Learning behaviors, cognitive development, personality, and stress/health - Assignment Example

? Reflection Paper: Learning Behaviors, Cognitive Development, Personality, and Stress/Health or College or University’s Name: Introduction Reflecting on one’s personal, professional, social, and cognitive well-being is an everyday task. Learning how to sustain and maintain work/life balances that keep values and qualities of living consistent and essential is what purposive or meaningful living is all about. The meaning of reflective learning and living is, again, gaining importance. Reflective learning involves remembering and cognitively reflecting on important decision-making, focusing on personal and professional goals; critically thinking about interpretations and assessments that have shaped my human development; motivation and learning that have affected my achievements, well-being, and perspectives; consciously asking and exploring why I am to be a socially responsible citizen. Thinking, personality traits, emotions have become vital constructs in the processes of living. The acknowledgement of diverse ontology (realities) and epistemologies (values) are what shape and influence many lifestyle perspectives. A Reflective Analysis: Questions and Responses on the Psychology of Thinking and Behaviorism 1. How have classical, operant, and observational learning shaped your behavior? ‘Learning to learn’ has been an incredibly effective method in sustaining the motivation to continue to work and live productively. Possessing meaningful purpose and goals in life are what trigger and maintain motivation. Classical, operant, and observational learning are conditions by which learning continues to take place. Somehow, meaningful visions and goals are derived. Through years of living and growing, I know that the three mentioned conditions of classical, operant, and observational learning are forms of experiential learning. “Learning is any relatively permanent change in behavior that results from experience” (Melucci, 2010, p. 116). ‘Classical conditioning’ is often considered a reflex action or natural response to certain stimuli or the connection between associations, stimuli, and responses. I know that in the occurrence of classical conditioning, I often exhibit appearances of uneasiness or discomfort. This is because I do not contain the control over the involuntary or reflex responses that are the result of the stimuli. I do appreciate self-control and often find the uncertainty of reaction during classical conditioning an unhelpful response. The methods or techniques by which classical conditioning are conducted often are the causes of stress and ill health. Operant and observational conditionings are often the sources of ‘control factors’. Who is the controller? Who is the observer or monitor of behavior? Who determines the wanted or unwanted behavioral outcomes? Likewise, operant and observational conditioning shaped my learning and behavior by having measurable affects on reinforcers, rewards, and punishers. “B.F. Skinner (1904-1990) coined the term ‘operant’ to describe these learned behaviors that operate on the organism’s environment. Operant conditioning is used to teach, increase, or eliminate voluntary behaviors. The basic premise of operant conditioning is that behavior is shaped and maintained by consequences” (Melucci, 2010, p. 121). I have learned a lot from operant conditioning and much from observational conditioning while being a researcher (reflexivity can be a conditioning pastime)…”reinforcements – the occurrence of a stimulus following a response that increases the likelihood of the response being repeated; punishment – presentation of a stimulus following a behavior that acts to decrease the likelihood that the behavior will be repeated” (Schacter, Gilbert, Wegner, 2012, ppt. 25, 31). Both of these occurrences affect the reactivity of those being observed or monitored. What did you learn through associations? How were you reinforced or punished as a child? As a child, I learned to consistently try to practice the behaviors that resulted in positive reinforcement and rewards. After all, consistent punishment for my behavior is not on my goal/objective list for intrinsic, extrinsic positive outcomes. As a child in school and home, I would have to do chores and write standards as methods of reinforcement or punishment. The desired behavior was spelled out specifically in the sentence or standard. Isn’t it ironic that learning standards of curriculum frameworks and standardized, norm-criterion testing are utilized to reinforce modern learning. Are standards to be considered a form of punishment? How has that reinforcement or punishment influenced you as an adult? Reinforcement or punishment via operant conditioning often acts as a stimulus for improvement. I often reflect on the qualities of work and life that I need and want. On the other hand, classical and observational conditionings usually cause me to take on a defensive attitude. Being observed or monitored as a subordinate requires me to reflect (think) and act accordingly. Interestingly enough, however, being the observer or monitor gives me a sense of questionable power. As a child, what did you learn by watching? Often, I learned to respect the individual or groups being observed or watched. From the perspective of being part of an audience, I learned to respect and review good theatrical and professional performances. I learned to critique events and actions with sensitivity and acknowledgement of diversity. I learned to not invade certain boundaries of privacy and autonomy. I also learned a few good design and behavioral techniques that could help me in ‘real world’ situations. What type of learning had the greatest impact in you? All three types of learning have played critical and functional roles in my humanistic development. 