PSY540 SNHU Cognitive Psychology Final Project Milestone Three

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A rough draft of your proposal is due at the end of this module. Be sure your draft includes all the required elements of your final proposal and incorporates any relevant instructor feedback you received on milestones one and two. This draft submission represents an opportunity to receive targeted instructor feedback that you can use to improve your final proposal (due in Module Nine).

For additional details, please refer to the Milestone Three Guidelines and Rubric document.

I HAVE ATTACHED AN EXAMPLE PAPER FOR YOU TO USE. I HAVE ALSO ATTACHED MY MILESTONES 1 AND 2 THAT ARE COMPLETED FOR YOU TO USE TO CREATE MILESTONE 3- THE ROUGH DRAFT OF MY FINAL PAPER. IF YOU HAVE ANY QUESTIONS, PLEASE ASK!

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Running head: COGNITIVE PSYCHOLOGY Cognitive psychology Sharaya Janes Southern New Hampshire University Janes 1 COGNITIVE PSYCHOLOGY 2 Cognitive psychology The area of cognitive psychology that interests me most is learning and decision making. This is because the two concepts are strongly related to each other in several ways. For instance, one cannot make any decision or judgment out of thin air. Each of them is informed by one’s prior experience and each division produces some information, which can be added to a person’s experience for future benefit (Lachman et al. 2015). Although in most of the real world scenarios, feedback regarding a specific decision maybe degraded or delayed by for instance the environmental noise, it is still the situation that with time we may learn to adapt to how we alter our behaviour to improve our decision making. Learning is, therefore, a crucial element of the judgment process and decision making. In future, I would like to take my career to the level and that is mental health. This is after my friend has had a mental disorder that affected his or her daily life relationships as well as physical health. He was under depression and it affected him so much such that he could not enjoy life or rather achieve a balance between efforts to attain psychological resilience and life activities. I, therefore, believe that learning about cognitive psychology will help me boost my knowledge of how to deal with people with mental disorders and come up with possible interventions. According to the World Health Organization, mental health is the condition of well-being where a person realizes his or her own abilities, cope with normal life stresses, and work fruitfully and productively as well as being active in community work (Sternberg & Sternberg 2016). It is good to know that the treatment of mental disorder depends on the condition that one is suffering from. So it is advisable to diagnosis someone before deciding the type of treatment to offer. COGNITIVE PSYCHOLOGY Chosen Research Question 1. How does cognitive learning affect the way we make decisions? 3 COGNITIVE PSYCHOLOGY 4 Reference Lachman, R., Lachman, J. L., & Butterfield, E. C. (2015). Cognitive psychology and information processing: An introduction. Psychology Press. Sternberg, R. J., & Sternberg, K. (2016). Cognitive psychology. Nelson Education. Running Head: ANNOTATED BIBLIOGRAPHY Annotated Bibliography Sharaya Janes Southern New Hampshire University Janes 1 ANNOTATED BIBLIOGRAPHY Janes 2 Cherry, K. (2019). Why Behaviorism Is One of Psychology's Most Fascinating Branches. Retrieved from https://www.verywellmind.com/behavioral-psychology-4157183 The article states how Watson Behaviorism Theory can help understand the learning and decision-making process of a person. It can also assist in understanding individuals with mental disorders to achieve almost mental health through conditioning. According to Cherry, conditioning takes place by interacting with the environment, and the responses afterward help in shaping one’s actions. The article further states that only observable behaviors should be considered because moods, emotions, and cognitions are far too subjective. The internal mental state of an individual can be controlled regardless of personality traits or even genetic background. According to the author, there are two main types of conditioning, which are classical and operant conditioning. The learning process can be achieved through associations, rewards, and even punishments. The article thus provides method which a patient with mental disorders can be assisted through classical or operant conditioning. It also offers strategies to follow during the treatment process so that the patient can experience mental stability through a suitable method of conditioning. From the “Little Albert” experience, it was concluded that a person could get conditioned through observable stimulus-response behaviors. Considering that all actions are learned through conditioning, it is easy to understand the decision making of a person. It can also be easy to improve the mental conditions of a person. One of the limitations of this theory is that it does not rely on internal mental state and unconscious state of a person because it is not observable. Therefore, it can be hard to determine or change how a person makes a decision. ANNOTATED BIBLIOGRAPHY Janes 3 NEMADE, R., REISS, N., & DOMBECK, M. (2016). Psychology of DepressionPsychodynamic Theories. Retrieved from https://www.mentalhelp.net/articles/psychology-of-depression-psychodynamictheories/ The article states how Freud’s Psychodynamic theory can help in understanding human behavior by understanding