Theories of Knowledge and Psychological Applications
How individuals are able to obtain knowledge is something that
psychologists have studied for a number of years. The ability to store and
retrieve knowledge provides individuals with the propensity to form logical
thought, express emotions and internalize the world around them. In order for a
psychologist to understand the theories of knowledge it is necessary to
investigate the aspects of the theories. In this paper we examine the history ,
the basic construct, the similarities of the theories and how those theories
relate to psychological therapies. History of the theories
The neural network model attempts to explain that which is known about
the retention and retrieval of knowledge. Neural network models have been
examined for a number of years. In the mid 1940's and 1950's the first of the
network models began to appear. These publications introduced the first models
of neural networks as computing machines, the basic model of a self-organizing
network (Arbib, 1995).
In 1943 McCulloch and Pitts published their model theory ( Arbib, 1995). In
1948 Rashevsky proposed a number of neural network models to explain
psychological phenomena. During this era not enough was known about the brain,
subsequently he was considered ahead of his time. Rashevsky relied heavily upon
complex mathematical equations within his model, consequently many people simply
did not understand his theoretical perspective ( Martindale, 1991). In 1958
Rosenblatt proposed his theory on neural network models which focused on
perception. The theory elicited a great deal of interest; however it was
considered too simple to sufficiently explain all aspects of perception (Arbib,
1995).
As a result of the lack of acceptance, neural network models "fell out
of fashion"(Martindale, 1991, P.12). For a nine year lapse no neural network
model theories were developed. In 1967 the network approach was again examined.
Konorski developed a useful network model that focused primarily on Pavlovian
conditioning as opposed to cognition. Grossberg developed his neural network
theory during the years of 1969, 1980, 1987, and 1988. Grossberg developed a
powerful network theory of the mind but, like the Rashevsky model, Grossberg's
theory was comprised of...
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...ledge tend to be quite complex. In the terms of a
psychological context it is important to understand the knowledge theories. The
history, the construct, and their similarities all allow the psychologist to
better understand how an individual internalizes the world around them. The
basic understanding of the knowledge theories allows the psychologist to
comprehend how therapeutic techniques effect the clients' internal constructs
and also how all knowledge, both past and present, plays a role in making those
connection necessary.
References
Arbib, M. (1995). The hand book of brain theories and neural networks.
Cambridge, MA: MIT press.
Lusebrink, V. (1990). Imagery and visual expression in therapy. New
York: Plenum press.
Martindale, C. (1991). Cognitive psychology a neural-network approach.
Belmont,CA: Brooks/Cole.
McClelland, J., & Rumelhart, D. (1988). Explorations in parallel
distributed processing. Cambridge, MA: MIT press.
Paivio, A. (1986). Mental representations a dual coding approach. New
York: Oxford University Press.
§ Physical Bodies - dreaming - e.g. do you know you are awake now? Or
Anders Behring Breivik was a Norwegian extremist and a terrorist who had bombed a government building and then shot and killed a number of youths at a camp. His actions were not impulsive, but instead meticulously planned. For years he fostered feelings of hatred and aggression, particularly after his failed businesses and his involvement with the right wing terror organization whose ideology was on anti-Islam and anti-mulitculturism. Breivik perceived that Muslims were invading Europe and conspiring with politicians to take over Norway. Hence, his decision to destroy the present and future politicians of government. Allport (1920), in his theory of Social Facilitation, fleshes out the impression that the presence of others (the social group) can facilitate certain behaviour (McLeod, 2007).
The true-justified-belief theory of knowledge is an attempt to subject knowledge to analysis. The theory falls under the category of Epistemology, a branch of philosophy dealing with knowledge. The theory, in short, seeks to answer the question, what does it mean to know something? What parts lead up to a point, when someone can claim to have knowledge of something? The true-justified-belief theory of knowledge or “JTB” has three such components seeking to answer the aforementioned questions. The three components make up the theory’s analysis of knowledge. The analysis claims to demonstrate that in order to have sufficiency for knowledge, there must be a necessary justified, true belief.
The methods that available in the production of knowledge are limited by the ethical judgments, but the definition of whether the method is ethical or not depends on a couple different things. The first one is the personal judgments. Each person would have different judgments for the same method. However, one personal based judgment cannot be universal. The second one is the social judgment. It is related to the personal judgment. When a personal opinion for a method is agreed by most of people in the society, this opinion would become a social judgment.
In this assignment I am going to introduce and unpack cognitive behavioural theory and psychodynamic theory. This will include the history of each theory and the theorists that discovered and developed both. I am going to link each theory to where they fit in Payne’s Triangle of Social Work as well as compare and contrast each theory. Both Cognitive behavioural theory and psychodynamic theory both support the purposes of social work in which I will cover beneath. This assignment will also include criticisms of both theories as well.