2. From Development, describe your childhood in terms of Piaget’s Model of Cognitive Development. Cognitive development during my childhood can be considered both structured, yet a complete exploration of the imagination. Rules were a must…creative and critical thinking were a demand. Indeed, the curricular or academic basics – reading, writing, and mathematics -- were made the priorities of my childhood life. I don’t regret it, for it is now a staple for my adult lifestyle and livelihood. Many of the definitions and terminologies of ‘Piaget’s Model of Cognitive Development’ triggers inquiry about what it means ‘to learn, to think, to develop, to live…’ “According to Piaget, people strive to make sense of the world and their experiences… his is a theory of the development of thinking. Children develop schemas – the mental frameworks that help us to organize our information and experiences. Furthermore, individuals assimilate the information and eventually, via the forces of biological maturation and increasing amounts of new information, accommodation occurs” (Melucci, 2010, p. 202). As a child, these changes and accommodations often resulted in the development of my schema, my imagination that helped me construct frameworks of intelligent, cognitive thought. This has become part of blueprints for living and improving qualities of work/life balance. Explore your current stage from Erikson’s perspective. “Erikson’s theory of psychosocial and psychoanalytic development proposes that each stage of life presents a unique set of demands and conflicts in the interpersonal and social realms…” (Melucci, 2010, p. 214 & Schacter, Gilbert, Wegner, 2012, ppt. 55,56). I am currently experiencing the young/middle adult (mid 20’s to 40’s and mid 40’s to 60’s) stages six and seven of E. Erikson’s theoretical, psychoanalytic perspective. There are many moments or occurrences when conflict v. resolution become part of living situations. As E. Erikson has theorized, “There is intimacy v. isolation and generativity v. stagnation” (p. 214, ppt. 56). As a result, I am still currently learning to establish meaningful relationships and contribute to lifelong learning goals that make useful contributions to the world, my family, my work and society… Examine Ainsworth’s Attachment Theory and determine your attachment style. Mary Ainsworth’s Attachment Theory (Melucci, 2010, p. 213 & Schacter, Gilbert, Wegner, 2012, ppt. 25) described and researched (monitored or observed) the behaviorisms and responsiveness between mothers and their infants. As a child, my Ainsworth Attachment style could be described as responsive – as mother’s/father’s helper is sometimes described. The quality and intensity of my wanting and needing to help varied according to or depending on my abilities or resources. As a child, I was dependent, as an adult I am an interdependent human being made self-conscious and socially conscious of the meanings and ‘qualities of attachments’. Think about how your attachment style explains how you interact with others today. I sometimes cognitively reflect about my attachment style with others in my family, work and society. Quality and improvements mean consistently trying to attach and construct meaningful, purposive relationships…monitoring them, observing them, and sustaining them. I must confess, the Ainsworth ‘Strange Situation Experiments’ (Melucci, 2010, p. 213 & Schacter, Gilbert, Wegner, 2012, ppt. 24,25) in which the context is a study-laboratory setting made up like a living room, really reminds me of my foundational upbringing…challenging and practical. I interact and continuously try to create meaningful relationships with others in society that build upon values and norms. Describe your parent’s style (authoritarian, permissive, or authoritative) and how that has impacted who you are today. The relationship and style of my parents involved plenty of intervention and traditional life structuring and restructuring when faced with the modern situation of raising and disciplining five children. I characterize and categorize my parent’s style of raising family as “authoritative – warm, responsive, involved with child; set clear standards; considers child’s reasonable demands; give and take between parent and child” (Schacter, Gilbert, Wegner, 2012, ppt. 62, 63, 64). How was your moral development shaped and where do you see yourself in that area of development? According to Kohlberg’s Theory of Moral Development, “right and wrong decision-making is based on responses to moral dilemmas” (Schacter, Gilbert, Wegner, 2012, ppt. 68,69). I am currently in the postconventional (adulthood) area of development. My decision-making is often based on assessing or analyzing pros/cons and advantages/disadvantages of situational dilemmas. Morality can be defined in abstract terms, but also in terms of a justice system (one in which my moral development and that of society’s is often shaped). 