Marcella Hawk EDC 383 10-23-13 Affective Domain Lesson Plan Standards: 4.3 Apply skills to find out how others are feeling. 4.4 Apply skills to predict the potential feelings of others. Objective: Students will draw faces of the emotions of mad‚ sad‚ happy‚ silly‚ scared‚ and excited and be able to identify what each expression looks like on his or her face. Goal: Students will be able to apply skills about how others are feeling Rationale: This lesson gives students an opportunity
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Cognitive Dissonance theory Core Assumptions and Statements Cognitive dissonance is a communication theory adopted from social psychology. The title gives the concept: cognitive is thinking or the mind; and dissonance is inconsistency or conflict. Cognitive dissonance is the psychological conflict from holding two or more incompatible beliefs simultaneously. Cognitive dissonance is a relatively straightforward social psychology theory that has enjoyed wide acceptance in a variety of disciplines
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Consider applications to education (16 marks) AO2 Piaget believed in the progress of a child’s cognitive development through schooling and has an individualist approach in the way in which the child is an active participant and is responsible for their own learning. According to Piaget‚ cognitive development occurs as the result of maturation. You cannot teach a child certain activities before they are biologically ready‚ for example trying to reach a pre-operationalized child to perform abstract
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T/F: According to the affective events theory‚ work events trigger positive or negative emotional reactions among employees and these reactions influence their job performance and satisfaction. True T/F: Activities that are formal or sedentary are more strongly associated with increases in positive mood than activities that are physical‚ informal‚ or epicurean. False T/F: As we get older‚ we experience fewer negative emotions. True T/F: Deep acting is hiding inner feelings and foregoing
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Appearance (posture‚ attire‚ psychomotor functioning). The client was physically capable of sitting upright‚ and posture was right and sat in the chair while she was speaking in the interview/assessment testing. Her appearance was appropriate for the counseling session. The title of the video stated that she has an impairment. The interviewer did not enclose a change or an adjustment made to the administered test‚ due to the patient has a cognitive impairment. Her psychomotor functioning appeared slight
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feeling rules vary not only historically and cross culturally but as well as in our society. The impression that the students are trying to make is that they can manage their emotions. They are also trying to show that they can have an affective neutrality. Affective neutrality means knowing when to put up the boundaries between the client and yourself. One of the strategies is transforming the contact. In this strategy‚ the students mentally transform the body and their contact into something different
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Cognitive Styles and Learning Styles Cognitive styles describe how the individual acquires knowledge (cognition) and processes information (conceptualization). Cognitive styles are related to mental behaviors which individuals apply habitually when they are solving problems. In general‚ they affect the way in which information is obtained‚ sorted‚ and utilized. Cognitive style is usually described as a stable and persistent personality dimension which influences attitudes‚ values‚ and social
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mental state in a negative way‚ allowing them to become sad and depressed. When the seasons cause negative feelings and mood changes‚ this is Seasonal Affective Disorder‚ which causes depression during the cold and dark months. Overall‚ throughout this investigation the causes‚ treatments and differences between the locations in relation to Seasonal Affective Disorder has
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Welcome to PSYC2215 Is your mobile switched off? Ullrich Ecker ullrich.ecker@uwa.edu.au 2 Experiment for Lab Report Testing will stop April 26 Please sign up for a session It will REALLY help you with your lab report 3 Principles of Memory (II) Learning Objectives Explain the principle of abstraction‚ using empirical evidence Understand how false memories can be considered an effect of abstraction Explain the principle of hyperspecificity‚ using empirical evidence Discuss the
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What is a categorical syllogism? How well can people judge the validity of categorical syllogisms‚ and what is the difference between validity and truth in syllogistic reasoning? A syllogism in which the premises and conclusion describe the relationship between two categories by using statements that beginning with all‚ no or some. Quality of a syllogism whose conclusion follows logically from the premises. if the two premises of a valid syllogism are true‚ the syllogism’s conclusion must be true
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