Identifying the key dimensions As demonstrated in Table 2, the nomenclature used to describe aspects of cognitive style are profuse leading to questions as to how many dimensions of style there are. Whilst some researchers are in agreement that there are 'two superordinate dimensions, of cognitive style' (Witkin, 1950; Riding, 1991; Entwistle, 1981; Biggs, 1978; Schmeck, 1988; Riding and Cheema, 1991; Sadler-Smith 2000a: 191), this view has been questioned by others. These two style families: include: 'wholist-analytic and 'verbaliser-imager."I feel that all cognitive styles can be encompassed by one broad, inclusive dimension of individual difference, labeled "global versus analytic"... I am arguing that all of these, at some level of abstraction are reflections of a single dimension" (Schmeck 1988: 327). Table 2: Cognitive Style Labels WHOLIST ANALYTIC RESEARCHER Retains a global view of information 1. Levellers 2. Field Dependence 3. Divergers 4. Impulsive 5. Holist 6. Right brain Process information into its component parts Sharpeners Field Independence Convergers Reflective Serialist …show more content…
Table 2.1: Categories of Cognitive Behaviour (Hill, Puurula, Sitko-Lutek and Rakowska, 2000) 1. Field-Dependence/ Independence: whether people rely on context in sense- making; 2. Visual-Verbal: whether people prefer to take in and process information visually or by other means; 3. Wholist/Analyst: whether people prefer to take in and process information as a whole or in bits; 4. Cognitive tempo/reflectivity v impulsivity: whether people prefer to take in and process information quickly or more slowly with greater or less informational input and greater /less concern for accuracy. 2 Measurability of Cognitive
Client A is a 22 year old college student experiencing intense fear and worry of social situations (e.g. parties, dating, sporting events, group activities) or situations where she will be the center of attention (e.g. birthday party, public speaking, answering in class). Client A describes racing thoughts, intense upset stomach, rapid heartbeat, trembling, and sweating when she considers being part of the above stressful situations and ultimately often avoids these situations. She stated she became a homebody during high school when she began feeling uneasy around others and worrying about what they would say about her or something bad will happen. Client A desires to be more involved with friends, activities, and clubs; she believes her intense fear and anxiety are affecting her academic and occupational goals. Her good friend recently teased her about rarely leaving the dorm room which encouraged Stacy to seek help.
An alternate form of therapy that could benefit Mrs. Kay is cognitive behavioral therapy (CBT). The social worker would begin with educational information on the CBT triangle, which includes thoughts, emotions, behaviors and body feelings. Since Mrs. Kay is cognitively aware she will be able to answer the assessment questions. The social workers discovered that Mrs. Kay’s main area of focus was on her belief that she could not report her pain or ask for assistance while living in an assisted living facility (Corcoran, 2014).
Matsumoto, K., Shibata, S., Seiji, S., Mori, C., & Shioe, K. (2010, June). Factors influencing the processing of visual information from non-verbal communications. Psychiatry & Clinical Neurosciences , 64 (3), pp. 299-308.
Reducing sexually transmitted diseases in women ages 15-24 does not have a simple solution. In fact, changing sexual behaviors encompasses various different approaches that can at times be difficult to reach. For an approach to show significant improvements a consistent change in personal factors, environmental factors, and human behaviors must occur (U.S. Dept. of Health and Human Services, National Cancer Institute, 2005, p. 20). The social cognitive theory describes these three important factors and introduces how they are all intertwined to produce the desired outcome of changing health behavior. The social cognitive theory approach has been chosen to indicate that sexual behavior can be changed but it must begin with those who are engaging
In this semester, we are learn a lot of knowledge about ourselves, start from an infant to early adulthood. We know that, some of our behavior are development since we are infants such as intimacy with others. Other than that, we learned that most of our emotional development are more likely same as stated in Erik Erikson’s psychosocial development stages. In this report, we are using Bandura Social Learning Theory, Treisman’s Filter Model of attention, and information processing theory to explain the cognitive development in our group member and using Erik Erikson’s intimacy versus isolation theory to discuss the emotional development in relation with friendship and family.
In the following essay, we discuss different theoretical perspectives from Nomothetic and Idiographic approach. How they apply to both Personality (pattern of behavior and thinking) and Intelligence (thinking and behavior). Arguments for both sides are base on what psychologists generally use them as, because some might disagrees with the usage of the word nomothetic and idiographic, orientated by Kantian and Wilhelm Windelband.
