Essay On The Monster Study Experiment

When analyzed online many of the definitions you will find for the word monster include: a strange or horrible imaginary creature, one who deviates from normal or acceptable behavior, or an animal of strange and/or terrifying shape. (Merriam Webster) When observing the “Monster Theory” by Jeffrey Cohen and the 7 theses that he provides in this text, one can begin to somewhat disagree with these formal definitions and attempt to say that it has an even greater meaning. Monsters might scare us and frighten us because of their physical appearances but also can provide us with possible solutions to gaps and uncertainties in our mind that Sigmund Freud would label as “The Uncanny”. I can only but agree with

The other 12 children were chosen randomly between the ages of 5 and 15 and in that group, they split them evenly into the control and experimental group. They came to the conclusion that diagnosing stuttering early can cause stuttering. The children were scared to speak most of the time. They were scared to stutter and were always overthinking it. This experiment also affected the way they acted at school and interacted with others.

The ten participates that were target as stutters were divided into groups. Five were group IA the experimental set and group IB were the control set. Group IA was told that there speech was fine and they had no problem. The other group IB was told your “''Yes, your speech is as bad as people say.'' The remaining twelve were ages 5-15 and was chosen randomly and they were separate into two groups of six. Group IIA were told that they were showing signs of stuttering and they must correct themselves immediately. In Group IIB, this was the control group and they were told that their speech was normal and was praised for their enunciation. The subjects in Group IIA sought a lawsuit against the University of Iowa because of their psychology harmed they received from this study.

After 60 years of stuttering, Hoagland reminisces about his struggles and triumphs to overcome his stuttering. While attending school, he learned that, “Life can become a matter of measuring the importance of anything you have to say.” He felt that it was

about the purpose of the experiment. They were also dishonest about the duration of the

In Frankenstein, by Mary Shelley, Victor Frankenstein creates a creature, stronger and better than humans in every way except his looks. After Frankenstein abandons him, the Creature meets the De Lacey’s, a nice little family that indirectly teach him how to read and write. In truth, the Creature only becomes a monster after the hatred that Felix, one of the De Lacey’s, shows him. Before, he had done nothing wrong, but afterwards, all he did was fall down a slippery slope.

The most important information in this article is that there are significant neuroimaging, lesion, pharmacological, and genetic studies that provide information on stuttering, however the etiology and pathophysiology of stuttering remains incomplete. The article explored research on persistent developmental stuttering (PDS), which manifests in children between the ages of 2 and 4, in which boys have a higher rate of persistence than girls. Moreover, the authors provided features of the development, fluency-inducing conditions, associated symptoms, genetic etiologies, and neural correlates. Genetic studies on PDS demonstrated a genetic correlation, although no single gene has been identified, characterizing PDS as a polygenetic disorder. Additionally, brain imaging studies have revealed abnormalities in the role of the cerebellum, the anterior cingulate cortex (AAC), the supplementary motor area, and the right frontal operculum. During silent and oral reading tasks pre- and post-treatment, people who stutter had greater cerebellar activation and abnormal right lateralization as oppose to people who do not stutter, which could be related to a reduction in automaticity in articulatory movements and an increase in sensory or motor monitoring. Further discussion of cortical regions provided a connection between the limbic system and sensorimotor cortex, in which AAC activation during silent reading tasks decreased following fluency-inducing treatment. PDS has also been associated with the reduction of white matter below the left sensorimotor cortex, while acquired neurogenic stuttering (ANS) is associated with lesions in subcortical brain regions. Additionally, ANS can occur during a head injury in which the midbrain and subthalamic nucleus are affected by rotational forces producing diffuse injuries in basal ganglia pathways. ANS has also been associated with the thalamus in which patients who had stimulation of the thalamus and corpus callosum presented with speech

“Look then, if you dare, at South Central through the eyes of one of its most notorious Ghetto Stars and the architect of its most ghastly gang army- the Crips” (Scott 1993:xv). Sanyika Shakura, birth name Kody Scott, explains to his readers the violence, attitudes, and brutality he experienced first hand in the 1980s when he joined a gang called The Crips at age eleven. According to Kontos and Brotherton (2008), writers of The Encyclopedia of Gangs, define the name Crip as “the combination of the word crib and the acronym R.I.P. that denotes the intergenerational nature of the gang and membership from birth to death (Sloan, 2005)” (p. 43-44). Shakura, referred to as Scott throughout this piece, walks us

Reading the essays in the Monsters text, it is fascinating to see how connected all the stories written by different authors with dissimilar purposes are. Through the issues regarding the monsters, the elements that hold the essays together, and what is interesting about the readings. Though these stories span different times, each one shows a different side of humanity, monsters are scary because they are so humanlike and we can see ourselves as these monstrosities.

The Monster Study was conducted by Wendell Johnson and Mary Tudor at the University of Iowa in 1939. The purpose of this experiment was to see how positive speech affected orphan children. They also wanted to find out if stutters were genetic or formed because of the environment the child was exposed to. Twenty two orphan children were chosen to be the test subjects. Only ten of the children had a stutter. They were split into two groups. One group received positive praises and the other group received negative encouragement. None of the kids knew what they were being tested for.

The first participants for the study were men (a later experiment tested women) recruited by adverts in the local newspapers, offering $4.50, they called on people from all back grounds and professions to take part. The results were startling, 65% of the 40 participants completed the experiment and the lowest point

Personal tragedies and the way people are raised from the beginning effect what kind of person they become. Frankenstein is a gothic fiction tragedy written by Mary Shelley in 1818. Victor Frankenstein is a scientist who dedicated his life to creating a new species. Victor does achieve this dream of his. However, Victor creates what he thinks is an evil monster. The monster is the most evolved character because he develops humanlike emotions, gains valuable knowledge, and revengeful to those around him.

Barry Yeoman in “Wrestling Words”, expresses the struggles of how stuttering becomes a setback in life. Stuttering may seem like an easy disability to overcome,but for those who struggle know the true devastating pain. Not being able to fit the cookie cutter perfect imagine of society not just physically,but also emotionally impacts stutters. Stuttering seems incurable,but organizations like the National Stuttering Project believe an end is reachable. Stuttering is not a life threatening disease,but a setback to thrive on.

In 1939 an experiment now known as the “Monster Study” was conducted on 22 orphaned children by Wendell Johnson, a very influential speech pathologist at the University of Iowa. In this experiment the orphaned children were divided up into two separate groups. One group was given positive speech therapy, in which they were praised for their fluency. The other group was given negative speech therapy. They were belittled for every speech imperfection and told that they were stutterers. Many of the normal speaking children who were subjected to the negative speech therapy experienced negative psychological effects and some developed lasting speech impediments.

Many speech language pathologists (SLPs), after diagnosing a child with stuttering are left with the problems of what treatment program should be implemented and what are the chances that the