Discussion 9 and 10 Coursework Example | Topics and Well Written Essays - 750 words

Discussion 9 and 10 - Coursework Example It has affected many different mechanisms in the way humans work and interact such as information gathering and information sharing. However, the advent of the Internet has also had many effects on the way that people think, they way that they structure their time, their perceptions and the manner in which they structure their interests. An example of this is social media, which is internet content that relies on content generated by users. Such social media includes websites such as Facebook, Twitter, LinkedIn and MySpace. For many the use of such sites has become a daily ritual, often supplanting things that they are meant to be doing, such as studying or working. This essay will examine the manner in which technology alters the structure of our interests in respect to the Internet and associated technologies. It will involve a in-depth review of the literature available, and if an unaddressed area still remains than a qualitative research method will be determined. References Cer uzzi, P. E. (2004). The "Problem" of Computer-Computer Communication, 1995-2000: A Technological Fix. In L. Rosner (Ed.), The Technological Fix (pp. 203-217). New York: Taylor & Francis Books, Inc.  Discussion Two For this I originally planned to ‘fast’ from using the Internet. ... As time progressed I found it much easier not to turn on the television and to find other activities. While the ‘fast’ was difficult at first and required a substantial amount of thought and effort to determine other activities I found that I learnt a lot about myself in the process. When I stopped the ‘fast’ I found that I did not watch television as much as before, preferring other activities, and it was not automatic for me to turn it on whenever I was in the same room. In retrospect, I found that fasting from one form of technology increased my use of other technologies. I had expected that stopping using television would increase the amount of time that I spent with other people and outdoors, but this was not the case. In general I found that I spend increased time on the Internet, although I did not watch online movies or television episodes as I considered this to be cheating the spirit of the fast. Instead I spent a lot of time on social networking s ites, especially Facebook, and playing games. I considered that this experiment provided an interesting demonstration of the role that technology plays in our lives. Even though I restricted myself from using one particular form of technology, I found that my use of another increased. It was difficult at first not to watch television, and I imagine it would be extremely difficult not to use any form of technology for pleasure even for a day. Technology has become extremely integrated in our lives and this was evident during my ‘fast’ from

Can False Memories be Implanted?