the different parts of the mind, which is the id, ego, and superego. According to the author, the brain has a vast untapped capability, and it is only a part of ego and superego which people know of. Through the theory, it can be understood how the mind of a person makes the decision, and it adopts to learning. By understanding that there is a conflict between the ego, Id, and superego as a person grows, it becomes easy to help a person have mental health because it is easy to understand how they learn and make decisions. The article states that the childhood experiences shape the personalities of a person. These findings can be used to determine the learning and decision making process of a person. It can also be used to highlight ways which mental disorders can be controlled. The most common way to do this is by making the repressed knowledge conscious. It is because mental illness was caused by mental tension, which is generated by repression. I can thus use the findings of this theory to understand how the human mind is programmed to learn and make decisions and even understand how an individual can have mental health. ANNOTATED BIBLIOGRAPHY Janes 4 Koek, K., & Meijel, v. (2019). Decision making on (dis)continuation of long-term treatment in mental health services is an interpersonal negotiation rather than an objective process: qualitative study. Retrieved from https://bmcpsychiatry.biomedcentral.com/articles/10.1186/s12888-019-2072-0 The research determines ways which individuals are deemed fit after undergoing psychosocial treatment of mental disorders. It also states the various ways in which clinical psychiatrists determine when a person is fit to stop getting mental health treatment. The subjects of the study provide a better understanding of how theories like the behavioral theory can be used to determine if a person is has achieved the right mental state/health. The results state that in most cases, poor understanding of an individual’s mental capability may cause psychiatric treatment to continue, and a professional team is required to avoid this. The use of incentives and rewards can also play a key role in enhancing a patient’s mental disorders. The only challenge with the study is that the subjects of the research are given a limited time, which is not enough to understand the functionality of their brain. I would thus spend more time or have many subjects of the study to know how to improve their mental health and when to know they are fit. ANNOTATED BIBLIOGRAPHY Janes 5 Katarina G., David R., Petra S., & Ulla-Karin S. (2016) Shared decision-making in mental health care—A user perspective on decisional needs in community-based services, International Journal of Qualitative Studies on Health and Wellbeing, 11:1, DOI: 10.3402/qhw.v11.30563 The research project states the role of shared decision-making and how it can determine the effectiveness of mental health care for a patient. The main goal of this project is to assess the information and decision needs for patients with mental illness and how SDM can be used. Three semi-structured interviews were conducted to 22 individuals with mental illness where the data gathered was used to determine the effectiveness of this method in healing individuals with mental illness. The methods used in treating these patients is also highlighted to determine how each individual responds to it. The results of the study found out that different individuals may respond differently when it comes to mental treatment strategies. The difference may pose a challenge for the healthcare providers in determining precisely if a patient has fully recovered or not. It is the reason why they recommend the use of shared decision-making as it determine if a person has fully recovered or not. The research thus provides a deep understanding on the use of communitybased mental health services. I would use its findings to further research on the cognitive factors and the attitudinal relationship which should be taken in utilizing SDM in enhancing mental health of an individual. Final Paper 1 Final Paper Tonimarie Giordano Southern New Hampshire University PSY540- Cognitive Psychology Final Paper 2 Problem Statement Eyewitness testimony is a record given by individuals of an occasion they have seen. For instance, they might be required to give a portrayal at a trial of a burglary or an accident somebody has seen. This incorporates recognizable proof of culprits, points of interest of the wrongdoing scene and so forth. Eyewitness testimony is a critical region of examination in cognitive psychological and human memory. Juries tend to give careful consideration to eyewitness testimony and for the most part, discover it a solid wellspring of data. One issue with eyewitness testimony it that trials do not take place right away it can take weeks and even months before the trial begins this is a considerable amount of time that passes before an eyewitness has to recall the event that took place. Along with time, there are other factors that affect eyewitness testimony such as leading questions and memory conformity. When it comes to time the exactness of eyewitness memory debases quickly after introductory encoding. Obviously, scrutinize has reliably found that the more drawn out the crevice amongst seeing and reviewing the episode, the less precisely that memory will be reviewed. Next, we have leading questions; in a legitimate connection, the recovery of data is normally inspired by various sorts of addressing. A lot of examination has explored the effect of sorts of