Plain2013 Ethics in Communication RWillerton RSaklikar ERains KMcManus2013PLAINConference
Ethics in Communication: Understanding situations for plain language use
Russell Willerton, US; Renee Saklikar, Elizabeth Rains and Katherine McManus, Canada
The Stroop Effect And Visual Perception Overview Write a 2-part .docxsuzannewarch
The Stroop Effect And Visual Perception
Overview
Write a 2-part assessment that discusses your experience with the Stroop Effect and concepts related to visual perception. This assessment should be a minimum of 4 pages long.
One of the central hypotheses in psychology is the relationship between stimulus and response. Sight and language are two human abilities relevant to the hypothesis of stimulus and response. Your understanding of these two abilities will help you build up a concept of the neural basis of human behaviors interacting with the world.
Show More
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
•
Competency 2: Employ critical and creative thinking to evaluate problems, conflicts, and unresolved issues in the study of biological psychology.
▪
Discuss whether a person with dyslexia or a brain injury would have more or less trouble with completing the Stroop test.
▪
Discuss the results of the Stroop test.
•
Competency 3: Examine the research methodology and tools typically associated with the study of biological psychology.
▪
Explain the role of the anterior cingulate in audiovisual processing, and the symptoms of brain injury to this area.
•
Competency 4: Assess the important theories, paradigms, research findings, and conclusions in biological psychology.
▪
Define the problem of final integration of visual information.
▪
Discuss whether there is a problem with final integration of visual information.
•
Competency 6: Communicate effectively in a variety of formats.
▪
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a
psychology professional.
▪
Use APA style and format.
Context
Recent technologies employed in the study of the brain regions regulating speech are helping scientists better understand the neural basis of human behaviors interacting with the world. For example, MRI imaging studies are revealing other areas within the brain that may also play a role in language and reading. Another example is that both Broca's and Wernicke's areas are fundamental to speech ability, but the specific mechanism of how each plays into oral language is still unclear. This is still a new area that challenges psychologists, neurologists, and speech therapists.
Humans use different parts of their brain to discriminate objects from people. In fact, we may have specialized neurons for recognizing faces. This relates to the main theme of this assessment: vision and visual perception. Many questions about human vision are unanswered. For example, different areas of the brain respond differently to visual recognition tasks, but how and why these areas cooperate to process visual information remains unclear. Another example: The visual cortex contains several layers, the functional roles of which are the subject of intense investigation. Questions include, .
A research proposal concerning various problems and ideas about neuroscience and human consciousness. I have wanted to work on human consciousness and neuroscience for a long time. Eventually I came up with this research proposal. This is not an exhaustive research proposal however. Moreover, it does not contain any citations. I hope to be able to add them in the due course.
Plain2013 Ethics in Communication RWillerton RSaklikar ERains KMcManus2013PLAINConference
Ethics in Communication: Understanding situations for plain language use
Russell Willerton, US; Renee Saklikar, Elizabeth Rains and Katherine McManus, Canada
The Stroop Effect And Visual Perception Overview Write a 2-part .docxsuzannewarch
The Stroop Effect And Visual Perception
Overview
Write a 2-part assessment that discusses your experience with the Stroop Effect and concepts related to visual perception. This assessment should be a minimum of 4 pages long.
One of the central hypotheses in psychology is the relationship between stimulus and response. Sight and language are two human abilities relevant to the hypothesis of stimulus and response. Your understanding of these two abilities will help you build up a concept of the neural basis of human behaviors interacting with the world.
Show More
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
•
Competency 2: Employ critical and creative thinking to evaluate problems, conflicts, and unresolved issues in the study of biological psychology.
▪
Discuss whether a person with dyslexia or a brain injury would have more or less trouble with completing the Stroop test.
▪
Discuss the results of the Stroop test.
•
Competency 3: Examine the research methodology and tools typically associated with the study of biological psychology.
▪
Explain the role of the anterior cingulate in audiovisual processing, and the symptoms of brain injury to this area.
•
Competency 4: Assess the important theories, paradigms, research findings, and conclusions in biological psychology.
▪
Define the problem of final integration of visual information.
▪
Discuss whether there is a problem with final integration of visual information.
•
Competency 6: Communicate effectively in a variety of formats.
▪
Write coherently to support a central idea with correct grammar, usage, and mechanics as expected of a
psychology professional.
