There are several discussion points around these aspects.
Proposal and Methodology of this Paper will dedicate my paper to the problems with the concept of modularity. First will give a definition of massive modularity, explain something about domain-specific and domain-general hypotheses, and give Fodor's view of modularity. Then will show that some domain-specific modules can be found in lower level processing. n the next paragraphs will outline the theory of (Cosmides and Tooby 1992), which argues that there are also modules dedicated to higher level tasks. Then will give an overview of Buller's arguments (2005) against specific modules dedicated to higher level processing, and against modularity. Finally, will argue that the mind isn't strictly modular, but uses domain-general as well as domain-specific processes.

Body and Analysis

s the mind modular? This question has been hotly debated in psychology and cognitive science. Recently, a group of psychologists, called…...

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Is the mind modular? This question has been hotly debated in psychology and cognitive science. Recently, a group of psychologists, called evolutionary psychologists, have made a remarkable contribution to this discussion. They claim that we can derive from evolutionary theory proof that the mind must be modular. They even go one step further: they claim that the mind must be massively modular. The theory of massive modularity holds that the mind is composed entirely of modules, or tiny computers, that evolved in the human prehistory to selectively process information. The various modules worked together to produce complex adaptive behaviors to solve problems faced by our early ancestors. The differentiated brain circuits set these "domain-specific" modules apart from the hypothesis of "domain-general" intelligence, in which most mental tasks are performed by a single flexible mechanism. The difference between massive modularity and domain-general intelligence is one of mechanism: in the first case, there are different circuits dedicated to different tasks; in the second, there is a single immense circuit that accomplishes a multiplicity of tasks.

The modularity hypothesis of the mind goes back to the 19th century movement called phrenology which claimed that individual mental faculties could be associated precisely with specific physical areas of the brain. Someone's level of intelligence, for example, could be "read" from the size of a particular bump on his posterior parietal lobe. Jerry Fodor, drawing from Chomsky and other evidence from linguistics, revived the idea of the modularity of mind in the 1983 publication of his Modularity of Mind. (Fodor, Jerry 1983)

According to Fodor, a module falls somewhere between the behaviorist and cognitive views of lower level processes. Behaviorists tried to replace the mind with reflexes that are encapsulated and cognitively impenetrable by other cognitive domains. Cognitivists saw lower level processes as continuous with higher level

Mental Structure
Jerry Fodor's four accounts of mental structure subvert behaviorism by revealing a modular mind. The first account of mental structure in Fodor's theory is Neocartesian, and relates to the mind as being related to the structure of knowledge. The second account of mental structure relates to functional architecture and horizontal faculties. The third refers to functional architecture and vertical faculties, and the fourth with associationism. All of these models of mental structure and function can be illuminating, but the one that seems to be substantiated most readily by research in cognitive science and neuroscience is the architecture of verticality. Vertical faculties refer to mental faculties arrayed in such a way suggesting a hierarchy. The hierarchy is not a judgmental one, in which those faculties deemed "higher" are more advanced. ather, the hierarchy refers to a structural or procedural order in which some functions are broader or more like umbrella…...

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References

Bastos, C.L., Gava, G.L. & Vargas, C.E. (2014). Jerry Fodor and the reinterpretation of the phrenological model. American Journal of Education Research 2(12).

Lavelle, J.S. (2015). Is a modular cognitive architecture compatible with the direct perception of mental states? Consciousness and Cognition. In Press. doi:10.1016/j.concog.2015.01.017.

Week 1
1.  Although I was familiar with the main ideas and technical vocabulary we encountered in this week's readings on learning acquisition and development in cognitive psychology, there are a few terms that are worth exploring in more depth or may be unfamiliar to some of my less educated peers. For example, Wiley & Dee (2011) use the term "mentalistic," which is not a commonly used word and is not even located in the Word dictionary. For example, the sentence they use is: "Mentalistic terms, such as belief and desire, were branded as superfluous and unscientific, and removed from accepted terminology," (Wiley & Dee, 2011, p. 3). The term evokes Houdini and mentalists who hypnotize crowds, but in this context refers to any terms that refer directly to mental processes or cognitive processes that are distinct from measurable behavioral outcomes. Immordino-Yang & Fischer (2010) avoid jargon in their discussion on…...

As a conclusion, the authors suggest a functional architecture of cognitive emotional control. The review ends with suggestions for future study, including a consideration of cultural differences and their effect on the individual's ability to control emotion in a cognitive way.
Since the study is a review, the research methodology involves an overview of recent studies in the field of cognitive emotional control. The researchers appear to have made thorough work of this purpose, while also offering insight and into potential future applications of such research. Furthermore, their synthesis of research information is logical and relevant to the questions posed at the beginning of the document.