addressing on onlooker memory, and studies have reliably demonstrated that even exceptionally unpretentious changes in the wording of an inquiry can have an impact. Social contagion of memory alludes to a circumstance in which one individual's report of a memory impacts someone else's report of that same experience. This obstruction frequently happens when people talk about what they saw or experienced, and can bring about the recollections of those included being affected by the Final Paper 3 report of someone else. A few elements that add to memory similarity are age; the elderly and youngsters will probably have memory contortions because of memory congruity and certainty (people will probably adjust their recollections to others on the off chance that they are not sure about what they recall). The area of cognitive psychology that relates to my topic is the memory. Memory is the term given to the structures and procedures required in the capacity and consequent recovery of data. Memory is fundamental to every one of our lives. Without a memory, of the past, we can't work in the present or consider what's to come. We would not have the capacity to recollect what we did yesterday, what we have done today or what we plan to do tomorrow. Without memory, we couldn't learn anything. Memory is included in handling limitless measures of data. This data takes a wide range of structures, e.g. pictures, sounds or significance. Some theories that apply to memory are reconstructive memory and decay theory. These theories relate to my problem because reconstructive memory has to do with the recall process which effects eyewitness testimony. As for decay theory is explained how we forget information. Furthermore, this makes me wonder how reliable eyewitness testimony is? Contemporary Relevance One theory that stands out to me that is important to understanding the reliability of eyewitness testimony is Bartlett’s theory of reconstructive memory. This theory is suggested that recall is subject to personal interpretation dependent on our learned or cultural norms and values, and the way we make sense of our world (McLeod, 2009). When it comes to memory we do not store information at is presented to us; instead, we separate the data by significance or fundamental importance. Bartlett guaranteed that Final Paper 4 memory is not a blank videotape but rather is changed when we review it. Our demeanors and reactions to occasions change our memory for those occasions. We utilize patterns that we as of now need to translate data and fuse these into our memory. Recovery of putting away recollections along these lines includes a dynamic procedure of recreation utilizing a scope of data, where we fill in the crevices of missing data by an endless supply of what is liable to fit into any given situation. A strength is that it has applications that are helpful in this present reality. For instance, the testimony of eyewitnesses, who have frequently intensely depended upon in court without other proof, has been observed to be inconsistent with an expansive number of cases. Research has found a zero connection between an individual’s assurance that their memory is exact and the real precision of their memory. A limitation Another theory is decay theory asserts that information is forgotten because of the gradual disappearance, rather than displacement, of the memory trace (Sternberg & Sternberg, 2012 p.251). Data is hence less accessible for later recovery over the long haul and memory, and in addition memory quality, wears away. When we gain some new useful knowledge, a neurochemical "memory trace" is made. A trace is some type of physical and/or substance change in the nervous system. Trace decay theory expresses that overlooking happens as an aftereffect of the programmed decay or blurring of the memory trace. Trace decay theory concentrates on time and the restricted length of transient memory. This theory proposes short-term memory can just hold data for somewhere around 15 and 30 seconds unless it is practiced. After this time the data/follow trace decay and blurs away. A strength is that it has supported research of forgetting by short-term memory and a limitation of this theory is that we don't know Final Paper 5 whether the inability to recall something mirrors that it is no more in our memory, or that it reflects recovery disappointment. Maybe it is still there yet we can't recover the memory for reasons unknown. The theory that I believe offers the greatest utility for practitioners to apply in addressing real-world issues would be Bartlett’s theory of reconstructive memory. Eyewitnesses to crimes and car accident regularly need to replicate their declaration ordinarily to writers, the police or a court – this is somewhat similar to the serial multiplication in Bartlett's study. You would expect leveling and honing of recollections to happen. Research Findings Mistaken or flawed identification has assumed a newfound prominence in recent years: It's been cited as a factor in nearly 78 percent of the nation's first 130 convictions later overturned by DNA testing, according to the New York-based Innocence Project, which works to free die wrongly convicted (Stambor, 2006). Loftus and Palmer did a study in 1974, to test their hypothesis on whether the language used in eyewitness testimony can alter memory. Along these lines, they meant to demonstrate that leading questions could mutilate eyewitness testimony records thus have a confabulating impact, as the record would get to be misshaped by signals gave in the