William James, the father of American Psychology was once accused of being absent minded, to which he replied he was just present minded to his own thoughts (Rebecca McMillian Ode to constructive day dreaming). Mind wandering is the experience in which an individual’s thoughts are unable to remain on a single idea, particularly this phenomenon is observed when people are engaged in a task which does not require a great deal of attention (Jennifer McVay, Michael Kane). It is believed that mind wandering mirrors temporary episodes during which ones thoughts compete with the task of processing external information into working memory (Smallwood, Going AWOL). The effects of mind wandering on the processing of external information, as well as the role post-traumatic stress disorder (PTSD) may have in this, will be probed further during this review. Service members are returning home and enrolling into universities and colleges at increasing numbers (SVA study). Mind wandering has the potential to negatively impact the academic performance of student veterans, many of whom may be coping with the symptoms of PTSD. As the numbers of student veteran’s increase in academic institutions, it will be important for faculty to understand what unique circumstances these students face. It is through this understanding they will be able to tailor their methods to better serve the veteran community. The purpose of this study will be to determine if the severity of PTSD symptoms amongst student veterans and non-veterans impacts the relationship between task difficulty and mind-wandering. Reading is a fundamental aspect of the educative process, however differences in comprehension are extensive and potentially impacted by mind wandering (McVay and ... ... middle of paper ... ...dering had an impact on performance while reading aloud and during a version of the Stroop task. During both experiments the researchers found mind wandering rates to be high and negatively associated with inaccurate responses across both conditions. In Stroop trials the researchers observed the slowest response times and highest error rates with incongruent trials (read word ‘red’ in green ink), however this was also the condition with the lowest amount of reported mind wandering. Increased mind wandering rates also forecasted slower reaction times; the findings suggest that processes associated with reading may correspond to those related to mind wandering. Cognition has traditionally been equated to conscious thought, and as such clinicians have relied upon questionnaires and interviews in order to study the cognitive aspects of emotional disorders such as PTSD.
PTSD is a battle for everyone who is diagnosed and for the people close to them. The only way to fight and win a battle is to understand what one is fighting. One must understand PTSD if he or she hopes to be cured of it. According to the help guide, “A positive way to cope with PTSD is to learn about trauma and PTSD”(Smith and Segal). When a person knows what is going on in his or her body, it could give them better control over their condition. One the many symptoms of PTSD is the feeling of helplessness, yet, knowing the symptoms might give someone a better sense of understanding. Being in the driver’s seat of the disorder, can help recognize and avoid triggers. Triggers could be a smell, an image, a sound, or anything that could cause an individual to have a flashback of the intimidating event. Furthermore, knowing symptoms of PTSD could, as well, help one in recovering from the syndrome. For instance, a person could be getting wor...
Boone, Katherine. "The Paradox of PTSD." Wilson Quarterly. 35.4 (2011): 18-22. Web. 14 Apr. 2014.
Although correlation does not equal causation, we can conclude that similar cognitive processes, such as interference and automaticity, have influenced the results in our experiment. This can be expressed by the data and in identifying and saying aloud/reading a simple number compared to quantifying simple numbers. The cognitive load of reading familiar or smaller words is lower than that of counting, thus creating perchance a longer reaction time. In the experiment conducted in class as well as the one conducted by Stroop, the issue of divided attention may have been a great factor in interference or prolonged reaction time in the conditions. Psychological refractory period which states that the response to a second stimulus is slowed down by the first stimulus being processed; this can be a cause for the finding of increased reaction time when conflicting information is given. Attention may unconsciously be given to the less complex task, which is reading/identifying, and counting the main and more complex task may be interfered by the simpler stimulus. The expectation of having a longer reaction time when conducting the incongruent task was referenced back to the Stroop effect due to the similar implications of identifying and saying aloud the color presented in the print of the color descriptive word (Stroop,
The investigators sought out potential subjects through referrals from psychiatric hospitals, counseling centers, and psychotherapists. All potential subjects were screened with a scripted interview and if they met all the inclusion criteria they met with an investigator who administered the Clinical-Administered PTSD Scale(CAPS) to provide an accurate diagnosis. In the end the study ended up with 12 subject, 10 females and 2 males with a mean age of 41.4, that met the criteria for PTSD with treatment resistant symptoms, which were shown with a CAPS score of greater than or equal to 50.
Gordon, R., Franklin, N., & Beck, J. (2005). Wishful thinking and source monitoring. Memory & Cognition, 33 (3), 418-429.