Can False Memories be Implanted? Ajantha Uvaraju Abstract This study is to find out that is it possible for memory to be implanted in students. It is hypothesized if the memory constructed for implanting is highly a plausible event then it is more likely for creation of false memory to occur. Thirty participants of first year Monash University students are recruited. Each of them is accompanied with a partner who is closely related to the subjects (ie: parent, sibling or close relative who knew the subject too well). The partners are asked to read descriptions of 2 events happened to subjects when they were 5 years old and a false event. The one plausible false event is describing of the subject being lost in a mall while shopping depicted from Loftus and Pickrell (1995). While the other is a less plausible memory is an overnight hospitalization for a high fever with possible ear infection made up by Hyman et al (1995). Subjects are split into half where one group receives the plausible event while other the less plausible. Subjects are ask ed to recall everything that they could remember about each event.After that, they are also asked to the rate the confidence from scale of 1 to 5 (1=not confident and 5= extremely confident that it has happened). Here participant would remember the more plausible false memory comparing with lesser one. As memory that is more plausible tend to have higher rating in confidence and in clarity. It is found that the more plausible the event is more likely to be planted in memory than the less plausible event. Introduction People equate of memory as to a recording device, ability to accurately documenting and storing everything that happens with perfect accuracy and clarity. In reality, memory is very prone to fallacy. This is due to existence of false memory. Bartholomew, (2001) describes false memory as a mental experience which mistakenly taken for a representation of an event from one’s personal past It consists of either remembering items or events that never happened, or remembering them differently from the way they actually occurred. Memory of false event has practice especially by psychologist. One of it is repressed memory recovered from a witness via hypnotism of an event that had happen 20 years ago is used to testify against a convict of murder. In spite of this without hypnosis, studies show that people’s memories are open to influence. For instance, Loftus and Pickerel (1995) who conducted research on adults regarding memories of their childhood event that happened and asked them to remember these events with a false memory added into as well. Experiments demonstrated that memories for entirely false events can be implanted. It has been argued that there are limits to the types of events or beliefs that can be suggestively implanted, and that only events that are plausible can be implanted in memory ( Hyman, Gilstrap, Decker, Wilkinson, 1998 ; Hyman Kleinknecht, 1999 ; Lindsay Read, 1994 ; Pezdek, Finger, Hodge, 1997 ). In support of this statement, a report by Pezdek at. al (1997) shows successfully implanting a memory of being lost in participants, but being unable to implant a memory for a less plausible event (receiving a rectal enema). Although, few past research like Loftus was indeed an illustration of planting false event in subjects. Nevertheless there are drawbacks. The memory used in implanting here is common thus suggestively implanting a memory like getting lost in the mall have high chance of succeeding. Therefore this study is to find the role of event plausibility in memory planting by comparing the type of false memory implanted like high plausible false event and implausible false event and its effects on confidence rating among university students. It is hypothesized if the memory constructed for implanting is highly a plausible event then it is more likely for creation of false memory to occur. Method As mentioned the participants of this study are students of first year from Monash University consisting of 15 females and 15 male students and age must be 18 years or older. Each subject is required to bring a partner who is: (1) no more than 2 year younger than subject, (2) was close relative or sibling of the subject and (3) have been in contact with subject at age 5 to 6. The sampling method used here is convenience sampling.The procedures will be approved by the Monash University Human Research Ethics Committee Design In this study the independent variable is type of false event which isplausible and least plausible event.Plausible event is subject being lost in shopping mall and the least possible event is overnight hospitalization due to fever with possible of ear infection. As for the dependent variable is confidence and clarity rating. This experiment is design in an experimental strategy and between-subjects experiment design. Materials The dependent variable is measured in terms of clarity and confidence where in clarity rating is a scale from 1 to 10, with 1 as unclear to 10 being very clear and also the rate of confidence from scale of 1 to 5 (1=not confident and 5= extremely confident that more could be remember. Procedure Study begins with the subjects’ partner in writing the participants’ childhood memories in a booklet, and from that list of the childhood memories two memories are chosen and together with the constructed one. Participants are randomly and evenly assigned into groups of two with each group has its distinct condition. In Group (1): Subjects are provided two memories of true event and one memory of false plausible event, group (2): two memories of true event and one memory less false plausible event. The partners are instructed to read a brief description of the chosen entree given to them to respective subject which include the name of event and age of subject when it happened. After reading the description participants will be asked to recall themselves of the event and to talk about what they can remember space is also provided in filling in their part of the memory. At the end of the session they are asked to think about the event discuss and were later call for anoth er session in a week time. After a week they were presented rate their memory in terms of confidence. They the rate the confidence from scale of 1 to 5 (1=not confident and 5= extremely confident that this event did happen in their childhood. Finally after complete rating they are to be inform on the research objective and also regarding that the certain memory suggested are fictitious. The participants do receives our apologies for our deception and are asked to guess which memory is true and which is false. Results In this study result involves in number of subjects who remembered the more plausible events versus less plausible events and confidence rating given its upmost importance. Data on subject remembering true event is overlooked. The data will be analyses as such: 1) counting number of subjects believe plausible events in each condition in group 1, group 2. Same goes for number of subjects who believed the less plausible event. 