A Research Study On Psychology

Cognitive psychology began around 19th century. Different approaches have been used to trace the roots of psychology. It is also known that cognitive psychology was out numbered by behaviorism but later revived, bringing into being cognitive revolution. The paper discusses cognitive revolution in the history of cognitive psychology as the most influential part in the practice of modern psychology.

Case studies, surveys, and naturalistic observations are a few research methods used by psychologists to facilitate the understanding of behavior. Each method has its own advantages and disadvantages that are used in particular research scenarios. Techniques like observation or interactions between the researcher and the subject(s) such as extensive interviews to restrained experiments are what some research methods heavily rely on to be validated.

Many common functions such as thinking, problem-solving, learning, memory, language and more come are explained by Cognitive psychology. With these necessary functions, you may wonder, just what is cognitive Psychology? Cognitive psychology is a branch of psychology that covers the mental processes of how people receive, retain and grasp information and situations. The term “cognition” stems from the Latin word “ cognoscere” or "to know". Basically, cognitive psychology studies how people acquire and apply knowledge or information. It is closely related to cognitive science and influenced by computer science, philosophy, neuroscience, linguistics, biology, physics, and anthropology. Cognitive psychologists are interested in how people understand, diagnose, and solve problems, concerning themselves with the mental processes which mediate between stimulus and response. Recently, cultural and social factors have also become apart of cognitive psychology along with emotion and consciousness.

On October 13, 2017, our Life-Span Development class had the opportunity to observe the physical, cognitive, and socio-emotional development of Levi, a seventeen-month-old male toddler. When he came to the observation with his mother, father, and sister. With the whole family coming to the observation, we were able to observe more interactions, and learn more from the parents. The observation was conducted at Dordt College in room 1309, and the infant’s parent consented to participate in the live observation.

I begin observing Faith Sanchez a six-year-old, who is in the first grade at Emerson Elementary School on November 7, 2017 over the course of three days. The observation took place at the child’s home, where we had access to the materials needed for the different set of skills that I would be conducting during the observational period. The reason for observing Faith was to see if her Physical, Cognitive and Psychosocial domains are developing at the average range for a school age child or if she was showing signs of atypical development.

In the 1950's psychology researchers found that ordinary citizens' reaction to scientific evidence is based on societal risks. After viewing a football games with a series of controversial officiating decisions students from each institution were asked to make their own assessments. Students who attended the offending team's college reported seeing half as many illegal plays as did students from the opposing institution. Researchers concluded group ties unconsciously motivate people to view reality in a manner that reinforces those group ties.

The following is a verbatim summary of a five-minute segment of a session with Bobby, his mother, and the clinician. During this session, Bobby and his mother are in the child-directed interaction phase. This is the start of the first five minutes

On February 10, 2016, I shadowed Michelle in the oncology department, which was an eventful day full of thought-provoking and interesting patient/family interactions. Looking back on my experience in oncology, I truly enjoyed the inpatient interactions I observed. Through my shadowing experience, I gained knowledge on how child life is utilized in the oncology department, how outside programs are incorporated, and how to build rapport in overwhelming environments. This week I was able to reflect back to my knowledge of developmental stages so that I could ask more questions geared towards relating our coursework to practicum experiences. In this journal, I will focus on two patient interactions, each which were unique, thought provoking, and

On March 19, 2016, I had the opportunity to observe the physical, cognitive, and social development of Harper, a 3 year old girl. The observations were conducted at Building Blocks Daycare Center, Brandon, Iowa and the infant’s parents consented to participate in the live observations.

My first opportunity to work with children was during my second year pediatrics rotation, where I grew to love the specialty. It gave me a chance to interact with age groups ranging from neonates to adolescents, each with their own unique set of conditions. I vividly remember an eight-year-old who was admitted to the pediatric service with congestive heart failure. During my first interview with her, she was very scared and shy. Upon further discussions with her mother, I realized that she associated my white lab coat with injections and pain. The next time I met the girl, I went without my white coat. She was more cheerful and it was easier to gather her problem history. I realized that earning a patient’s trust is the key and to do so, I must empathize with them and creatively address their concerns. This requires verbal as well as nonverbal listening skills and patience. Overall, it was a truly satisfying experience, to make her feel comfortable, understand her issues and provide her the care she needed.

Brian was quite thought disordered and somewhat guarded. He had significant psychomotor retardation and was largely incoherent. People with psychomotor retardation move, speak, react, and usually think more slowly than normal. This can manifest in a variety of ways, largely depending on the severity of the impairment. An affected person's speech is noticeably slow and may be punctuated by long pauses or losing the train of thought (Purse, 2017). He was observed gesturing throughout the assessment and told me he was “talking to the devil”. He did not answer me when I asked him whether he was suicidal or not.

A second way a developmental professional can develop a nurturing relationship between adults and children is that of reflecting and discussing what they observed in which discussion can determine “How might we support what the infants are doing?” (Lally, 2006, p.119) thus leading

In this assignment I am going to describe a child observation that I have done in a nursery for twenty minutes in a play setting. I will explain the strengths and weaknesses of naturalistic observation through the key developmental milestones based in Mary Sheridan (2005) check-list and provide a theoretical explanation to support the naturalistic observation.

Psychology, the study of human behavior, encompasses numerous realms and topics. From human development to drug abuse, psychologists strive to understand behavior and apply their findings. One such area that begets curiosity and research is the cognitive process that is memory. Memory is one of the most precious and crucial components of a person. Experiences shape a personality and create a person. Memories in the form of a witness’s testimony have the power to jail someone for life. However, are these memories reliable?

Long time ago psychology was based on theory formulated hypotheses, which nobody was able to test. Wilhelm Wundt realised that the science of psychology is based on experience. Driven by this thought he established the first psychological laboratory in 1879 at Leipzig Univerity. With this, allowing psychological theory formulated hypotheses and questions may be examined in a controlled enviroment. With this Wundt laid the foundations of modern scientific psychology.