The current criteria for assessment of PTSD is only suitable if criterion A is met. Every symptom must be bound to the traumatic event through temporal and/or contextual evidence. The DSM-5 stipulates that to qualify, the symptoms must begin (criterion B or C) or worsen (symptom D and E) after the traumatic event. Even though symptoms must be linked to a traumatic event, this linking does not imply causality or etiology (Pai, 2017, p.4). The changes made with the DSM-5 included increasing the number of symptom groups from three to four and the number of symptoms from 17 to 20. The symptom groups are intrusion, avoidance, negative alterations in cognition and mood, and alterations in arousal and
Posttraumatic Stress Disorder is defined by our book, Abnormal Psychology, as “an extreme response to a severe stressor, including increased anxiety, avoidance of stimuli associated with the trauma, and symptoms of increased arousal.” In the diagnosis of PTSD, a person must have experienced an serious trauma; including “actual or threatened death, serious injury, or sexual violation.” In the DSM-5, symptoms for PTSD are grouped in four categories. First being intrusively reexperiencing the traumatic event. The person may have recurring memories of the event and may be intensely upset by reminders of the event. Secondly, avoidance of stimuli associated with the event, either internally or externally. Third, signs of mood and cognitive change after the trauma. This includes blaming the self or others for the event and feeling detached from others. The last category is symptoms of increased arousal and reactivity. The person may experience self-destructive behavior and sleep disturbance. The person must have 1 symptom from the first category, 1 from the second, at least 2 from the third, and at least 2 from the fourth. The symptoms began or worsened after the trauma(s) and continued for at least one
Seal, Karen H., Daniel Bertenthal, Christian R. Miner, Saunak Sen, and Charles Marmar. "Bringing the War Back Home: Mental Health Disorders Among 103 788 US Veterans Returning From Iraq and Afghanistan Seen at Department of Veterans Affairs Facilities." Archives of Internal Medicine 167.5 (2007): 476-82. Print.
...however issues such as reliability, validity and bias occur when studying brain damaged patients therefore is not always a valid way of studying working memory (in Smith, 2007).
Hundreds of thousands of United States veterans are not able to leave the horrors of war on the battlefield (“Forever at War: Veterans Everyday Battles with PTSD” 1). Post-traumatic stress disorder (PTSD) is the reason why these courageous military service members cannot live a normal life when they are discharged. One out of every five military service members on combat tours—about 300,000 so far—return home with symptoms of PTSD or major depression. According to the Rand Study, almost half of these cases go untreated because of the disgrace that the military and civil society attach to mental disorders (McGirk 1). The general population of the world has to admit that they have had a nightmare before. Imagine not being able to sleep one wink because every time you close your eyes you are forced to relive memories from the past that you are trying to bury deep. This is what happens to the unfortunate men and women who are struggling with PTSD. Veterans that are struggling with post-traumatic stress disorder deserve the help they need.
Seal, K. H., Bertenthal, D., Miner, C. R., Sen, S., & Marmar, C. (2007). Bringing the War Back Home: Mental Health Disorders Among 103 788 US Veterans Returning From Iraq and Afghanistan Seen at Department of Veterans Affairs Facilities. Archives of Internal Medicine, 167(5), 476-482. doi: 10.1001/archinte.167.5.476
It is well known that veterans have the opportunity to pursue a college education after they have served. The problem is students do not know how to appropriately approach or interact with them. Society has even been led to fear them. Edward Palm, author of, “The Veterans are Coming! The Veterans are Coming!”
To attempt to relinquish some of these concerns regarding the differentiation of mind and behaviour definition, Whiten (1996) established four distinct variations of mind- reading. These are implicit mind- reading, counter- deception, recognition of intervening variables, and experience projection. Impli...
In this information–driven age, preparing students to read a variety of texts with complete understanding should likely be one of our educational system’s highest priorities. Understanding is more than just the ability to produce information on demand (knowledge) or the ability to perform learned routines (skills). “Understanding is the ability to think and act flexibly with what one knows.” (Active Learning Practice for Schools, n. d.) A review of the literature in the area of reading comprehension of elementary-age students shows two principle areas of focus. There is a body of literature that examines the development of proficient vs. struggling comprehenders and another body of literature that compares methodologies for teaching reading comprehension.
Reading and the ability to comprehend has become a phenomenon that has attracted professionals throughout the globe. It is fascinating that humans have the ability to integrate the information perceived through one’s senses with previously acquired knowledge. The attainment of information through reading is extensive, however, researchers are exploring whether reading at a rapid speed will result in decreased comprehension. Using the McLelland and Rumelhart model (1981), this essay will discuss whether one is able to learn to read at a faster speed and whilst still understand and remembering what has been read. Furthermore, this essay will explore the validity of increasing comprehension when reading at a faster rate as well as the positive