationship between moral character and identity is not solely focused on others. While we may attribute moral character to the identity of others, we also recognize its significance within our own identity. Our moral beliefs and values shape how we see ourselves and contribute to the formation of our self-identity.
Overall, moral character and convictions are closely tied to identity, as they influence how individuals perceive themselves and how others perceive them in terms of their moral standing.
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Identify the informal fallacy committed by the following
argument. If no fallacy is committed, write "None."
Argument: Vegetables are an important part of your diet
and you should eat them every day.
he argument provided, "Vegetables are an important part of your diet and you should eat them every day," does not commit any formal or informal fallacy. It is a reasonable and logical statement based on the widely accepted knowledge of nutrition and healthy eating habits.
The argument presents a straightforward and direct assertion that vegetables play a crucial role in maintaining a balanced diet and overall health. It implies that including vegetables in one's daily meals is beneficial. This claim aligns with scientific evidence and dietary recommendations that emphasize the importance of a diverse and plant-rich diet for promoting good health, preventing chronic diseases, and providing essential nutrients.
In terms of fallacies, none are evident in the argument. It does not rely on faulty reasoning patterns, misleading appeals, or logical errors. The statement is not based on personal bias, anecdotal evidence, or unsupported generalizations. Instead, it reflects a consensus among nutrition experts and health organizations regarding the significance of vegetables in a healthy diet.
In conclusion, the argument provided does not commit any formal or informal fallacy but rather expresses a reasonable and evidence-based recommendation for incorporating vegetables into one's daily diet.
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Early and Late Adolescent Development and Learning: A Cross
Cultural Perspective
Teens' moral reasoning can be characterized as a) contrary. b) autonomous. c) immoral. d) heteronomous.
Teens' moral reasoning can be characterized as autonomous, not heteronomous.
During early and late adolescence, individuals undergo significant cognitive and socioemotional changes, which also impact their moral reasoning. Moral reasoning refers to the process by which individuals make judgments about right and wrong, and how they justify their moral decisions.
Autonomous moral reasoning is a key feature of adolescent development, particularly during late adolescence. It involves the ability to think independently, consider multiple perspectives, and make moral judgments based on personal values and principles. Autonomous moral reasoning goes beyond following external rules and authorities and involves the development of one's own moral code.
On the other hand, heteronomous moral reasoning is more characteristic of younger children. It is based on the belief that moral rules are fixed and determined by authorities or external forces. Heteronomous moral reasoning relies on obedience to rules without questioning or considering personal values.
Teens' moral reasoning is not characterized as contrary or immoral. While individual teens may exhibit different moral reasoning patterns, the shift towards autonomous moral reasoning during adolescence is a normal part of cognitive development.
Understanding the development of moral reasoning in adolescence is crucial for educators, parents, and society to support the growth of ethical decision-making and moral development during this critical period of life.
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Which one of the following is the best answer to finish the following sentence? According to Mill, the utilitarian principle or the Greatest Happiness Principle is O a all about ancestors' wisdom O b. endorsed by all the major religions c. the standard of morality. O d. embodied in the Ten Commandments.
The best answer to finish the following sentence "According to Mill, the utilitarian principle or the Greatest Happiness Principle is the standard of morality. Therefore, option C is the correct answer.
Who is Mill?
John Stuart Mill was an English philosopher and economist. He was born on May 20, 1806, and died on May 8, 1873. He was a prominent personality in liberal political philosophy and economics. He championed utilitarianism, an ethical principle that is based on maximizing pleasure and minimizing pain, and contributed to the development of classical economic theory.
Mill's utilitarianism principle is concerned with the greatest good or the greatest happiness for the greatest number. He stated that people's actions should be guided by this principle. The utilitarian principle or the Greatest Happiness Principle, according to Mill, is the standard of morality. The other options such as all about ancestors' wisdom, endorsed by all the major religions, and embodied in the Ten Commandments, are incorrect answers as they have no connection with Mill's utilitarian principle.
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3. Emotion: Part 1. Describe how the brain processes the expression and recognition of emotion (i.e., describe the role of cortical structures, subcortical structures, and the main theories of emotion). People with amygdala damage approach other people indiscriminately instead of trying to choose people who look friendly and trustworthy. What might be a possible explanation? Part 2. Explain is the neurological and psychological relationship between sleep and depression?
Part 1. The brain processes the expression and recognition of emotion in the following ways: Cortical Structures: There are a few cortical regions that play a significant role in the processing of emotions. The somatosensory cortex, for example, recognizes touch sensations that produce emotions. The orbitofrontal cortex, located in the front of the brain, is connected with emotional decision-making and reward-driven decision-making.
Subcortical Structures: The amygdala is a subcortical structure that plays a critical role in recognizing and expressing emotions. It is linked to the ability to distinguish facial expressions, particularly those that show fear and surprise. The hypothalamus also plays a significant role in emotional responses by regulating physiological activities, including hormonal secretions and the autonomic nervous system.
Theories of Emotion: James-Lange theory, Cannon-Bard theory, Schachter-Singer theory are the three major theories of emotion.
James-Lange theory: The James-Lange theory suggests that our emotions arise as a result of physiological sensations that we experience when we are confronted with a stimulus.Cannon-Bard theory: The Cannon-Bard theory of emotion posits that emotional responses occur concurrently with physiological changes, rather than as a result of them.Schachter-Singer theory: The Schachter-Singer theory of emotion emphasizes that physiological changes alone are insufficient to produce emotional responses.
Part 2. The neurological and psychological relationship between sleep and depression: The neurological relationship between sleep and depression is that people who have depression have a higher risk of sleep disturbances, such as insomnia and sleep apnea. Moreover, individuals with these sleep disorders have an increased risk of developing depression.
Psychologically, there are several reasons why people with depression may have difficulty sleeping. For one, they may have persistent negative thoughts that make it difficult to unwind and fall asleep. They may also have a poor ability to regulate their emotions, which can lead to an increase in anxiety, stress, and depression, which can cause sleep disturbances.
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