▪
Use APA style and format.
Context
Recent technologies employed in the study of the brain regions regulating speech are helping scientists better understand the neural basis of human behaviors interacting with the world. For example, MRI imaging studies are revealing other areas within the brain that may also play a role in language and reading. Another example is that both Broca's and Wernicke's areas are fundamental to speech ability, but the specific mechanism of how each plays into oral language is still unclear. This is still a new area that challenges psychologists, neurologists, and speech therapists.
Humans use different parts of their brain to discriminate objects from people. In fact, we may have specialized neurons for recognizing faces. This relates to the main theme of this assessment: vision and visual perception. Many questions about human vision are unanswered. For example, different areas of the brain respond differently to visual recognition tasks, but how and why these areas cooperate to process visual information remains unclear. Another example: The visual cortex contains several layers, the functional roles of which are the subject of intense investigation. Questions include, .
A research proposal concerning various problems and ideas about neuroscience and human consciousness. I have wanted to work on human consciousness and neuroscience for a long time. Eventually I came up with this research proposal. This is not an exhaustive research proposal however. Moreover, it does not contain any citations. I hope to be able to add them in the due course.
Cognitive Process Associated with LanguageNamePsycho.docxclarebernice
Cognitive Process Associated with Language
Name
Psycho 640
Date
Professor
Running head: COGNITIVE PROCESS ASSOCIATED WITH LANGUAGE
1
COGNITIVE PROCESS ASSOCIATED WITH LANGUAGE
2
Attention and Language
Linguistics is the study of natural languages, which is distinctively different from psychology. Linguistic research is extremely important and has contributed greatly to field of psychology of language. Comparatively, linguistics creates rules that address both productivity and the regularity of natural language. An examination of grammar reveals that there are three rules that require attention in language (syntactic (words and inflection), semantic (meaning of sentences), and phonological (sound or auditory). Pashler (1998), asked the question “how much visual information can we take in at one time?” What can we do with this information, and do we recognize objects one at a time, or can we recognize a large number simultaneously?” These questions came from the thought of analyzing divided attention.
It should be noted attention has been researched for more then twenty-five years. When a child is born and they become conscious, they may not know that they almost immediately begin to pay attention. Throughout life one cannot do more than one thing at a time unless they are conscious of it. According to Anderson (2010), “attention, like consciousness, is a unitary system.” Pashler (1995) suggest that attention is multifaceted, and uses the example that people unconsciously move their eyes, which seems to have merit. Where was the last place the eye was focused on? It is important to know that auditory attention is different than visual attention, and the way a person perceives information received in the cognitive state will determine the response. When there are several things going on, a person sometimes gets overloaded with data, thus creating a bottleneck in their attention. At that time focusing or concentrating on one thing is appropriate. Both visual and auditory attention take time to fully incorporate into one’s cognitive domain, but as one matures and gain experience it becomes easier allocate resources to process information.
Conclusion
The neurological regions that deal with the processing and understanding of language include Broca’s area in the left hemisphere of the brain, as well as Wernicke’s area in the rear of the left hemisphere of the brain. Broca’s area is the central learning area of the brain, whereas Wernicke’s area that processes language. Language is a highly complicated process that includes not only speech, but body language, and sign language for those who are speech impaired (Anderson, 2010). Since the aspects of cognitive psychology include problem solving, decision making, learning, and speaking, to name a few, all correlate to language and language processing. Thus, language and all of it’s processing can be explained, examined, and researched through the scientific procedures of cogn ...
Learn more about how your mind works and what you can do to make it work better! Easy to understand facts about the human mind and tips to train and stimulate your intellect.
Running Head: DYSLEXIA 1
DYSLEXIA 5
Dyslexia Psychological Assessment
Matthew Rosario
SNHU
Dyslexia Psychological Assessment
Dyslexia is a broad term for disorders that entail difficulty in learning to read or interpret words, letters, and other symbols, but it does not affect general intelligence. There have been important advances in research in dyslexia over the past twenty years. The results have been considerable although there has not been a clear explanation that is accepted of what exactly dyslexia constitutes. Identification is still puzzled with arguments in spite of the emergence of some new tests to recognize dyslexia as an identifiable condition. Furthermore, there is still a continuing debate on the cost of dyslexia as an identifiable condition (Goswami, 2012).