question. According to study one, the results, eyewitness testimony may be one-sided by the way inquiries are asked after a wrongdoing is conferred. The results from study two suggest that memory is effortlessly contorted by addressing strategy and data procured after the occasion can converge with unique memory bringing about a mistaken review or reconstructive memory. The strength of this study is that it is easy to replicate Final Paper 6 since it was a laboratory experiment. A limitation of the study is that it needed commonplace authenticity/environmental legitimacy. One way they could have extended this research was to a broader group and not just students because they are less experienced drivers so more experienced drivers may have been able to better predict the speed of the vehicle. A study done by Yuille and Cutshall in 1986 is a real-life case study of leading questions and eyewitnesses. In the began their study they have pointed out that juries do not focus on the mistakes in eyewitness testimony, however, acknowledge that what is said is valid. Yuille and Cutshall had interviewed 13 individuals that had witnesses a gun shop robbery in real-life. According to the results of this study, they found that eyewitnesses are actually reliable for several factors including recalling large numbers of accurate details and that the misleading information that was given had little effect on the eyewitnesses and had obtained more details than the police. A limitation of this study is that only 13 individuals participated which limits the reliability of the findings. A strength was that they had used a field study and had real witnesses to a real life crime. One thing to get better results would be to have more participants. Finally, we have the study done by Peterson and Peterson (1959) they explored one of the elements that make our short-term memory decay, i.e. why we overlook data in our short-term memory. In 1959, they directed an investigation that uncovered how time between recollecting something and recalling it influenced the life of a memory. Individuals could recall 50% of trigrams following a 3 seconds delay. However, when there was an 18 seconds delay there was only a 5% recall of trigrams accurately. So according to the results, it suggests that time does result in the decay of short-term Final Paper 7 memory. A limitation of this study is that people do not usually try to recall trigrams in real-life and the number of participants was low (24); a strength is that this study is easy to replicate. Methodological Principles There are a number of things that could be done in the legal system to improve the accuracy of eyewitness testimony. One thing is when and how eyewitnesses are interviewed. Per my research, we found out that time plays a factor in recall memory so it would be beneficial to interview the eyewitness as soon as possible. Another suggestion is how lineups should be constructed and conducted. Leading questions affect how a witness responds so they should be careful of the directions that are given to a witness as they are viewing a lineup. Another suggestion would be to educate jury members on eyewitness memory. Eyewitness memory can be of incredible quality to the legitimate framework, yet many years of examination now contends that this declaration is regularly given much more weight than its exactness legitimizes. When it comes to the timing of an interview of an eyewitness and the wording of the directions given to an eyewitness during a line would be perceived positively. I believe this because people do not like that people are being falsely accused of a crime that they did not commit and I think others would agree that with these two things it could potentially lower the rate of those falsely accused. The suggestion on educating juries on eyewitness memory I believe would be perceived negatively; reason being is that they may find that educating juries on this topic may cause them to possibly find eyewitnesses information to be inaccurate and not listen to what they say even if some of the information is acute leading to many not guilty verdicts in the courtroom. Final Paper 8 Conclusion In conclusion, eyewitness testimony is effective and persuading to members of the jury, despite the fact that it is not especially solid. Distinguishing proof blunders happen, and these mistakes can prompt individuals being erroneously charged and even indicted. In like manner, eyewitness memory can be adulterated by driving inquiries, misinterpretations of occasions, and discussions with co-witnesses, and their own desires for what ought to have happened. Individuals can even come to recall entire occasions that never happened. I think there is potential for more research to be done on this topic that is more relevant to our time. What I mean by this is simply that with the resources that we have right now compared to when the studies that I had mentioned in my research were conducted we may have better results because of the high APA guidelines are. Final Paper References Horry, R., Brewer, N., & Weber, N. (2016). The grain-size lineup: A test of a novel eyewitness identification procedure. Law And Human Behavior, 40(2), 147-158. doi:10.1037/lhb0000166 Loftus, E. F., & Palmer, J. C. (1974). Reconstruction of auto-mobile destruction: An example of the interaction between language and memory. Journal of Verbal Learning and Verbal Behavior, 13, 585-589 McLeod, S. (2009). Eyewitness testimony. Retrieved September 17, 2016, from http://www.simplypsychology.org/eyewitness-testimony.html Peterson, L., & Peterson, M. J. (1959). Short-term retention of individual verbal items. Journal of Experimental Psychology, 58(3), 193–198. doi:10.1037/h0049234 Stambor, Z. (2006). How reliable is eyewitness testimony?. Monitor On Psychology, 37(4), 26-27. doi:10.1037/e494972006-018 Sternberg, R. J., & Sternberg, K. (2012). Cognitive psychology (6th ed.). Belmont, CA: Wadsworth. Yuille, J. C., & Cutshall, J. L. (1986). A Case Study of Eyewitness Memory of a Crime. Journal Of Applied Psychology, 71(2), 291-301. 