R4

Tuesday, February 8, 2011

R4

R4

While reading chapter 15 about “The Will” I recall the times my parents often called my sister and I “individuals of strong will.” In other words, we were impulsive and too many times shared our thoughts especially when we were told “no”.  As we became older we learned self control which again is another method of training individuals of how to behave and to live harmoniously in society. Management training classes offers several steps in the work in order to deal effectively with difficult people. I generally go through several processes before responding with difficult personnel. I first have an initial thought (not appropriate), next I think how can I respond to accomplish a common goal, then I reflect how will this respond impact our relationship in the next 10 minutes, 60 minutes, 1 day later, etc. Is it really worth it? I often hesitate and reflex before dealing with difficulty people and risk destroying a relationship over a disagreement?  

Previously James discussed in chapter 7 our native reactions which closely relates to this chapter. I believe we are emotional beings, with that said, as we go through things in life it can cause a “motor” reaction inside of us (e.g. increase in breathing, heartbeat, etc). People’s lives may seem to be stress free; however behind closed doors they may take 4 different medications just to make it through the week. My point here is that although you are taught to use some restraint, if you are not taught alternate outlets specifically reduce stress (e.g. workouts, breaks periods throughout the day) the motor reactions inside you can negatively affect your health. I thought it was interesting when James stated “different races of men show different temperament,” because it coincides with how unique we all are within our culture, values and beliefs, which is ultimately portrayed in a person’s character.

I think purpose of James message this chapter is that our ability to control the will directly involves the ability to have a process that explains our daily responses. Teachers can use “balky will” as a teachable moment for different individuals by getting them to think differently.

References

James, W. (2001). Talks to teachers on psychology and to students on some of life’s ideals.

Mineola, NY: Dover.

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Behaviorism and Free Will

Question: Is anyone truly free from classical or operant conditioning?

Ah ha moment and quote: "Men belive themselves to be free, simply because they are conscious of their actions, and unconscious of the causes whereby those actions are determined" (Bargh, p.131).

Outside Connection: While reading Free Will is Un-natural I recall the pie chart discussed in class as it related to free will and habit. According to Bargh, "if actions of a individual are not determined by external forces; but coincides with internal desires, motives and needs then a person is acting freely" (p.130). I think James would agree with this statement because he describes a "wilful" action as a choice a individual makes after hesitation and deliberation, which may be due to a person's desires or motives (James, 2001, p. 85). For example a work environment, is a place where actions or reactions (e.g. loud, disagreeable, inconsistent, slacker) of others in certain situations may  be delayed based upon ultimate desire (e.g. promotion, bonuses and other perks). I also believe that B.F. Skinner would disagree about the existence of free will because at end of the video he states that "we believe in free will because we know about our behavior, but not about it's causes. If we determine the cause of a behavior we can dispose of the imagined internal cause and dispose of free will."

Another interesting point that Bargh made in his article was the notioned that we are all conditioned in some way by our culture, which is used to define our attitude, values and beliefs (Bargh, p 137). I recall the ways that  I have been conditioned by my parents, educators, and mentors. My parents defined my cultural values and beliefs (classical conditioning), educators conditioned my behaviors in the school environment by issuing rewards and consequences (operant conditioning), and my mentors influences choices I made academically and spiritually. It was not until I left home and experienced freedom from the norms within my parents home was I free to make my own decisions as it related to religious beliefs, values and norm for my day to day life. I can relate this passage to James and his laws of habits. Once I went away to college is felt strange not to go to my church on a Sunday morning and I felt something was missing, after all I had been doing the same routine for 17 years. I quickly found a church in the city near the college so that I could maintain that weekly routine and complete my spiritual desires.

Classical Conditionin 101

Hi All,

I found this great link that relates to Pavlov's theory of classical conditioning. This involves conditioning a roommate to a sound and expecting pain soon after. Enjoy!

http://www.ebaumsworld.com/video/watch/81099203/

R3

R3

          While reading the chapter on attention I recall my first day of psychology class. I was thinking do I really want to be in this course, why am I here? The professor walked into the classroom and stood on top of his desk and leaped off of it as he was introducing himself. Well I have never forgotten that experience for some odd reason, but from that moment on I knew I wanted to continue my studies in the area of psychology to examine what makes individuals behave in a certain manner (LOL). This professor definitely used “external factors” to arouse our attention. He took a boring subject for me at the time and made it interesting, sparking an interest and then a curiosity for me to continue studying that particular subject.

            James chapter about memory was interesting to read as he explained how individuals first begin to learn by making associations by connecting information with cues in our memory. I have noticed that some students have become creative to memorize items for a test. For example I recall seeing a rap or a song to with words that serve as a cue to bring back the content learned. This reminded me of my own method for memorizing orders of mathematical operations by memorizing a statement forever embedded in my memory; please excuse my dear aunt sally. The author places an emphasis making a connection and tapping into the student’s interest which in turn can assist teachers to enhance student learning beyond the test.

One statement that was significant for me was an “educated memory depends on an organized system of association.” Individuals all have a unique way for making new information stick; teachers have authority to be creative in order to make the new information shared connect. For the visual learners it could be as simple of playing back an activity from class in their head that will cue the new information learned.

Long Term Memory

http://www.youtube.com/watch?v=NYMztp-157w

Reading Requirement #2

Reading Requirement #2

R2

Reading James’ chapter about “the law of habit” led me to think about how parents and teachers try to instill in a child at an early age “good habits” and “good behavior”. I compared this philosophy to the infamous biblical statement from Proverbs 22:6 which states; “train up a child in the way he should go, and when he is old he will not depart from it”.  Based on the rules of society we try to teach new generations how to behave and to follow the rules of the world. As a child we are curious and impulsive by nature. My parents often reminded us there are rules everywhere at home, school and work… you can’t escape rules or codes of behavior even as an adult. When a person repeats an act it will become a habit whether good or bad. I believe the goal of teaching good habits or acceptable behavior will lead a child to become being a good and well behaved citizen as an adult.

