Psychology Exam

Please make sure your name class/time and date are included in the subject line as well as on the submission.

1. The different perspectives in Psychology described in the introduction of the text and in the individual chapters of the text and that was discussed in the video lectures were originally developed between 1860-1879 to scientifically examine what problem in the acquisition of knowledge about causation in the world described by Science and physics specifically.
2. How do the perspectives developed in psychology address and attempt to solve that problem?

The perspective majorly relies on research methods to try and address the problem and create a solution. According to Discovering Psychology, there are various steps that scientists perform to come to a conclusive solution (Zimbardo,2020). It begins with a question, procedure, sample and variable, methodology, data collection, and critical analysis of the data collected during the experiment. The researchers thus come to an objective conclusion with a harmonious explanation drawn from physical and scientific investigation.

3. How did the application of the scientific method by Psychology as described in chapter 2 of the text and video lecture to this problem in physics contribute to and increase understanding of this problem in science? (what was uncovered?)

The use of questions, interviews, and research lab helps in clear comprehension of scientific problems. According to Dr. Christine Maslach, it is easy to understand problems related to science through scientific methods by psychology (Psychology class notes, 2020). Going to the real-world site helps achieve some level of accuracy through live experiments thus the scientist can disseminate the results to others for knowledge purposes.

4. How does the application of the scientific method by Psychology as described in chapter 2 of the text and in video lecture attempt to solve this problem in physics and science? (what was uncovered?)

The scientific method attempts to solve the problem in physics through live experiments to know the cause and necessary preventive measures. For instance, Dr. Maslach discards traditional lab methods and conducts an experiment in the workplace on burnout and fly on the wall (Zimbardo,2020). In this perspective, she manages to affirm through live experiences rather than past perceptions.

5. What neurological structures described in chapter 3 and 4 and in “The Behaving Brain”, “The responsive Brain”, the “sensation and perception” and in the “Learning” videos are engaged when studying for a test?

The hypothalamus is majorly used when a student studies for a test. Medical research explains that the brains can receive and translate information (Zimbardo,2020). The student thus perceives whatever he or she reads and can understand through the response in the hypothalamus.

6. What neurological structures described in chapters 3 and 4 and in “The Behaving Brain”, “The responsive Brain”, the “sensation and perception” and in the “Learning” videos are engaged when taking a test?

The hippocampal region is responsible for storing memories for instance knowledge gained when a student has studied for a test. When taking the test, he or she uses the frontal lobe of the brain to recall the information from the hippocampal or uses the anterograde memory (Zimbardo,2020). In most cases, knowledge of examinations is stored on short term memory.

7. What mental processes described in chapter 6-9 and in “The Behaving Brain”, “The responsive Brain”, the “sensation and perception” and in the “Learning” videos are engaged when studying for a test?

The optical processes initiate the studying of students. Rods and cones connect to the cells thus the optic nerves of millions of fibers. Information read during a study flows to two major regions in the brain (Zimbardo,2020). The fibers thus transmit the knowledge to other regions in the cortex. The pathways subdivide concerning form, color, and movement.

8. What mental processes described in chapter 6-9 and in “The Behaving Brain”, “The responsive Brain”, the “sensation and perception” and in the “Learning” videos are engaged when taking a test?

Taking a test involves remembering what a student has learned. The mental process begins from the hippocampus within the brain capturing information from the paper and decoding it. The cerebral cortex acts as a memory database in every mental step (Zimbardo,2020). There is a neurotransmitter named as acetylcholine that transmits the required nerve impulses potent for remembering information.

9. How does the information in chapter 5 of the text, the “learning” video, and in the video lectures related to the Classical Conditioning learning theory related to studying for and performing well on a test?

Classical conditioning learning pairs neutral stimulus to the potent stimulus to come up with behavior.  The theory helps a student to relate models to the actual features during the study and to perform excellently in a test (Zimbardo,2020). A positive environment for revision and examination enables a student to perform well due to less anxiety and the person can relate to maps and languages during a study.

10. How does the information in chapter 5 of the text, the “learning” video, and in the video lectures related to the Instrumental/Operant Conditioning learning theory related to studying for and performing well on a test?

Operant conditioning learning enables the student to know that for every action, there is an aftermath. For instance, the student performs well or study effectively when he or she expects a reward or a punishment in case of failure (Zimbardo,2020). The learning condition instills a specific behavior that determines his or her performance.