9 PSY 540 Milestone Three Guidelines and Rubric: Rough Draft Overview For your rough draft, you will submit a complete proposal that includes all the required elements of the final proposal and incorporates any relevant instructor feedback you received on Milestones One and Two. In your rough draft, be sure to address all the following critical elements: I. Problem Statement a) Describe the contemporary problem that is the focus of your proposal with full details with respect to your selected applied setting. Here, consider how new developments or changes in your applied setting are creating new cognition-related challenges. For instance, you might note that increased use of online education is presenting new challenges to students with ADHD. b) Identify your selected area of cognitive psychology (attention, learning, memory, language, or decision making) and appropriate foundational theories that apply to your selected problem. What are the foundational aspects of these theories, and how do they relate to your selected problem? Carrying through with the previous example, you would indicate that your area of focus is attention and identify related theories that can shed further light on the contemporary problem of attention demands on students with ADHD. c) Describe performance issues in your selected applied setting based on limitations of human cognitive systems. What are some of the specific issues related to your contemporary problem, the applied setting, and the limits of the human cognitive system? Here, you will further break down your contemporary problem and explain how the problem relates to the applied setting, what we know about cognition, and how this impacts performance. d) Create a research question that addresses potential improvements to practices in the applied setting based on the strengths of human cognitive systems. Remember that your research question should address your contemporary problem. For instance, in keeping with the previous example, you might ask, “How can changes to online learning platforms better support increased attention to course materials for students with ADHD?” II. Contemporary Relevance a) Evaluate the utility of the theories you identified when describing your problem with respect to their strengths and limitations. Here, revisit the theories you noted in critical element I, part b. How do the theories you identified further explain the problems and performance issues you identified? What are the strengths and limitations of each theory in helping to understand your identified problem? b) Which particular theory offers the greatest utility for practitioners to apply in addressing real-world issues specific to the contemporary problem you selected? Defend your selection. III. Interpretation of Research Findings: Explain how each primary or secondary resource you selected supports your research question. This is where you will apply sound methodological principles (by following the prompts below, a–b) to qualify the research results and statistical findings. a) How do the research results and statistical findings apply to your research question and your proposed improvements? b) Explain the strengths and limitations of the research results and findings in supporting the research question. This is where you will explain how the research results and findings you have reviewed support your research question and identify specific gaps in the research. In other words, in reviewing your sources, is there sufficient support for this research question? This is also where you will identify what research does not yet exist that is necessary in supporting the application of your research question. IV. Methodological Principles: This is where you will look at your research question (critical element I, part d) and determine what types of strategies or techniques you would use if you were to hypothesize improving upon the problem in your selected applied setting. Here, you might propose an experiment, a new program or initiative, or adoption of new tools/technologies. Remember, you are not limited to a controlled experiment. a) What socially responsible strategies and techniques could be used for improving upon human cognitive processes specific to your applied setting? Here, consider how you could implement your proposed solution in a way that does not further aggravate the problem or put participating parties at risk of new problems or performance issues. b) What are the implications for using these strategies and techniques? Consider, who and what about the applied setting would be impacted by this proposed solution? What would change, and how might these changes be received? V. Conclusion a) What potential future direction do you see from implementation of your research specific to addressing the contemporary problem you cited in critical element I, part a? Here, consider how implementation of your proposed solution or improvement can add to the existing body of research on your topic. How might your proposed improvements and any follow-up research prove