2) The amount are compared with each other. It is normally that number of subjects remembering the plausible events exceeds more than the less plausible events. Subjects rated their confidence rating on each event on the term that how positive they are of that the event happened. With a scale of 1 to 5 (1=not confident and 5= extremely confident that it has happened). It can be forecast that the mostly rating score for plausible event will be more than 1 compare to the relative less plausible event. Based from scores the mean for confidence rating will be calcula ted for both event. If the hypothesis is supported the mean confidence in plausible event will be high and less for less plausible event. As well as the median will show the similar pattern with a higher valu compare with the less plausible event. Discussion The purpose of this study is to test the hypothesis that the memory constructed for implanting is highly a plausible event then it is more likely for creation of false memory to occur. It is expected of the finding that relatively plausible events are more likely to be recall than less plausible events. According to Pezdek, Blandon-Gitlin and et. al (2006) the reason behind this is because of the significant interaction of plausibility and imagination is that if people find that event to be plausible, they tend to search more of their autobiographical memory for relevant details of the event. Study provided by Pezdek, Finger and et. al (1997) shows the finding that relatively plausible events are more likely to be planted in memory than relatively implausible events has implications for the cognitive processes underlying suggestibility. In their study three events were falsely recalled and that all three were relatively plausible event. This can be explained via literature of script processing on understanding cognitive process. Based on Grasser, 1981: Grasser and Nakamura, 1982), a specific memory trace is formed by the comprehender when a scripted activity is experienced. This is because memory trace consists of pointers to an epitome script that has been copied from a permanent generic script. As a result the epitome script for the specific event includes all the script-relevant action triggered by the experienced event as well as script-relevant actions that were triggered by default due to script-based inferences that occurred during comprehension. This means when a description of a specific occurrence of an activity suggested to a person and asked if it has happened to the individual, instantly the person will cross check the memory suggested with his or her’s own memory for related occurrence of that activity to verify if a match is found. If described memory and memory of individual overlaps there is more likely a match and the described event is evaluated to be true. However there are cases that when it comes to planting memory implausible memory can be planted. Mazzoni et.al (2001) in the effects of suggestion new information could make events seem less implausible. Mazzoni (1991) exposing people to new information designed to enhance plausibility removes two of the three major ways in which they know that an event did not happen to them. When a person initially thinks an event did not happen, they may base this on three sources of information. First, is not having memory of the event. Second, knowledge about the event is insufficient to realize that they may have experienced it. Third, is having the knowledge about it then allows them to reject it as part of their own autobiography. Limitation of this study can be mentioned such as this study is restricted to university student only as it does not represent the whole population. In future research manipulation of event plausibility should be done on different degree of plausible event and different suggestive technique. In addition, instead of convenience sampling a better alternative sampling method need to apply. References Hyman, E I; Husband, T H; Billings, J F;. (1995). False memories of childhood experiences. Applied Cognitive Psychology, 181-195. J, B. D. (1984). False Memories, Psychology of. International Encyclopedia of the Social Behavioral Sciences, 5254-5259. Loftus, E.F, Pickerell, J.E. (1995). The Formation of False Memory. Psychiatrics Annals, 25(12), 720-725. Hyman, I. E. Kleinknecht, E. E. (1999). False childhood memories: Research, theory, and applications.(In L. M. Williams V. L.Banyard (Eds.),Trauma and memory(175—188). Thousand Oaks, CA: Sage.) Hyman, I. E., Gilstrap, L. L., Decker, K. Wilkinson, C. (1998). Manipulating remember and know judgements of autobiographical memories. Applied Cognitive Psychology, 12, 371-386 Pezdek, K., Finger, K. Hodge, D. (1997). Planting false childhood memories: The role of event plausibility. Psychological Science, 8, 437-441 Lindsay, D. S. Read, J. D. (1994). Psychotherapy and memories of childhood sexual abuse: A cognitive perspective. Applied Cognitive Psychology, 8, 281-338 Hyman, I. E., Gilstrap, L. L., Decker, K. Wilkinson, C. (1998). Manipulating remember and know judgements of autobiographical memories. Applied Cognitive Psychology, 12, 371-386 Lindsay, D. S. Read, J. D. (1994). Psychotherapy and memories of childhood sexual abuse: A cognitive perspective. Applied Cognitive Psychology, 8, 281-338 ( KATHY PEZDEK; BLANDON-GITLIN, Iris;, 2008) PEZDEK K., BLANDON-GITLIN, i;. (2008). Planting False Memories for Childhood Sexual Abuse Only Happens to Emotionally Disturbed PeopleNot Me. Applied cognitive psychology, 1466. Graesser, A.C., Nakamura, G.V (1982). The Impact of a schema on comprehension and memory.The psychology of learning and motivation:Advances in research and theory.,(16).New York Academic Press.