11. What is the primary topic of study in chapters 11-12?

Chapter 11 explains the process of judgment and making a decision. Following the information that the mind can recall or imagine, different people have a different sense of justice. Various factors are affecting the process including the psychology of taking risks (Zimbardo,2020). Chapter 12 majors on motivation and emotional processes. It expounds on how action and motivation result to a specific behavior. A person can, therefore, be pessimistic or optimistic concerning the amount of motivation he gets from his vicinity.

12. What neurological system described in chapter 3 and video lectures is responsible for the primary topic of study in chapter 11-12?

Chapter 3, the limbic system about basal forebrain is responsible for the emotion and judgment in chapter 12 and 11.  The deep cerebral nuclei also aid in the ability to remember and make decisions from what the brain can retrieve (Zimbardo,2020). Other structures such as the hypothalamus and thalamus play a vital role in the determinacy of an individual`s behavior.

13. What concept described in chapter 5 of the text, the “learning” video, and the video lectures related to Classical and Instrumental/Operant Conditioning learning theories relates to the primary topic of study in chapters 11-12.

Classical conditioning learning connects potent to neutral stimulus while operant conditioning defines the ability of a student to adopt behavior depending on its consequences. Instrumental learning such as the issue of rewards to boost the person`s zeal to study relates to chapter 12 when he or she gets motivated to work hard. The student is thus pessimistic (Zimbardo,2020). The neutral and potent stimulus is responsible for judgment. For instance, a student can differentiate between a model and a real feature, nonetheless making a decision as noted in chapter 11.

14. What are the dominant interpretations of the variation observed in human behavior and mental processes discussed in chapter 5 and video lectures?

Chapter 5 discusses the cognitive and behavioral development of a child. The dominant behavioral observation is the ability to distinguish between languages and the use of symbols as well as pictures (Zimbardo,2020).  This ability matures with age where children above five years can easily differentiate shapes and sizes. There is a cognitive ability in which a child at a certain age develop reasoning skills and think in different standpoints.

15. What are the dominant interpretations of the variation observed in human personality discussed in chapter 13 and video lectures?

 Chapter 13 discusses human personality depending on how the mind works when it is either awake or asleep. According to scientific research, the electroencephalograph technology can trace the brain waves during periods of sleep. The results of it are that after one and a half hours of sleeping, the brain has active automation every thirty minutes. The brain thus collects and interprets every bit of information during sleep and creates a narrative out of it.

16. What are the dominant interpretations for pathologies observed in human personality discussed in chapter 15 and video lectures?

Chapter 15 interprets the self-identity and determinant of one`s origin. According to Dr. Bandura, how we view ourselves determines our personality and our attitudes define our capabilities to handle situations (Zimbardo,2020). The chapter concludes that our efficiency in carrying out activities majorly depends on our ability and skills as well as how we view ourselves. Out self-identity and origin reflect on our performance at work or school.

17. What variable in an experiment does the central theme of chapter 16 refer to?

Chapter 16 centralizes cultural beliefs, potential biases testing, and psychological assessment in an experiment. Linguistics, logical mathematics, musical intelligence spatial intelligence, and bodily-kinesthetic intelligence can anciently be measured using intelligence quotient (Zimbardo,2020).   However, skills and cultural change are variables that change this intelligence according to Dr. Howard Gardner.

18. What variables should occur with the successful application of the treatments described in chapter 15?

In chapter 15, better self-identity and self-efficacy are the variables needed for a successful application of treatments. In Dr. Bandura`s experiment with two individuals, it is evident that the second subjects are optimistic and consider his mistakes as part of the learning process (Zimbardo,2020). The first subject often makes mistake but get degraded due to low self-identity thus an ineffective performance because his efficacy drops gradually.

19. What intervening events does the occurrence of the variables in chapter 15 infer the occurrence of?

The intervening events according to the experiment in chapter 15 include poor performance and low efficacy. The events are due to the inability of an individual to upholds his self-identity and another essential social determinant of self-motivation such as a change in one`s culture (Zimbardo,2020). The intervening events occur on the first subject because he works knowing that performance is based on specific abilities and not the development of skills.

20. Please describe the state of the student on day 1 and the last day of a class.

First day: The student shows low behaviorism, cognitivism, and constructivism. Psychology influence day to day learning activities of student and the conditions change with time. On the first day of class, s student tends to shy away from fellow learners, participate less in the class activities, and have low cognitive(mindqa.ws, 2020). It means that he or she has less experience on the subject in question thus low ability to think and make judgments. The language development is at its lowest levels.

