My life has been a never-ending quest for harmony. I have never liked conflict, so when faced with one, I would try my best to resolve it. In my childhood and adolescence, this quest of mine earned me the role of peacemaker among my friends during arguments. While I have found few situations in which I can use my peacemaking skills as a young adult, my need for harmony has now become a thirst for knowledge and for clean explanations of the hard-to-explain.
In my first semester at Wellesley College, I took a survey course in psychology out of sheer curiosity. Students tend to feel like they know everything there is to know about human behavior and cognition after taking the survey course, and I was the same way. However, with each higher level
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I designed a study that explored the role of experience on adults’ iconic gestures, as a follow-up study to the one with children’s gestures. I was able to apply the knowledge I gained through classes to the work I did for that independent research. For example, I first heard of mirror neurons in a class I took exploring the development of children’s theory of mind. These neurons do not distinguish between some of our own actions and the actions of others, firing during both instances. While I had learned about the neurons in the context of imitation, I ended up later using this knowledge to shape the experimental design for my study on adult gestures. That is, I asked myself if simply watching a demonstration of a novel object would build the same level of motor representation as using the object yourself. This kind of drawing from conceptual knowledge for applications in research is the kind of work I want to continue doing long after I leave my undergraduate …show more content…
The School’s mission to provide an intensive year of psychological study aligns with my desire to not only gain a stronger understanding of psychology topics, but also apply the knowledge gained to shed light on the current debates in the field. There is also the opportunity to do a directed study, for which I hope to either extend or explore topics related to the research I started at Wellesley. In particular, I am interested in the work of Boston University’s Professor Deborah Kelemen, for her interests in cognitive development and social categories are similar to my own
The World of Psychology. (2002). A Pearson Education Company. Boston, MA: Samuel Wood & Ellen Green Wood p. 593
Slater, A., and Muir, D., (1998). The Blackwell Reader in Developmental Psychology. Oxford, UK: Blackwell Publishers, Ltd.
Bibliography 3rd edition Psychology (Bernstein-Stewart, Roy, Srull, & Wickens) Houghton Mifflin Company Boston, Massachusetts 1994
I am currently an English 160 student who is hoping to move on to the next course, which is English 161. I understand the requirements for English 161. It require students to explore a topic in some depth and conduct independent research related to that topic. Conducting research allows students to learn what it is like to participate in academic culture, posing questions about important issues and developing an argument in response to what others have said. It expected students to learn the most valuable skill in college, which is critical thinking. Students have to be able to read challenging readings. Although I still have problems with English, I think I’m qualified to move on.
What do we do when we face conflict? we either run away from it, or turn to violence. Conflict usually starts as a crucial conversation that was communicated poorly. Sure, we can blame our genetic makeup for our emotions as we are hardwired to come into conflict with one another. Wynne Perry of Live Science interviewed anthropology researcher, Christopher Boehm of the University of Southern California who shed light on the issue” The genes are still making us do the same old things, which include quite a bit of conflict.” However, Boehm has some good news” Culture has given us solutions at various levels”. So, what is a crucial conversation? And, how can we handle it?
Waiten,W., (2007) Seventh Edition Psychology Themes and Variations. University of Nevada, Las Vegas: Thomson Wadsworth.
Abigail, R. A., & Cahn, D. D. (2011). Managing conflict through communication. 4th Ed. Boston: Allyn and Bacon.
English has never been my best subject. Reading books can be exciting, but the writing aspect of English can be dreadful. Somehow, however, I passed all my advanced English classes with at least a B, and my teachers always considered me to be “above average.” My impartiality toward English shifted to an indifference near the end of my high school career; my indifference then shifted to appreciation. This appreciation is attributed to American Studies and Honors Writing, the most difficult English classes at Belleville East Township High School. American Studies and Honors Writing have strengthened my writing skills beyond what I believed possible. I still do not believe that I am the best writer, and English may never be my best or favorite
The field of developmental psychology is always being questioned and therefore expanded. Thousands of renowned psychologists have contributed to this process, two of which being Erik Erikson and Lawrence Kohlberg. They both left a hand print on the large and expanding wall of psychology; however they dabbled in very different aspects of development. Their similarities and differences aid in the determination of which gave more to the field of developmental psychology and in doing so gave more to the institution of psychology as a whole.
middle of paper ... ... and Development, 80(1), 77-85. Myers, D. G. (2005). Exploring psychology: Sixth ediition in modules (6th ed.). New York, NY:
The acquisition of an education can be classified as a rarity in some countries as certain groups of people are forbidden from attaining one. However, the act of completing a regulated school curriculum along with the completion of high school can be personally beneficial and gratifying. As founding figure, Brigham Young once stated, “Education is the power to think clearly, the power to act well in the world 's work, and the power to appreciate life.” Regarding a personal curriculum, various obligations from community service and Individual Learning Plans to passing specific courses and common core skills had to be met and or completed. The accomplished goals and standards that were set for me as a student provide a concrete background in
To what extent if any has your knowledge of psychology helped you to understand other people and grow as a person?
I grew up in a small, close-minded, community that had insignificant minority people throughout it. I did not have a lot of experience with racial and ethnic groups. I did, however, have some experiences with children as well as adults who had learning disabilities as well as autism spectrum disorder, down syndrome, and fetal alcohol syndrome. When I was in elementary school, I had a classmate who had down syndrome; she was in and out of our classroom periodically throughout the day. In junior high; I was a peer helper during leadership class and in high school, I was a peer helper. During high school, I also was a Special Olympic instructor which was very rewarding. Right now, I feel that I could someday handle the responsibility of meeting
We have reached the midpoint of the semester. Two long months of continuous reading, writing, and annotating; article after article, paper after paper. As much as I dread reading and writing, I am glad to say that I have improved substantially since my first days in your English 5A class. Although there are still some aspects of my writing I have yet to improve on, I have made significant strides on improving my grammar, sentence structure, and the transitions from paragraph to paragraph. Evidence of my improvements are visible on my first two major writing projects this semester; “College Writing For The Incoming Freshman” and “Segregation Is Over, Right?”. Aside from writing, I have also improved on my analytical skills and rhetorical skills.
My RIP companion essay was a complete mess with no structure in the first draft. I believe it was because I had procrastinated to complete both the first drafts for the RIP project and essay. I finished my RIP project then moved on to my companion essay, and the transition was vastly different because in the RIP project I was writing for a different audience than in the companion essay, which was an academic audience. In addition, I forgot that we had been given a prompt with specific instructions and guidelines for the companion essay, which gave the structure for the essay. My professor, Delany-Ullman also points out that “For most essays, you should NOT include your textual evidence in your topic sentence. Your topic sentence should make