interesting to other applied settings? Rubric Please note that the grading rubric for the rough draft submission is not identical to that of the final project. The Final Project Rubric will include an additional “Exemplary” category that provides guidance as to how you can go above and beyond “Proficient” in your final submission. Guidelines for Submission: Your rough draft should be double spaced, 12-point Times New Roman font, with one-inch margins and APA citations. Your draft proposal should be a minimum of six pages, not including cover page and references, and use preapproved resources. (The submission should include a variety of research and findings from at least three of the provided publications. Review the Final Project Document to access the list of approved publications provided for you.) Reminder: Please be sure to also post a copy of your Rough Draft to the Module 7 Peer Review discussion. Critical Elements Problem Statement: Contemporary Problem Problem Statement: Selected Area Proficient 100% Describes a contemporary problem in full detail with respect to the applied setting Explains aspects of foundational theories, fully connecting them to selected problem Needs Improvement 80% Describes the contemporary problem, but with gaps in detail with respect to the applied setting Explains aspects of foundational theories, but with gaps in connecting them to selected problem Not Evident 0% Does not describe a contemporary problem in any detail with respect to the applied setting Does not explain aspects of foundational theories Value 9 9 Problem Statement: Performance Issues and Limitations Problem Statement: Potential Improvements Contemporary Relevance: Utility Of Theories Contemporary Relevance: Apply Interpretation of Research: Question Interpretation of Research: Support Methodological Principles: Strategies and Techniques Methodological Principles: Implications Identifies performance issues in the selected fields (education, law, mental health, or technology), demonstrating clear connection to the limitations of human cognitive systems Creates research question that addresses potential improvements to practices in the applied setting based on the strengths of human cognitive systems Evaluate the utility of the foundational theories for practitioners with respect to their strengths and limitations Selects theory and defends with explanation on how particular theory offers the greatest utility for practitioners to apply specific to contemporary problem selected Explains the research and research findings with regard to how they apply to proposed improvements Explains the strengths and limitations of the research results and findings in supporting the research question Recommends appropriate, socially responsible strategies and techniques for improving human cognitive processes that are applicable to applied setting Explains implications of the strategies and techniques in full detail with respect to the applied setting Identifies performance issues in the selected applied setting (education, law, mental health, or technology), but connections to the limitations of human cognitive systems are unclear Does not identify performance issues in the selected applied setting (education, law, mental health, or technology) 9 Research question addresses potential improvements to practices in the applied setting, but connections to the strengths of human cognitive systems are unclear Evaluates the utility of the foundational theories for practitioners, but with gaps in addressing their strengths or limitations Selects theory but is unclear on how selection offers the greatest utility for practitioners to apply in addressing real-world issues specific to contemporary problem selected Explains the research and research findings, but does not connect to proposed improvements Explains the research results and findings, but does not address strengths or limitations Does not create research question that addresses potential improvements to practices in the applied setting 9 Does not evaluate the utility of the foundational theories 9 Does not select particular theory for practitioners to apply in addressing real-world issues 9 Does not explain how the research and research findings apply to proposed improvements Does not explain the strengths and limitations of the research results and findings in supporting the research question Does not make appropriate, socially responsible recommendations for strategies and techniques for improving human cognitive processes 9 Does not explain implications of the strategies and techniques with respect to the applied setting 9 Recommends appropriate strategies and techniques for improving human cognitive processes, but with gaps in applicability to proposal Explains implications of the strategies and techniques, but with gaps in detail with respect to the applied setting 9 9 Conclusion Articulation of Response Explains potential future direction from implementation of research specific to addressing the contemporary problem(s) Submission has no major errors related to citations, grammar, spelling, syntax, or organization Explains potential future direction from implementation of research, but with gaps in how it is specific to addressing the contemporary problem(s) Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas Does not explain potential future direction from implementation of research study 5 Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas 5 Earned Total 100%
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Running head: COGNITIVE PSYCHOLOGY