3. From Personality, describe your personality from a psychodynamic, humanistic, social cognitive, or trait perspective. For example, how would you describe your id, ego, and superego? “Personality is the relatively stable way a person thinks, feels, behaves in situations” (Melucci, 2010, p. 306). Values, culture, norms, theoretical perspectives and viewpoints must be taken into consideration when analyzing the construct called ‘the personality’. I most often exhibit the “humanistic view” in the scope of my personality. I possess skills and abilities that reflect the philosophies of Abraham Maslow’s humanistic personality theories. “Abraham Maslow and followers believed that people strive for a positive view of self, and to fully realize their own potentials…without a supportive, nurturing environment, this essential striving for full potential could not take place – self-actualization reaching and making use of your potential in professional and personal life” (Melucci, 2010, p. 234 & Schacter, Gilbert, Wegner, 2012, ppt. 5). “Personality theory attempts to describe and explain how people are similar, how they are different, and why every individual is unique” (ppt. 4). According to Freud, theorist of psychoanalysis and psychodynamic psychotherapy, the id, ego, and superego are components of the personality that describe a person’s “thinking, feeling, and behaving” (ppt. 3). While I have grown out of my ‘id’ stage into a thinking adult, my ‘I or Ego’ are understanding the world through many diverse theoretical lenses. “This is the reality principle – the understanding that sometimes gratification must be deferred until the appropriate times and circumstances dictated by the environment” (Melucci, 2010, p. 308). My ‘superego’ is in constant analytical check. My conscious and self/social awareness consistently guide me to become a better human being. At some point, I will succeed. Have you ever used any of Freud’s defense mechanisms? The Freudian defense mechanisms are often considered mechanisms of saving the mental health. I have used Freud defense mechanisms of “rationalization, sublimation, suppression, and daydreaming” (Melucci, 2010, p.309, 310 & Schacter, Gilbert, Wegner, 2012, ppt. 17, 18) as strategic techniques to keep my thinking healthy and balanced. Painful thoughts do not help my cognitive reflections, assessments, and perspectives. Is your personality the same or has it changed from childhood? How? My personality has changed from childhood. I am more socially conscious of mental processes and the defense mechanisms that I use to get through day-to-day objectives. 4. From Stress and Health, identify your sources of stress. Are your stressors likely to change within a month, year, or five years? The actual definition of stress according to Schacter, Gilbert, Wegner (2012, ppt. 2, 3) identifies the sources of my daily stress…”the negative emotional state (depression?) that results when we perceive events as taxing our resources or our ability to cope”. My stressors are triggered by “life changes, hassles, frustrations, and conflict” (ppt.3). However, my stressors can be challenged and improved and do change over the course of a month to a year. How do you cope with your stressors? Coping with stressors involves changing my attitude, diet, motivational outlooks, and intrinsic activities. (i.e. calming music, relaxation and meditation techniques). Also, acknowledging my ‘strengths, weaknesses, opportunities, and threats’ is a way to understand that I am human and my humanistic perspectives help me to cope and achieve a state of well-being. Explore your coping strategies. Are you more likely to use a problem or emotional focused strategy? I am likely to use both problem-solving and emotionally uplifting strategies. The strategies used are focused on experiential situations or events. Do you describe yourself as an optimist or pessimist? I describe myself as an optimist. I know that the attitudes that I have in dealing with situations are an important part of positive decision-making and problem solving. Conclusion Thus, the comments remain. What are my learning associations? And how do reinforcements play a role in personal and professional development. I learn via experience and disciplinary foci. Reading, writing, and mathematics are very practical and applicable, but learning from experience – experiential learning, cognitive reflection, analytical assessment and interpretation are the associations that I am familiar with. I have had a strong attachment with my parents, but this attachment has turned into pleasant memoirs. They responded with authoritative style of guidance. This I appreciate and respect. My personality, my ego are in balance due to stress and health classes and literature. But in order to sustain well-being, I try to sustain the optimist within me. References Melucci, N. Ph.D. (2010). Barron’s E-Z Psychology. Barron’s Educational Series, Inc.: Hauppauge, New York. Schacter, Gilbert, & Wegner (2012). PPT slides: Personality, Learning, Life span, and Stress/Health. No URL. Worth Publisher: New York, New York. Read More