Rust and Golombok (2014) suggest that psychometrics play an increasingly significant role in an individual’s life, as assessment and testing occurs from nursery until retirement. The nomothetic and idiographic debate is one of the main discussions within psychology; the nomothetic approach focuses on studying what individuals share with one and other such as law, whereas the idiographic approach is concerned with what makes the individual unique.
Intelligence is commonly thought to decline as we get older, however this is a flawed belief. Some may argue that there are various cognitive processes that are associated with changes in the brain that do deteriorate with time, however there are also other brain areas that increase their activity in older age. I believe a person’s ability to perform certain tasks may become slower as they get older, but this doesn’t automatically mean that they are cognitively getting less intelligent. There are numerous ways in which intelligence can be defined, although it is commonly defined as general cognitive skills, this means that it is a mental ability involved in the capacity of learning, reasoning, perceiving relationships and analogies, understanding, facts, meanings, etc. (Dictionary definition). However as Raymond Cattell (1963) described ‘intelligence does not generally consist of only cognitive performance’. Cattell and Horns theory (1966) emphasises that intelligence is composed of a number of different abilities that interrelate to form the broad term of intelligence. The main two factors are fluid and crystallised intelligence.
This class has given me a lot of insight about the way I want to go about teaching my classes. Not only has it given me ideas on stuff that I have never thought of but it also broke down and explained the ones that I already have seen. When I look at behaviorism now and connect it to all the things that I do in not only my classes of the past, but also my current classes, I see just how far the ideas and understanding of human learning has come. It was almost frustrating learning the history behind the idea of schooling and how it was geared not towards growth, creativity, community, and self-enhancement, but rather towards the agenda of pushing the people at the top farther ahead. To change that I can only do as much as I can to let children understand the different options that are available and hope that they also strive for something more.
Learning has given different definitions depending on the context in which it is used. Some individual have define it as any experience which changes the behavior of an individual. Moreover, Learning is all about how experiences affect the subsequent behavior of an individual. Learning theorists have some mechanisms to explain the consequences of experience on behavior change. However, human beings are flexible to adapt to environmental changes. They can learn from their environmental changes.
Knowledge is something that can change day to day, which can be learned through both the natural and human sciences. Knowledge changes in the natural sciences when an experiment is conducted and more data has been gathered. Knowledge changes in human sciences when patterns are recognized in society and further tests have been conducted. Does our knowledge of things in the natural and human sciences change every day? I think that our knowledge grows everyday but does not necessarily change every day. The areas of knowledge that will be discussed in this essay are natural and human sciences. In History we can see that at one point something that was considered knowledge then transformed into different knowledge, especially in the natural sciences. However, in the past, due to lack of technology, it might have been more of a lack of knowledge that then turned into knowledge on the topic.
(q), his belief that he sees a barn, isn’t justified, though. Therefore, Dom cannot know (q). The internalism of my account is obvious. What’s required for justification of (q) is different for Henry and Dom because of each’s belief about the kind of environment he is in. It is the belief about the environment and not the environment that matters. In other words, two people could be in the exact same circumstances but what required for justification would be different because of the beliefs they have. Causal accounts of knowledge can’t account for why Henry is justified for (q), but Dom is not. My account is not a causal account; as is shown in the Dom variation above, my account has no problem accounting for the different justifications required for Dom and for Henry.
The debate is necessary to grasp the idea of Tacit Knowledge (TK) and Explicit Knowledge (EK); moreover it provides the insight why TK sharing is important for strategic marketing decisions. Knowledge has a number of dimensions, but research suggests the two basic dimensions of knowledge, namely:
The Justified True Belief (JTB) theory of knowledge, often attributed to Plato , is a fairly straightforward theory of knowledge. It states that something must be true if person S believes proposition P, proposition P is true, and S is justified in believing in believing that P is true . While many consider the JTB theory to be vital to the understanding of knowledge, some, such as American Philosopher Edmund Gettier, believe that it is flawed. I tend to agree with Gettier and others who object to the JTB theory as an adequate theory of knowledge, as the JTB theory allows for a type of implied confirmation bias that can lead people to be justified in believing they know something even though it isn’t true.
Socrates once said “To know, is to know that you know nothing. That is the meaning of true knowledge.”(Citation ) The study of knowledge is something philosophers have been conducting from the creation of philosophy. In fact knowledge is one of the perennial topics of philosophy, just as nature of matter in the physical sciences. The discipline of knowledge is known as epistemology(Greek meaning of knowledge and reason). Epistemology is literally defined as means to reason about knowledge, to think about knowledge and to examine knowledge so that we may better ourselves. Philosophers who study knowledge attempt to study what makes up knowledge, the kinds of things one can know, what the limits of knowledge and above all, the age long question
Plato is one of the most important people in the history of Philosophy. Throughout his life, he had made many contributions to the world of philosophy, but the most important contribution that he is most known for is his theory of the Ideas or Forms. Throughout his many works such as the Phaedo and Symposium, he presented his theory of Ideas by using both mythos and logos in his argument for support.