Conclusion

In conclusion, it is always fascinating to consider the different ways and preference types in how individuals might view and experience the world around them. Having an understanding of cognitive types is particularly useful in fields like education and leadership. Such an understanding can mean…...

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References

Felder, R.M. And Brent, R. (2005). Understanding Student Differences. Journal of Engineering Education, Vol. 94, No. 1. Retrieved from: http://eprints.me.psu.ac.th/ILS/info/Understanding_Differences.pdf

Kay, W.K., Francis, L.J., and Robbins, M. (2011). A distinctive leadership for a distinctive network of churches? Psychological type theory and the apostolic networks. University of Warwick. Retrieved from:  http://wrap.warwick.ac.uk/41317/1/WRAP_Francis_Psychological_type_and_Apostolic_networks_final_version.pdf 

Nardi, D. (2007). The 8 Jungian Cognitive Processes. Retrieved from:  http://www.keys2cognition.com/cgjung.htm 

Ochsner, K.N. And Gross, J.J. (2005, May). The cognitive control of emotion. Trends in Cognitive Sciences, Vol. 9, No. 5. Retrieved from:  http://icdl.com/graduate/Portal/IMH212/documents/ochsner-gross.pdf

The psychotherapist's role is then to enhance the already existing tools to help those who need it develop their intelligence and problem-solving abilities in order to promote the healing process.
Question 2

1:

Both the cognitive and affective domains are important considerations within psychotherapy. Indeed, the two often function within a causal relationship to each other. In the Communicative Theory of emotion, as expounded by Brett et al. (2003), for example, emotions are directly related to conscious or unconscious cognitive evaluations. These cognitive evaluations then cause an emotional response, which might include happiness, sadness, or anger. The subconscious internalization of the original cognitive evaluation and accompanying emotion could then result in behavior-related problems such as prejudice. Sometimes such behavior problems are so deeply seated that they need to be treated by means of psychotherapy.

Cognitive therapy, as explained by Michael Herkov (2010), acknowledges the relationship between thought (the cognitive aspect) and feeling (the…...

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References

AudioEnglish.net. (2010). Cognitive Neuroscience.  http://www.audioenglish.net/dictionary/cognitive_neuroscience.htm 

Brett, a., Smith, M., Price, E., & Huitt, W. (2003). Overview of the affective domain. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date], from http:/www.edpsycinteractive.org/brilstar/chapters/affectdev.doc

Ethical Principles of Psychologists and Code of Conduct.  http://web.uvic.ca/psyc/tuokko/Ethical%20Principles%20of%20Psychologists.pdf 

Eysenck, Michael W. & Keane, Mark T. (2005). Cognitive Psychology: a student's handbook. East Sussex: Psychology Press Ltd.

124).
The methodology used was to study a selected group of children. While the results are useful in examining this cognitive process, it could also be argued that the group was too small to make general assessments and that further studies would have to be undertaken to compare the results of this study over a wider range of children. This would also take into account other variables such as ethnic group etc.

3. Conclusion

The study of cognitive process provides us with valuable insight into the way that children and adults perceive the word around them. The way that we perceive, filter and retain our reality plays a vital part in the way that we react and behave and in our personal development. The issues of perception, sensory memory and social cognitive factors all play a cardinal role in human development. The more that we study and understand the various cognitive reprocesses…...

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References

Cropley, A.J. (1999). Creativity and Cognition: Producing Effective Novelty'. Roeper Review, 21(4), 253. Retrieved June 18, 2009, from Questia database:  http://www.questia.com/PM.qst?a=o&d=5001272839 

Garfield, J.L. (1990). Foundations of Cognitive Science: The Essential Readings (1st ed.). New York: Paragon House. Retrieved June 18, 2009, from Questia database:  http://www.questia.com/PM.qst?a=o&d=76868168 

Glass et al., ( 2008) Auditory sensory memory in 2-year-old children: an event-related potential study. Neuroreport, 19(5), pp 569-73.

Hung, D. (2003). Supporting Current Pedagogical Approaches with Neuroscience Research. Journal of Interactive Learning Research, 14(2), 129+.

Cognitive Development
Jean Piage is a luminary as far as cognitive development theory goes. This is because of his contributions in his intellectual development theory. According to Piaget, intellectual development is a continuation of innate biological processes. He emphasizes that children go through four sequential processes of development. These four stages also occur with sub stages within them.