Dyslexia is described as a difficulty with word recognition when speaking out loud. These problems are not particular to specific languages and the individual’s concerned intelligence. It is a syndrome which is a compilation of related characteristics that vary in degree from one person to another. Dyslexia may overlap with connected conditions and in childhood; its effects may be recognized as a behavioral or emotional disorder. Dyslexia seems to be more common with males and females. The evidence implies that in three-thirds of cases, it has a genetic origin but in some cases, birth complications may play an important role.
A researcher argues that there is inherited, sensory, motor and psychosomatic evidence that this condition is a neurological condition affecting the brain development. He also argues that visual system gives the main entry in both lexical and the sub- lexical means for reading and this should be taken as the most significant sense for reading. Early detection and right interference can reduce its effects. People who have dyslexia learn to accommodate to a bigger or a smaller degree depending on their character and the kind of support they have got from home and at school (Goswami, 2012).
Dyslexia affects 10 in 100 individuals many of whom stay undiagnosed and do not get. If dyslexia is not recognized earlier, the person suffering from it may face a problem of underemployment, difficulty in getting used to the academic environments, difficulty performing job duties, and self-confidence that is very low. The individuals who have been diagnosed are likely to have some struggling in writing and reading (Reiter, Tucha & Lange, 2008).
Dyslexia is a particular reading disorder, and it does not interfere with the intelligence of an individual. There are a lot of intelligent people who have dyslexia, and they are creative enough even to think that they learned and read. An assessment is a process of collecting information to classify the factors causing difficulties to a student with learning to spell and read. The information is collected from ...
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Plain2013 How do our Readers Really Think M Hochhauser
1. How Do Our Readers
Really Think, Understand, and Decide—
Despite What They Know?
Mark Hochhauser, Ph.D.
email: MarkH38514@aol.com
PLAIN2013
9th Conference and 20th Anniversary of
Plain Language Association International
Vancouver, British Columbia, Canada
October 2013
2. Writing, reading, judging and deciding
are neurobiological processes:
They take place in
different parts of the brain
So give some thought
to how a reader’s brain
actually processes
what your brain writes.
3. Plain language benefits some, not all
Text comprehension studies
1. “…word knowledge is critical for good
comprehension. Vocabulary is the single
best predictor of comprehension ability.”
2. “…a reader needs to know the meanings
of 90 percent of the individual words
contained within a text in order to
comprehend it.”
4. 3. Readers need to understand about
98% of the vocabulary for adequate
text comprehension
• Vocabulary did not strongly correlate with
language comprehension or verbal fluency in
adults with low literacy.
• Low literacy adults haven’t made the shift
from word recognition to language
comprehension.
5. All readers are not the same
Reading, comprehension and cognition are
affected by:
1) Aging brain; Learning
disabilities, attention deficit/hyperactivity
disorder
2) How reading comprehension is measured
and on whom
6. 3) Health problems
•
•
•
•
•
•
•
•
•
•
adult coronary syndrome
medical inpatient experience
chemotherapy (chemobrain)
metabolic syndrome
common medical conditions
type II diabetes
drug addiction
traumatic brain injury
menopausal transition
vascular risk factors
7. Five Judgment and Decision Making
Strategies
“Law of least effort”:
If there are several ways to achieve the
same goal,
readers will eventually take the least
demanding route.
8. Less demanding routes to a decision
• Two Thinking Systems
• Information Overload
• Intuition
• Heuristics
• Framing
9. 1. Thinking strategies:
Two Thinking Systems
Logical/Analytical Emotion/Intuition
(Good?)
(Bad?)
Decisions are emotional first;
logical second.
10. Logical/Analytical Emotion/Intuition
a) Slow decisions
a) Fast decisions
b) Controlled
b) Automatic
c) Much effort
c) No effort
d) Complex analysis
d) Habitual
e) Sensible and logical
e) Emotional
memories; feelings
f) Delayed decisions
f) Immediate
11. 2. Information Overload
How much information can
a reader store in “working memory?”
• Early research: 7, + 2 or about 5 – 9 items
• Later research: 3 – 5 items
• More recent: 4-7, depending on age:
Peaks around age 25 – 35
12. A reader’s brain can only process a
limited amount of information;
especially in the aging brain
If cognitively overloaded,
readers must use other ways
to reach a conclusion
or make a decision.