1

Cognitive Psychology
Author’s Name
Institutional Affiliation
Date

COGNITIVE PSYCHOLOGY

2
Problem Statement

Contemporary Problem
Mental health disorders are associated with unusual perceptions, behaviors, emotions,
and even how a person relates to other people. There are various forms of mental disorders,
including dementia, schizophrenia, bipolar affective disorder, and depression, among others.
According to the World Health Organization, individuals with mental health disorders cannot
realize their skills, are unable to cope up with stressful events in life, unable to be economically
productive and have issues in relating with other healthy people. A significant number of
individuals in the country and around the world experience different cases of mental disorders
(Cherry, 2019). This prevents them from developing their cognitive skills, such as learning and
appropriate decision-making capabilities. Such individuals face difficulties in developing
effective relationships with other people. Some of them end up causing trouble due to aggressive
behaviors in society.
Mental health issues have continued to increase in the present years. The other problem
regarding mental disorder is in the treatment and diagnosis. According to (Koek and Meijel,
2019), there have reported cases of poor understanding of a person's mental issues. Such
incidences occur mainly due to the wrong diagnosis of mental disorder cases among patients.
Some patients with schizophrenia have ended up being diagnosed with bipolar affective disorder.
For appropriate intervention measures to be taken, psychiatrists and doctors should ensure that
they understand the mental disorder cases of the patients and conduct a proper diagnosis.

COGNITIVE PSYCHOLOGY

3

Selected Area
The selected area of cognitive psychology is decision making and learning. Learning and
decision making go hand in hand as most people make decisions based on what they have
learned from their life experiences. Katarina et al. (2016) state that past lessons inform every
person and such information allow the individual to prevent making particular mistakes while
making decisions. However, for individuals to be articulate and successful in decision making,
they should have a healthy mental status. Individuals with mental disorders can hardly memorize
their past life experiences, and this makes them difficult to learn and make appropriate decisions.
One of the theories to be applied in this case is the Watson Behaviorism Theory.
Watson's theory of Behaviorism state that certain factors in the environment influence an
individual's behavior apart from those that are inherited or innate. The critical aspect of the
theory is that it helps in understanding a person's learning and decision-making abilities (Cherry,
2019). The other theory that supports the issue being discussed is Freud's Psychodynamic theory.
The theory establishes the relevance of unders...


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