The sensory motor stage: 0 to 2 years; intuitive stage: 2 to 7 years; concrete operations stage: 7 to 11 years; and the formal operations stage: 11 to 15 years (Simatwa, 366).

hat "Active Construction of Knowledge and Understanding" Means

A person's way of understanding occurs in five ways that are related. These are referred to as cognition domains. These ways include understanding as a representation, understanding as connectivity between knowledge types, understanding that forms active knowledge construction and understanding as cognition situation. Understanding as a representation refers to owning internalized ideas, systems and symbols. It…...

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Works Cited

Aleven, Vincent and Koeginger, Kenneth. "An Effective Metacognitive Strategy: Learning by Doing and Explaining with A Computer-Based Cognitive Tutor." Cognitive Science, 26 (2002): 147-179. Print.

Casey, Betty, Jones, Rebecca, and Hare, Todd. "The Adolescent Brain." Annals of the New York Academy of Sciences, 1124 (2008): 111-126. Print.

Hill, Patrick and Lapsley, Daniel. "Egocentrism." Education.com,   Accessed 23 August 2016.http://www.education.com/reference/article/egocentrism/ .

Hurst, Melissa. "Differences between Piaget and Vygotsky's Cognitive Development Theories." Study.com,   cognitive-development-theories.html. Accessed 23 August 2016.http://study.com/academy/lesson/differences-between-piaget-vygotskys -

Cognitive Ability Testing
Psychological testing or psychological assessment is the strategy that psychologists use to determine the core component of individual personality, cognitive ability and IQ (intelligence quotient). It is the process of identifying individual strengths and weakness. In essence, cognitive ability is one of the important strategies for the psychological assessment. Traditionally, cognitive ability assessment primarily involves the use of pencil and paper to determine a wide range of individual abilities that include problem solving, intellectual functioning, language skills, and memory. With the advanced development of information technology, there is an increase in the use of computer technology to carry out the assessment. The cognitive testing uses both qualitative and quantitative approach to determine individual cognitive ability, and the results are interpreted based on the normative data collected.

Objective of this study is to carry out the assessment of cognitive ability of students and non-students using the Cognitive Abilities Test

Evaluation how…...

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Reference

Aiken, L.R. & Groth-Marnat, G. (2006). Psychological assessment and Psychological testing, (12th ed.).Boston, MA: Allyn & Bacon. ISBN: 0205457428.

Bermingham D, Hill RD, Woltz D, Gardner MK (2013) Cognitive Strategy Use and Measured Numeric Ability in Immediate- and Long-Term Recall of Everyday Numeric Information. PLoS ONE 8(3).

Lakin, J.M. (2012).Multidimensional ability tests in the linguistically and culturally diverse students: The Evidence of the measurement invariance. Learning and Individual Differences. 22(3):397-403.

Lohman, D.F. (2006). The Woodcock-Johnson III and the Cognitive Abilities Test (Form 6): A Concurrent Valid Study. University of Iowa.

Cognitive Behavior Abilities in Men and Women
Three major differences cognitive behavior abilities men women: higher verbal abilities, higher spatial abilities, higher arithmetical abilities

Neuropsychologists and psychologists have widely analyzed the difference in cognitive abilities expressed by members of the male and female genders. The analysis of these professionals has revealed the existence of three major cognitive differences between the genders. The differences include higher verbal abilities in women; higher arithmetic abilities in males and higher spatial abilities in males. However, the possession of superior arithmetic abilities by males has been closely related their possession of top notch spatial abilities. This implies that the differences in cognitive abilities can be condensed or summarized into two.

Close look at the differences in verbal abilities among males and females reveal that women perform best in verbal tests as compared to their male counterparts. Additionally, a woman's language development cycle is faster than that of a…...

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References

Ackerman, P.L. (2006). Cognitive sex differences and mathematics and science achievement. American Psychologist, 61(7), 722-723.

Ballinger, T.P., Hudson, E., Karkoviata, L., & Wilcox, N.T. (2011). Saving behavior and cognitive abilities. Experimental Economics, 14 (3), 349-374.

This type of evolutionary thinking will challenge the initial creationist act as well. Many creationist currents, including the Christian one, believe that human life was also created through divine intervention, so any kind of such approach where life actually evolved to form the human being along the way takes away the special characteristics of human kind, as perceived by Christianity, for example. So, evolutionism virtually challenges the entire theological belief on the history of Earth and its inhabitants.

4. Logical positivism is based on general skepticism towards mythology, theology or metaphysics and on the idea that all true facts can and have to be verified in order to become veridical. In this sense, besides empiricism and materialism, verificationism is also one of the pillars on which logical positivism is based.