Last day. The student has low behaviorism, best human personality, high cognitivism, and constructivism. The observation suggests that with time, student response to his or her normal environment tends to create a specific behavior depending on classical conditioning and operant conditioning of learning (mindqa.ws, 2020). The last day also indicates the ability of the student to respond to questions due to the skills and intelligence of the cognitive mind. The student also can create new ideas through a school of thought.

21. Please describe similarities and differences between the state of the student on day 1 and the last day of a class.

The similarities include behaviorism, response, and perception in the first and last day of the class. The student tends to show similar perceptions of the external environmental changes due to operant conditioning learning techniques and language (mindqa.ws, 2020). However, there are differences in cognitive abilities and constructivism. The student tends to respond to challenges effectively due to knowledge and memory. The students show the capabilities of creating new ideas which may be due to self-identity and efficacy.

22. What causes that similarity?

Similarities are due to the neurological response and condition of the classroom. The student`s response and perception of his environment are constant and this is due to biological psychology(mindqa.ws, 2020). His brain activity and processes operate the same on the first and last days.

23. What causes that difference?

Differences are due to time. The difference in time between the first and last days of class defines the student`s language development and growth cognitivism and constructivism(mindqa.ws, 2020). The period enables the students to gain skills. He can also manipulate materials easily to distinguish between symbols, languages, and models.

24. How does information described in chapter 6 relate to the answers to number 20-23?

Chapter 6 centers on the language development of children and brain predisposition offshoots. Question 20-23 nonetheless, demonstrates the child`s growth concerning language from the first and last day. The student according to Dr. Slobin discovers a difference between his language pattern and the correct class language code given by the teacher (Zimbardo, 2020). Time brings about the difference where the student can fluently speak and connect to the grammatical pattern with the nature of his mind.

25. How does information described in chapters 5 and 10 relate to the answers to number 20-23?

Chapter 5 relates to questions 20-23 in that they both explain the development of a child. The first to last day of a class demonstrates some level of growth in the cognitive, behavioral, and perception of the student (Zimbardo, 2020). In the period of the first and last class, the student gains a symbolic comprehension of pictures graphs and models. We observe that in the last day, the child can see things in different perspectives due to cognitive development.

26. How does information described in chapter 11-12 relate to the answers to number 20-23?

Chapters 11-12 related to questions 20-23 in judgment and decision making as well as motivation. The student makes decisions according to what his mind can relate and retrieved. As Dr. Kehneman discusses, a child makes judgment depending on the holistic probability and predictions. Chapter 12 however, elaborates on how motivation influences the student`s behavior in class from the first to the last day (Zimbardo, 2020). The last day shows how pessimistic and confident the student is due to the impact of emotions oh his class performance.

27. What component of the epistemological model discussed in class, text, video lecture differs at the beginning and end of a class concerning the reading of the text?

The reading on the texts relates to truth, justification, and belief in the first and last day of the class. At the beginning of the class, the student is incapable of distinguishing between truth and belief due to a lack of knowledge. Later on, the student learns the art of disambiguation to insinuate that he can make a justified statement and provide a shred of objective evidence to support the argument (Physiology Class notes, 2020). At the end of the class, the student masters how to physiologically analyze knowledge or a certain truth taught during the lesson. Using references, the child manages to say what he knows, how he knows it, and what makes what he knows justifiable.

28. What component of the epistemological model discussed in class, text, video lecture differs at the beginning and end of a class concerning answering these questions?

Concerning the response to these questions, knowledge centers truth and beliefs from the class texts and video. There is truth excerpted from the reading and its proper citation to justify the claim (Physiology Class notes, 2020). Arguably, answering these questions shows how the theory of knowledge works. What do I know? What does it mean to have me know and how do I know what I know? All these questions help in resolving questions 20-27 amicably.

29.Please list in order of engagement the specific processes discussed in text, class, and video that enable your answer to number 27:

Perception

Conception

Citation

Analysis

Justification

Conclusion

30.Please list in order of engagement the specific processes discussed in text, class, and video that enable your answer to number 28:

Perception of knowledge.

The conception of truth and belief

The argumentation of the knowledge

Analysis of the knowledge

Justification of the knowledge

Conclusion through the decision making

31. Based on your answers to number 27-30, how would you expect to perform in the next hypothetical psychology class you enroll in?