13. 3. Intuition: Knowledge without reasoning
Direct perception of truth or fact
independent of any reasoning process
Involves selective focus on specific aspects
of an experience
• “Knowing without awareness”—automatically
(unconsciously) not cognitively (consciously)
• “Thin slicing”—”the ability of our unconscious
to find patterns in situations and behavior based
on narrow slices of experience”
14. 4. Heuristic strategies: simplify complex
choices by finding adequate answers to
difficult questions
How to pick a Medicare
supplemental health plan:
a) Analyze all of the online and printed
information available to compare plans—a
complicated and time consuming task;
requires good research skills
15. b) Affect heuristic:
eliminate plan “M” because previous
bad experience = painful emotions and
memory
c) Effort heuristic:
More value given to work that takes
more time, especially if value is
ambiguous.
16. 5. Psychological Framing
Framing: using different ways to present
the same information
• Beef is 75% lean (a healthy gain)
• Beef is 25% fat (an unhealthy loss)
They mean the same, but are interpreted
differently.
17. Conclusions
1. Plain language may make
information more comprehensible for
some readers, but not all.
2. There are limits to how much
information a reader’s brain can
remember and process.
3. The reader’s brain will come with its
own ways to make decisions.
18. References
Fletcher, J.M. (2006) Measuring Reading Comprehension. Scientific Studies of
Reading, 10(3), 323-330.
Gladwell, M. (2002) The Tipping Point. Boston, MA: Little, Brown & Co.
Hochhauser, M. (2012) Can sick patients understand informed consent? SoCRA
Source, 74, 72-74.
Kahneman, D, (2003) A perspective on judgment and choice: Mapping bounded
rationality. American Psychologist, 58(9) , 697-720.
Kahneman, D. (2011) Thinking, fast and slow. New York: Farrar, Straus and
Giroux.
Klingberg, T. (2009) The Overflowing Brain. Information Overload and the
Limits of Working Memory. New York: Oxford University Press.
Krugera, J., Wirtza, D., et al. (2004) The Effort Heuristic. Journal of
Experimental Social Psychology, 40(1), 91-98.
19. Landi, N. (2010) An examination of the relationship between reading
comprehension, higher-level and lower-level reading sub-skills in adults.
Reading and Writing, July 1: 23(6), 701-717.
Levin, I.P. & Gaeth, G.J. (1988) How consumers are affected by the framing of
attribute information before and after consuming the product.
Journal of Consumer Research, 15, 374-378.
Mellard, D.F., Fall,, D. & Woods, K.L. (2010) A path analysis of reading
comprehension for adults with low literacy. Journal of Learning
Disabilities, 43(2), 154-165.
Myers, D. (2002) Intuition: Its Powers and Perils. New Haven: Yale University
Press.
Nation, I.S.P. (2006) How large a vocabulary is needed for reading and listening?
The Canadian Modern Language Review, 63(1), 59-82.
Perfetti, C. & Adlof, S. (2012) Reading Comprehension: A Conceptual
Framework from Word Meaning to Text Meaning. In Sabatini, J.P., Albro, E. &
O’Reilly, T. (2012) Measuring Up: Advances in How We Assess Reading
Ability. Lanham, MD: Rowman & Littlefield Publishing.
20. Schmitt, N., Jiang, X. & Grabe, W. (2011) The Percentage of Words Known in a
Text and Reading Comprehension. The Modern Language Journal, 95, 26-43
Slovic, P., Finucane, M., Peters, E. & MacGregor, D.G. (2002) The Affect
Heuristic. In Gilovich, T., Griffin, D., Kahneman, D., eds. Heuristics and Biases:
The Psychology of Intuitive Judgment. Boston, MA: Cambridge University
Press.
Slovic, P., Finucane, M.L., Peters, E., et al. (2003) Risk as analysis and risk as
feelings: Some thoughts about affect, reason, risk and rationality. Paper
presented at the National Cancer Institute Workshop on Conceptualizing
and Measuring Risk Perceptions, Washington, DC.
Weber, M.T., Mapstone, M., Staskiewicz, J., et al. (2012) Reconciling subjective
memory complaints with objective memory performance in the menopausal
transition. Menopause, (19(7), 735-741.