For a fact, proposition or idea to be cognitively meaningful, it has to be able to follow a particular path of cause-consequences…...

Cognitive bias and Social Desirability Bias in esearch Study
Cognitive Bias

Exercise 1: Impact of cognitive biases on the research process.

Cognitive bias is an individual's tendency to base an opinion or decision on inconsistent perception or knowledge of research data. Cognitive bias may cause either a success or failure of a project. The nature of decisions by the researcher may contribute to the success or failure of the research project. A direct effect or impact is that, cognitive bias can cause significant negative impacts on the perception of projects risks. Cognitive bias has direct impacts on the research process, and it is easy to identify the impacts of cognitive bias based on the previous or past information applied in carrying out research. According to Haselton, Nettle and Andrews (2005:724-746), cognitive bias is an error in judgment caused by memory, societal ascription, and arithmetical errors. These errors are common to all individuals,…...

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References

Brewer, M.B. 1979. In-group bias in the minimal intergroup situation: A cognitive-motivational analysis. Psychological Bulletin, 86, 307 -- 324

Fisher, R.J. 1993. "Social Desirability Bias and the Validity of Indirect Questioning." The Journal of Consumer Research. 20: 303-315.

Haselton MG, Nettle D, and Andrews PW. The evolution of cognitive bias. The handbook of evolutionary psychology, 2005:724-746.

Leggett, C.G., N. Kleckner, K. Boyle, J. Duffield, and R. Mitchell. 2003. "Social Desirability Bias in Contingent Valuation Surveys Administered Through In-Person Interview." Land Economics 11:561-575.

Cognitive Changes
Developmental cognitive occur starting age 50 moving end life.

Developmental and cognitive changes

The essay aims at exploring the developmental and cognitive changes that occur starting at the age of fifty years moving through end of life. The developmental changes are easily noticeable or observable, hence not much of literature or scholarly articles have been written about it. On the other hand a lot of materials, studies and researches have been conducted on cognitive changes because cognition is a key requirement needed in both the young and old to meet the job demands, challenges of education and day-to-day life of an individual (MacDonald, Hultsch, & Dixon, 2003, p 32-52).

Before the essays embark on the changes that occur at the age of fifty and beyond its important to consider the early changes right from when a baby is born up to middle life for us to understand the topic better.

Developmental and…...

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References

Anstey, K., Hofer, S., & Luszcz, A., (2003). Cross-sectional and longitudinal patterns of differentiation in late-life cognitive and sensory function: The effects of age, ability, attrition, and occasion of measurement. Journal of Experimental Psychology: General. 132, 470 -- 487.

Ball, K., et al. (2002). Effects of cognitive training, interventions with older adults. Journal of the American Medical Association, 288, 2271 -- 2281.

Dixon, R., De Frias, M., & Maitland, S.B. (2001). Memory in midlife. In M.E. Lachman (Ed.), Handbook of midlife development New York: Wiley (pp. 248 -- 278)...

Finkel, D., Pedersen, N.L., & Harris, J.R. (2000). Genetic mediation of the association among motor and perceptual speed and adult cognitive abilities. Aging, Neuropsychology, and Cognition, 7, 141 -- 155.

Cognitive Unconscious, by John F. Kihlstrom (1987) addresses the idea that many processes and mental structures that affect what happens in a person's conscious mind are actually processed in the unconscious mind. That would mean that a lot of the things people do, they are doing based on information they may be processing without realizing it (Kihlstrom, 1987). In other words, people take in information about the world around them all the time, but much of it is unconscious information they do not realize they are collecting. Even though they have not realized the collection of this information, they use the information to help them make decisions and to determine how they feel about things (Kihlstrom, 1987). There has been a great deal of past research that does indicate mental functions can be altered by information that was provided subliminally or even under hypnosis, as opposed to information the…...

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References

Fernald, L.D. (2008). Psychology: Six perspectives. Thousand Oaks, CA: Sage Publications.

Gazzaniga, M. (2010). Psychological science. NY: W.W. Norton & Company.

Kihlstrom, J.F. (1987). The cognitive unconscious. Science, 237(4821): 1445-1452.

Sun, R. (2008). The Cambridge handbook of computational psychology. NY: Cambridge University Press.

CBT
The always developing field of psychology and the tools used to develop this science, have provided many patients with much need relief. The constant evolution of the mind requires that clinical practices within mental health treatments also evolve and grow with the human race. The purpose of this essay is to discus Cognitive Behavior Therapy (CBT), as a useful method of treating mental and psychological issues.