Another key statement from James was teachers should provide practical opportunities for students to think, feel, and do in order to create new habits. This is an important point because I believe what you do the most is what you will do the best. The video clip we saw in class last week confirmed that some teachers and students feel there is not enough time to go deeper into the material therefore student only retain necessary information for the test then it is lost. Are the students in the U.S. becoming less smart academically as move on to upper grade levels? National data revealed that “12th graders posting the weakest scores compared with their elementary and middle-level peers” (Robelen, 2010). We are in essence mis-educating the children in the U.S by not providing the basic tools needed to have academic success in those areas and compete globally. International assessments shows high scoring countries teach fewer concepts more in-depth at the early grade levels that lead to supporting higher order learning in the upper grade levels (Hammond, 2010, p.72). The U.S. continues to test large numbers of topics that lead to superficial or rote oriented learning. During the Bush administration in 2001 there was a push for high-stakes testing that cause this type of learning to occur. The federal enacted law of No Child Left Behind (NCLB) required awards and sanctions for states receiving this funding which in turn increased stress on teachers to teach to the test instead of teaching for understanding. The result is that teachers overlook connecting subjects to prior knowledge to engage the student. 

We are all competitive by nature. James believes that new habits can be created by new stimuli and excitement. After reading this passage I began to think of my research on Finland and comparing it to the U.S. There were specific strategies put in place that took them from one of the lowest performing to now one of the highest performing nations. They eliminated the state mandated testing system and replaced it with “a curriculum and assessments focused on problem solving, creativity, independent learning, and student reflections” (Hammond, 2010, p.165). At the state level Kentucky is moving toward common core standards that are comparable to international standards and the new talk is coined as Next Generation Learning which will lead to individualized student learning. Individualized student learning is an important point to as James state “build useful systems of association”.

Improving Student Long Term Memory from Donna Walker-Tileston's Ten Best...

NEW E*TRADE Baby -- Habits during solitary

Brown Wright Named ACE Fellow | uknow.uky.edu

Brown Wright Named ACE Fellow uknow.uky.edu

Reading Requirement #2

R2

Reading James’ chapter about “the law of habit” led me to think about how parents and teachers try to instill in a child at an early age “good habits” and “good behavior”. I compared this philosophy to the infamous biblical statement from Proverbs 22:6 which states; “train up a child in the way he should go, and when he is old he will not depart from it”.  Based on the rules of society we try to teach new generations how to behave and to follow the rules of the world. As a child we are curious and impulsive by nature. My parents often reminded us there are rules everywhere at home, school and work… you can’t escape rules or codes of behavior even as an adult. When a person repeats an act it will become a habit whether good or bad. I believe the goal of teaching good habits or acceptable behavior will lead a child to become being a good and well behaved citizen as an adult.

Another key statement from James was teachers should provide practical opportunities for students to think, feel, and do in order to create new habits. This is an important point because I believe what you do the most is what you will do the best. The video clip we saw in class last week confirmed that some teachers and students feel there is not enough time to go deeper into the material therefore student only retain necessary information for the test then it is lost. Are the students in the U.S. becoming less smart academically as move on to upper grade levels? National data revealed that “12th graders posting the weakest scores compared with their elementary and middle-level peers” (Robelen, 2010). We are in essence mis-educating the children in the U.S by not providing the basic tools needed to have academic success in those areas and compete globally. International assessments shows high scoring countries teach fewer concepts more in-depth at the early grade levels that lead to supporting higher order learning in the upper grade levels (Hammond, 2010, p.72). The U.S. continues to test large numbers of topics that lead to superficial or rote oriented learning. During the Bush administration in 2001 there was a push for high-stakes testing that cause this type of learning to occur. The federal enacted law of No Child Left Behind (NCLB) required awards and sanctions for states receiving this funding which in turn increased stress on teachers to teach to the test instead of teaching for understanding. The result is that teachers overlook connecting subjects to prior knowledge to engage the student. 

We are all competitive by nature. James believes that new habits can be created by new stimuli and excitement. After reading this passage I began to think of my research on Finland and comparing it to the U.S. There were specific strategies put in place that took them from one of the lowest performing to now one of the highest performing nations. They eliminated the state mandated testing system and replaced it with “a curriculum and assessments focused on problem solving, creativity, independent learning, and student reflections” (Hammond, 2010, p.165). At the state level Kentucky is moving toward common core standards that are comparable to international standards and the new talk is coined as Next Generation Learning which will lead to individualized student learning. Individualized student learning is an important point to as James state “build useful systems of association”.

I think purpose of James message this chapter is that as educators our main responsibility is to facilitate learning habits of individuals to help them being to think independently and critically. Just think some of these individuals could possibly have our destiny in their hands.

References

Darling-Hammond, L. (2010). The Flat World and Education; How America’s Commitment to Equity Will Determine Our Future New York, NY: Teachers College Press.

                                                     

James, W. (2001). Talks to teachers on psychology and to students on some of life’s ideals.

Mineola, NY: Dover.

Robelen, E. (2011). Proficiency Eludes U.S. on Science NAEP. Retrieved January 25, 2011, from Education Week Web site: http://www.edweek.org/ew/articles/2011/01/25/19naep_ep.h30.html?tkn=UPMFFOihMMDH7cZ9cGvRLx5VDlgl5sxArrXD&cmp=clp-edweek

WELCOME!