Balanced Processing: Ability to analyze information objectively and explore other people’s opinions before making a decision. THE BEST LEADERS ARE HUMBLE
Breast cancer is a malignant tumor that starts in the cells of the breast. A malignant tumor is a group of cancer cells that can grow into (invade) surrounding tissues or spread (metastasize) to distant areas of the body. The disease occurs almost entirely in women, but men can get it, too (What is Breast Cancer, 2015). The purpose of this evaluation is to introduce the audience to breast cancer; discuss risk factors, symptoms, diagnosis; address the mind- body connection of breast cancer and suggestions for prevention and treatment; and provide an overview of breast cancer in social cognitive theory framework. Lastly, one alternative intervention for breast cancer will be highlighted in accordance with the social cognitive
The theory that has always interest me is the cognitive theory, pioneered by Jean Piaget. It is a theory based on the idea that an individual 's thought processes and the way those processes affect the person 's understanding of the world. Piaget 's cognitive theory determines how this understanding, and expectations it creates, affects the individual 's attitude, beliefs, and behavior. His theory on Cognitive Development in a nutshell explains the way biology influences how children conceptualize and deal with tasks at different stages while growing up. Piaget 's theory focuses more on how children 's behavior changes as they grow and how the children interact with their environment.
Cognitive-Behavior Theory is currently one of the most widely practiced theories around the world (Kottler, 2007, pp.29). With roots in both psychology and philosophy this theory challenges individuals to examine irrational thoughts that result in emotional suffering (Kottler, 2007, pp.29). Cognitive-Behavior Theory resulted in the development of therapies such as Cognitive Behavioral Therapy originated by Aaron Beck and Rational Emotive Therapy originated by Albert Ellis. There are now over 330 outcome studies on cognitive-behavioral interventions with research continuously being added (Knapp & Beck, 2008, pp.56). This theoretical orientation will be discussed in great detail, as it is a significant addition to the current psychological
For this week's discussion the theory that resonated with me the most is the Cognitive Behavioral Theory with Dr. Krumboltz. I have always been drawn to the CBT, as I feel that an individual's negative or destructive behaviors can be changed for the better with the right intervention, client understanding, acceptance and awareness of their role in their behavior. Dr. Krumboltz terms this as a learning approach (01:35). The video displays Dr. Krumboltz and his client Robin discussing the issues Robin is experiencing with her mother-in-law, as well as the impact those issues at times have on her marriage.
When studying human personality, psychologists may consider different levels of analysis. Personality can be viewed as characteristics typical of human nature and that we are “like all others” (Kluckhohn & Murray, 1953), as humans share the same basic biological components, experiences of development and social interactions. Alternatively, personality can be analysed in terms of individual and group differences, where we are “like some other[s]” (Kluckhohn & Murray, 1953). This approach considers that groups of individuals possess common characteristics, but that characteristics vary between individuals. For example, men are generally more aggressive than women, but one man may be more aggressive in comparison to another man. This level of analysis takes a nomothetic view on personality. Some theorists however may be more interested in individual uniqueness and take an idiographic approach to studying personality.
A child’s life is can be characterized by both qualitative and quantitative growth and in terms of how nature and nurture can shape and define the life of a child. Careful evaluation of these qualities can provide insight to the physical transformation of the body and to the maturing of the mind in both mental and emotional processing. Equally intriguing is the pace of this growth which is unique on an individual level but can be assessed on a categorical level. This philosophy, taking into account the various stages of growth in both qualitative and quantitative terms, the roles of nature and nurture influencing the growth,
I think that there is a connection between the cognitive shifts that children make between about five and seven of years of age. When I was 5-year old, I focused on situations like how things look or feel rather than logic. I had trouble focusing on deciding, and my perception of things was different at that age, I know that my cognitive development, while between the age of 5-7 adjustments in thinking and reasoning occur as a child slowly moved from preoperational thought to concrete operational thoughts. I always thought when I did things that everyone else was doing the same thing for example, like being driven to school by their mom each day, and it never hit me, until later in life, I learned that it wasn’t the case. Now, I’m working in a second-grade classroom as a substitute teacher and notice the same thing that I did between the ages of 5-7 a lot of students in the classroom are doing, such as thinking that everyone else is doing the same thing that they are doing. What makes me think this way is because when asking second grader questions they will answer as if everyone is doing it also. I think the second-grade students have developed certain aspects of conscious awareness of the existence of their memory
How a student processes information is determined by the left or right brain. A left brain thinker is very analytical. They tend to do things logically and step-by-step.