The teacher passes back the last graded papers, and the students wait patiently for their grades. A student on the first row is the first to receive his paper. As he looks at his paper, the smile disappears from his face, on his paper there are a lot of red pen marks. It does not matter if the comments are positive or negative, all he can focus is on is the red pen markings. Thoughts of failure invade his mind as he analyzes his mistakes. Red pens should be banned from the classroom because it of the psychological and biological repercussions it can cause; and another ink color should be used instead. Somewhere down the line, the color red was given a negative connotation. Red is used a lot for alerting the public; stop signs are red, exit signs are red, and danger signs are red as well. Over time the brain has developed a defense mechanism, to be on the alert in the presence of red. The “Journal of Experimental Social Education”, conducted an experiment that explored cognitive associations with the color red they found, “Red often carries the meaning of danger or negative event … undermine[s] performance on challenging intellectual task ” ( Lichtenfel 1273). Therefore when students see the red ink corrections, their brains is alerting them that they did something wrong within in their papers. Even though the comments might be positive, the student still feels a sense of failure because the comments are written in red ink and their brain is sending subconscious messages (Elliot 156). Although the association of the red ink failure can be linked to the brain’s defense mechanism, students can also make the linkage through social learning. Children can be fast learners and they learn a lot from their social environment, especial... ... middle of paper ... ... Stress: New Tool for Clinicians."Child and Adolescent Social Work Journal 13.3 (June 1996): 197-212.Academic Search Premier. Web. 19 Oct. 2011. Lichtenfel, Stephanie, Markus A. Maier, Andrew J. Elliot, and Reinhard Pekru. "The Semantic Red Effect: Processing the Word Red Undermines Intellectual Performance." Journal of Experimental Social Psychology 45 (2009): 1273-276. University of Rochester: Psychology Department. 13 June 2009. Web. 10 Oct. 2011. Rutchick, Abraham M., Michael L. Slepian, and Bennett D. Ferris. "The Pen Is Mightier than the Word: Object Priming of Evaluative Standards." European Journal of Social Psychology 40 (2010): 704-08. Wiley InterScience. 8 May 2010. Web. 10 Oct. 2011. Vosniadou, Stella. "Social Participation." How Children Learn. France: International Academy of Education, 2001. 9-10. ‘Educational Practices Ser. 7. Web. 10 Oct. 2011.
The author argues that the use of “trigger warnings” should not become a policy due to the student becoming uncomfortable over a certain lesson in class. The argument is effective in parts, but not as a whole. What about the students who actually are medically unable to deal with a lesson in class due to PTSD? This editorial really only showed the bad side of trigger warnings inside colleges classes instead of showing the pros and the cons like most would. Some people claim that the addition of trigger warnings would not affect a college student’s ability to complete the work. It would also be difficult to do well on parts of a test unless they have a friend who will attend class still and take notes for them. Over all, trigger warnings are not completely bad, but they can most definitely be taken advantage of by students who do not want to go to classes one
This short informative article is about stress and how it can weigh you down and how is can be harmful to teenagers or adults daily lives. Also, it gives examples how to deal with stress and , how to manage it too. In this short article Stevens quotes ‘’Stress is related to fear. Fear is the emotion we feel when we are faced with something dangerous whether real or not information from any of our 5 senses , or even our imagination can trigger fear’’. This is saying that when someone is faced with a dangerous event real or not that fear and stress can come to play and that's not good. “Stress for Success’’ shows fear and stress so does ‘’An Uncomfortable
Gall, S. B., Beins, B., & Feldman, A. (2001). The gale encyclopedia of psychology. (2nd ed., pp. 271-273). Detroit, MI: Gale Group.
Jones, F, Bright, J, Clow, A (2001). Stress: myth, theory and research. Essex: Pearson Education Limited. p. 12.