In the next hypothetical physiology class, I expect to perform better than the current. It is because I have developed cognitive skills to respond to questions. I have gained knowledge of physiological processes and can make objective conclusions through a series of analysis and references. Answering the above questions is a physiological learning process

32. How does the information in chapters 5, 8 and 11 inform your answer to number 31

Chapters 5,8, and 11 discuss processes that a child undergoes to develop, learn, and make a judgment. About answering question 31, the information guides me to know why I make such a choice, the factors that influence the epistemological components of justification, truth, and beliefs (Zimbardo, 2020). For instance, I can make judgments depending on the probability of the answers to the previous question and the extension of my brain memory about the subject matter.

 (from: mindqa.ws)

1. How are the components of MIND as defined in the class, read in the text, and observed in video related to the execution of behavior in a specific situation? Please put in parenthesis and underline specific pages from text and specific videos used to generate this answer.

Material form, sensory consciousness, perception, volition, and feelings are the components of the mind (the process in the body that enables one to think, perceive, or feel). Sensory consciousness and feelings are responsible for the execution of human behavior in a certain situation. The victim responds to stimuli and to have consciousness means he or she can think and have feelings (class notes, pg.4) For instance, a person may develop violent behavior in response to the current situation in his environment due to his ability to think and cognitive response to changes environment at a particular time.

3. How are the components of MIND as defined in the class, read in the text, and observed in video related to the acquisition of knowledge about the execution of behavior? Please put in parenthesis and underline specific pages from text and specific videos used to generate this answer.

Perception is the major component responsible for the acquisition of knowledge. The neurons and dendrites create pathways stronger in the mind giving an individual ability to interpret knowledge and respond appropriately to the changes through a behavior(Boundless.com slides note, pg.5). For instance, a child uses his perception (part of the conscious brain model) to reason and think of some class instructions then respond through a specific behavior such as keeping quiet or crying.

3. How are the MIND and its inherent properties involved in Scientific Examination and explanation of natural phenomena? SKIP
4. How are the components of MIND as defined in the class, read in the text, and observed in video involved in the acquisition of and establishing the certainty of Knowledge? Please put in parenthesis and underline specific pages from text and specific videos used to generate this answer.

In the establishment of certainty of knowledge, the cognitive part of the brain collaboratively works to achieve a task. The cognitive mind (thinking part of the brain) enables an individual to gain skills and knowledge as well as some level of intelligence to create an assurance of given information (class notes, pg.15). The thinking part defines one`s ability to grasp education and make conclusive judgment and beliefs concerning the information.

5. How are the components of MIND as defined in the class, read in the text, and observed in video involved in generating an idea? Please put in parenthesis and underline specific pages from text and specific videos used to generate this answer.

The effective (motivation and feeling of the conscious mind) and cognitive components are responsible for generating an idea or rather creative thinking. About perception and material form, the mind recalls ideas, thoughts, and memories needed to create a new idea (Boundless psychology slides note, pg.7). A normal mind can only create an idea when it is motivated or the person has cognitive abilities to work it through.

6. How is MIND related to the generation of the Hypothesis in an experiment? SKIP
7. How is MIND related to the analysis of results in any experiment? SKIP
8. How are the components of MIND as defined in the class, read in the text, and observed in video involved in the transition of external stimuli to behavior executed towards that stimulus? Please put in parenthesis and underline specific pages from text and specific videos used to generate this answer.

External stimuli are changes outside our bodies which we perceive through our senses. The perception and affective (feeling part of the subconscious and conscious mind) are in response to the changes in the environment (Class notes, pg.19). For instance, a person can sense light or danger through his or her cognitive mind and execute a behavior (running, closing eyes, or shying away) towards those changes in the vicinity.

9. How are the components of MIND as defined in the class, read in the text, and observed in video involved in the transition of internal stimuli to behavior executed towards that stimulus? Please put in parenthesis and underline specific pages from text and specific videos used to generate the questions.

Internal stimuli are a reaction to changes inside our bodies such as bacteria in the body, poisonous food within the digestive tract, and inadequate water in the body system. The conative (the drive, mental energy, and instinct thought), effective and cognitive minds work together to help a person know the exact changes, critically identify them and respond appropriately (Class notes, pg. 20). A good example is when a person vomits due to stomach upset or decides to lie down when he or she feels dizziness due to a virus or an internal infection.

References

Neurological Psychology class notes (2020).

Zimbardo, P. G. (2020). Discovering psychology; Updated edition Annenberg/CPB.

Learning Video (2020). Retrieved from; mindqa.ws

Boundless psychology (2020). Retrieved from: https://courses.lumenlearning.com/boundless-psychology/front-matter/download-lecture-slides/