First CBT will be discussed in general, and useful ideas presented about the approach will be introduced. A practical example of this therapy will also be highlighted to contextualize the information. Next, this essay will address CBT can be used specifically for the treatment for depression and the issues associated with that idea. Finally, this essay will address how computerized CBT software programs are assisting in treating these types of issues.

CBT

Cognitive Behavior Therapy (CBT) is simply a form of psychotherapy that highlights the importance of…...

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References

Barlow, DH, Gorman, J.M., Shear, M.K., & Woods, S.W. (2000). Cognitive-behavioral therapy, imipramine, or their combination for panic disorder: A randomized controlled trial. Jama, 283(19), 2529-2536.

Boyes, A. (2012). Cognitive Behavioral Therapy Techniques That Work. Psychology Today, 6 Dec 2012. Retrieved from  http://www.psychologytoday.com/blog/in-practice/201212/cognitive-behavioral-therapy-techniques-work 

Dobson, K.S. (Ed.). (2009). Handbook of cognitive-behavioral therapies. Guilford Press.

Martin, B. (2007). In-Depth: Cognitive Behavior Therapy. Psych Central. Retrieved from  http://psychcentral.com/lib/in-depth-cognitive-behavioral-therapy/000907

, 2010).
In addition, small frequent feeds, and a large amount of fluid is provided to maintain the nutritional needs of the patient and prevent dehydration. The r suctioning of secretions proves necessary in preventing aspiration of secretions. The loss of voluntary muscle's activity increases the risks of accumulation of secretions hence, the need for regular suctioning. Bulbar involvement often results in communication complications such as dysarthria and muscle paralysis of the muscles of the face, throat, and tongue. As such, it requires the provision of management strategies such as augmentative and alternative communication (AAC) techniques and other forms of speech therapy that improves the communication abilities of patients with ALS. Pseudobulbar effects that often accompany those brought by the frontotemporal lobe degeneration often require the administration of antidepressants. The antidepressants manage mood disorder that presents through disproportionate crying, and inappropriate response to the external stimuli. Maximizing patients' comfort and independence…...

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References

Brettschneider, J., Libon, D.J., Toledo, J.B., Xie, S.X., McCluskey, L., Elman, L., & #8230;

Trojanowski, J.Q. (2012). Microglial activation and TDP-43 pathology correlate with executive dysfunction in amyotrophic lateral sclerosis. Acta Neuropathologica, 123(3),

395 -- 407. doi:10.1007/s00401-011-0932-x

Crespi, C., Cerami, C., Dodich, a., Canessa, N., Arpone, M., Iannaccone, S., & #8230; Cappa, S.F. (2014). Microstructural white matter correlates of emotion recognition impairment in Amyotrophic Lateral Sclerosis. Cortex, 53, 1 -- 8

Topic 1: The Role of Cognitive Science in Educational Theory and Practice

Philosophical Concepts: Epistemology, Philosophy of Mind, and Cognitive Ontology
Education Theory: Constructivism, Cognitive Load Theory, and Metacognition
Key Debate: The tension between traditional pedagogy and cognitive science-based approaches in education
Impact of Research and Inquiry: Examines the empirical evidence supporting cognitive science interventions and the implications for curriculum design, instructional strategies, and assessment practices.

Topic 2: Ethical Considerations in Data Analytics for Educational Research

Philosophical Concepts: Ethics, Data Privacy, and Trust
Education Theory: Qualitative and Quantitative Research Methods, Data Analytics Techniques
Key Debate: The ethical implications of using student....

Omnipotence of God: The Power to Create and Control All

Theological Framework: Explore the nature of God's omnipotence within different religious traditions, examining the implications for human agency and the problem of evil.
Scientific Perspective: Analyze the compatibility of divine omnipotence with scientific laws and the concept of a deterministic universe.
Philosophical Dilemmas: Discuss the ethical and ontological challenges posed by the notion of a God who has absolute power over creation.

Omniscience of God: The Knowledge of All Things

Biblical and Qu'ranic Perspectives: Examine the scriptural evidence for God's omniscience, exploring the limits and implications of this attribute.
Cognitive Science:....

1. The impact of virtual reality technology on society: exploring the potential benefits and drawbacks of widespread VR adoption

2. The ethical implications of gene editing technology: examining the controversies surrounding CRISPR-Cas9 and its use in modifying human DNA

3. The intersection of artificial intelligence and healthcare: discussing how AI can revolutionize the field of medicine and improve patient outcomes

4. The role of technology in shaping modern relationships: analyzing how social media, dating apps, and AI-powered matchmaking services are changing the way people connect and form relationships

5. The environmental consequences of space exploration: investigating the ecological footprint of space missions, satellite launches,....

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