Whether we acknowledge it or not, stereotyping plays a role in our daily lives. Results from multiple studies show how exactly it can play an important part. The question at hand in this study is whether stereotyping is an automatic process or a conscious process. With the use of gender and gender neutral priming words, gender names, and measurement of reaction time of the participants’ classification of the names, this experiment expects to find that the reaction time after the target words preceded with a matching gender priming word will be faster than the target words preceded by a neutral or opposite priming word. Thus, advocating the idea that stereotyping is, in fact, an automatic cognitive process.
Furthermore, Vygotsky declares that knowledge is constructed by social interactions with people who surround the child. The author also presents the concept of “zone of proximal development” as the distance between what children do without any supervision and what they are not able to achieve unless a more knowledgeable person guides them through it. In other words, the zone of proximal development refers to activities children cannot do, though they manage to fulfill with certain level of difficulty by following their better skilled fellows' suitable guidance. In the educational field, teachers play an essential role on their learners’ developmental process. Educators serve as models and provide a vast range of learning opportunities that enable their students reach their next level of development and become more autonomous each
Numerous research and investigations were conducted on the topic of stereotype threat. In the articles connected to this paper, experiments were performed to see how stereotype threat affected test results. During tests some participants were exposed to variables that activated a negative stereotype while others were not. Those exposed to the negative stereotype had lower results. Therefore stereotype threat resulted in weaker performance. It is proven the threat exists but so...
The social and cultural environment is seen as a pivotal influence on cognitive development because all social interactions are based on the prevailing culture. As the child interacts with its social and cultural environment, carers are subconsciously transmitting the prevalent culture It is up to adults to “socialise” the children into the appropriate skills so they can function appropriately.
...interact with their caregivers and through interaction not only their cognitive abilities are shaped by also their personality and behaviour in later stage of their life (Triandis & Suh, 2002). The essay is considering the background that social relation flourishes, namely interaction child – adult and peer relations. Through their early experiences with others, children develop their understanding of the world. By simple activities that are carried out on daily basis between children and caregivers, children are able to gain the meaning of new techniques and learning strategies, they expand their existing knowledge and experience new things. The interesting aspect is to elaborate on social interaction within different groups of children. Although the cognitive abilities may not fully develop in every child, social interaction encourages and prompts the progress.
Kumar, Anil, Puneet Rinwa, Gurleen Kaur, and Lalit Machawal. "Stress: Neurobiology, consequences, and management." Journal of Pharmacy and Bioallied Sciences, 2013: 1-7.
Seward, B. (2012). Managing stress: Principles and strategies for health and well-being. (7th ed.). Burlington, Ma: Jones and Barlett Publishing.
It is crucial for us to understand the fundamentals of the development of a child as there are countless ways to conduct lessons and to understand why children would react differently at this time to another time when they are completing a certain task. Furthermore, children develop uniquely and their development milestones differ from one another. Thus, a teacher must be cognizant of each child’s progress before conducting the class. This will help the teacher to plan and organize the lesson materials and the lesson time appropriately. There are two theories I would like to share in regards to child development: peer social interaction and cognitive development.
Stress is defined as “any circumstance that threatens or is perceived to threaten one’s well-being and thereby tax one’s coping abilities” (Weiten & Lloyd, 2006, p. 72). Stress is a natural event that exists literally in all areas of one’s life. It can be embedded in the environment, culture, or perception of an event or idea. Stress is a constant burden, and can be detrimental to one’s physical and mental health. However, stress can also provide beneficial effects; it can satisfy one’s need for stimulation and challenge, promote personal growth, and can provide an individual with the tools to cope with, and be less affected by tomorrow’s stress (Weiten & Lloyd, 2006, p. 93).
Social cognition is very important to young child’s development. A child’s key development takes place during the first five years of a child’s life. (Child Encyclopedia) A child’s environmental factors play a huge role in their mental development. Social cognition has produced a knowledge that psychologists now have a better understanding about
Children learn through social and cultural experiences. Interactions with peers and adults can help with this process. While interacting with others children learn the customs, beliefs, and language of their culture. (Herr, 2007, p. 80)