Developmental Stages Essay -- essays research papers

What is their developmental level? Piaget During Kindergarten, the child is in Piaget’s preoperational stage. This stage last from ages 2-7 years. Throughout this stage, the child is not able to see things from anyone else’s perspective but their own. The child has a lack of conservation and is unable to understand that if a substance is rearranged it is still the same amount. Irreversibility is also present and the child does not understand that certain processes can be undone. The child has the inability to reason about transformations and focuses primarily on static situations. The child strongly believes in single classification and does not understand that one entity can hold two or more positions. The child has transductive reasoning and combines unrelated facts together to obtain their own belief. Kolhberg During Kindergarten, the child is in Kolhberg’s preconvetional morality which is based from his three levels and six stages of moral reasoning. In level one of this theory, there are two stages the child will enter. This stage is seen in pre-school age children through high school. For the duration of stage one, the child will formulate decisions that are best for their well-being. They will try to avoid punishment at all cost and maintain a strong sense of obedience. The child will do this with no regards for the feelings of others. The child will obey rules given chiefly by powerful authority figures (i.e. parents, teachers, babysitters, family, etc.). During t...

Which Of The Following Was The Most Important Reason For The Success Of Hitler’s Foreign Policy?

Britain and France were sympathetic to Germany because of the harshness of The Treaty of Versailles for example the Rhineland was to be demilitarised and land such as Posen and West Prussia were taken from Germany. For these reasons they thought that this could be relaxed as shown by the naval agreement of 1935 and their ignoring the German army's March into the Rhineland. It seemed reasonable that German speaking people should be united and Germany regain the land that they lost. Therefore the Treaty of Versailles was an important reason because it was the root cause of everything that happened. It led to the German people getting angry and voting for the extremist party's and Hitler coming to power. If the Treaty hadn't been made then Britain and France would not have had anything to appease Germany over because there wouldn't have been a need for them to regain the land they lost as it would have still been theirs. The League of Nations had failed by 1938 when Hitler went into Austria. The reaction of the more powerful countries to events in Ethiopia and Manchuria had shown that countries such as Britain and France acted in their own self-interest when dealing with invasions by powerful countries when they attacked smaller countries. Thus the idea of collective security was seen as unworkable as countries were willing to use their own armies to protect smaller countries. Britain and France did not want to be involved in war. This meant that the failure of the League of Nations was and important reason for the success of Hitler's foreign policy because Hitler knew hat he could get away with anything without the league on his back. He already knew that the league had let Japan get away with invading Manchuria so Hitler believed that he could get away with what ever he wanted to do so he played with this and invaded countries and broke the Treaty of Versailles. The failure of the league meant that Hitler could invade all of ‘his' countries and begin a war. Hitler knew that Britain and France feared Communist Russia more than they feared Nazi Germany. This is shown by the friendly relationships between Britain and France and Germany during the first half of the 1930's e.g. 1936 Olympics held in Britain. Therefore Britain and France were happy to see a strong Germany as a buffer against the USSR. This was an important reason for the success of Hitler's foreign policy because France and Britain were scared of Russia as they were communists and they didn't want them to invade them because Russia was too big and strong to defeat. Germany was strong and not communists and was in-between France, Britain and Russia and France and Britain didn't want to upset Germany. Appeasement showed Hitler that Britain and France were willing to allow him to do anything that he wanted to do. Hitler tried something out to see what would happen so he occupied the Rhineland and rearmed it. He sent troops into the Rhineland but Britain and France didn't do anything because they thought this was Germany's anyway so why not let them have it back. When Britain and France let him off of that, he thought why not try something else so he the invaded Austria. Then once again Britain and France appeased Germany. When Hitler saw that he was getting away with anything that he wanted to he took it another step forward until it led to war. For this reason appeasement was a the most important reason for the success of Hitler's foreign policy because it allowed Hitler to do what he wanted and get away with anything. If Britain and France would have not appeased Hitler then he probably wouldn't have done the things he did that made his foreign policy a success. If Britain and France would have done something then Hitler wouldn't have gone as far as he did. Hitler took it as far as he could, got back all of the land that Germany had lost and it all eventually led to war. Therefore Hitler knew that Britain and France were unlikely to act against him when he went into Austria, Sudetenland and Czechoslovakia. He was rearming all the time that appeasement was occurring and so becoming stronger and more willing to risk war over Poland. Therefore appeasement was an important reason for the success of Hitler's foreign policy.

Remembering Our Heroes

Some heroes will not be forgotten because they are written into textbooks for schools, Poe peel related to them ell others about their heroics and stories about them so people can know ho w heroic they were and as long as there is religion there will be the heroes to the religious that WI II be remembered. Some heroes will be remembered forever because they are written into text kooks for schools. The story of Achilles is remembered by tons of people because of TEX taboos. In history classes, kids are taught about the story of Achilles during history classes in mi del school and high school because he was a hero from thousands of years ago.Achilles is a prime example of why people will remember some heroes through. People remember Moses FRR mom ancient Egypt through teaching from textbooks. In history classes and through chi arches an d religion, his story is taught to the younger generations about how he saved the Jews from slaver y and became a hero. When it comes down to it, it do es not matter what era a hero is from, if t he deed of a hero is heroic enough, teachers will teach the next generations about that hero. Nielsen Heroes will be remembered because relatives of them will tell of their heroic efforts to people so they will know of them.We know of hero's who have died in battle because their relatives told others about what they did for their country. In WWW, the soldiers RSI who won the medal of honor, but died in battle are talked about by their families for their h Eric efforts. WWW hero's are talked about and not forgotten because of their families. When a h age crisis that affects an entire nation occurs families of the hero's who died in the crisis will remember them forever. The families of the hero's from the 9/11 crisis remember their loved o one's everyday and speak of their courageous efforts to save the wounded.If it was not for those heroes, there would be hundreds of people who would not have survived the 9/11 crisis that did. There will be some heroes that will be remembered as long as there is religion n. The hero to the Christians and Jews, who is known as the messiah, is named Jesus. He s written about in bibles and known as a hero to the two religions because he died for them, too k away and forgave their sins. He died about two thousand years ago and is still remembered Todd ay through the holiday, Christmas. Abraham is known as the father of Christianity, Judaism, a ND Islam.He intentioned to praise the lord and continued to teach his two sons about the 10 rd. His son Isaiah continued on the Jewish and Christian religions while the other son that Bra ham had with his slave had continued on the Islamic religion. If it was not for the faith of Abram am, three of the biggest religions in today's world would not be around today but they still are and are taught to billions of people around the world. In conclusion, some heroes will be remembered forever because the relatives of the heroes will tell of their heroi c efforts so people will know and because the her sees are written into textbooks for schools.