Here is my first Podcast about Reflective Journaling  in all its glory with throat clearing and Freudian slips…enjoy

reflective-journaling-for-psychology1 [Podcast]

Feedback appreciated in a Comment below.

1. World, G 2003, Basic geriatric nursing, London, Elsevier Health Sciences

2. Adams et al, 2008, Update to the AHA/ASA recommendations for the prevention of stroke in

patients with stroke and transient ischemic attack, Stroke, vol. 39, pp. 1647-1654. http://stroke.ahajournals.org/cgi/content/abstract/STROKEAHA.107.189063v1

3. University of Maryland, Medical Centre, 2009, Transient ischemic attacks, Accessed 25 May, 2009, http://www.umm.edu/altmed/articles/transient-ischemic-000160.htm

4. National Institute of Neurological Disorders & Stroke, 2009, NINDS Transient Ischemic Attack             Information Page, Accessed 25 May, 2009, http://www.ninds.nih.gov/disorders/tia/tia.htm#Is_there_any_treatment

5. Fields, W, Lemack, N, Frankowski, R, & Hardy, R 1977, Controlled trial of aspirin in cerebral ischemia, Stroke, vol. 8, pp. 301-314, Accessed 25 May, 2009,http://stroke.ahajournals.org/cgi/content/abstract/8/3/301

6. Westmoreland et al., 2009, Improving medical student attitudes toward older patients through a “Council of Elders” and reflective writing experience. Accessed 25 May, 2009, http://pt.wkhealth.com/pt/re/jags/abstract.00004495-200902000-            00019.htm;jsessionid=KhFQj6wyDwbHJZr5X1n7fMgnDL1pZJjgFLsSCWf6hSzqzgw8T            hcp!-1775402713!181195628!8091!-1

7. Fong, M, Finlayson, T & Peacock, N, 2006, The social experience of aging with a chronicillness: Perspectives of older adults with multiple sclerosis, Disability & Rehabilitation, vol. 28, no.11, pp. 695 - 705.

8. Viitanen M, Fugl-Meyer KS, Bernspång B, Fugl-Meyer AR, 1988, Life satisfaction in long-term survivors after stroke, Scandinavain Journal of Rehabilitative Medicine, vol. 20, no.1, pp. 17-24, Accessed 25 May, 2009 from http://www.ncbi.nlm.nih.gov/pubmed/3413451

9. Alzheimer’s Australia. (2006). Decision making in advance: reducing barriers and improving access to advance directives for people with dementia. Retrieved 26 May, 2009,http://www.alzheimers.org.au/upload/Decision_Making_in_Advance_May_2006.pdf

10. Flemming, R., Crooks, P., & Sum, S. (in press). A review of the empirical literature on the design of physical environments for people with dementia. Retrieved 26 May, 2009, http://www.dementia.unsw.edu.au/DCRCweb.nsf/resources/DCRC1+Products+3/$file/D            esign+of+Environment+Literature+Review.pdf

11. Gibson, D., Broe, T., Gray B., Puet, H., & Hayles, H. (in press). Pathways into and through the health and aged care system for people with dementia. Retrieved 26 May, 2009, http://www.dementia.unsw.edu.au/DCRCweb.nsf/resources/DCRC1+Products+2 /$file/Tr            ansitions+in+care+of+people+with+dementia+-+final.pdf

12. Sacre, S., Prior, M., Foottit, J., Hines, S., McCrow, J. (in press). Investigation of the use ofthickened fluids and/or energy supplements for people with dementia in Residential Aged Care Facilities (RACFs). Retrieved 26 May, 2009, http://www.dementia.unsw.edu.au/DCRCweb.nsf/resources/DCRC3+Products+3/$file/OLNS+Report_FINAL_31_3_09.pdf

13. National Ageing Research Institute (2008). Encouraging best practice in residential aged care. Retrieved 26 May, 2009, http://www.dementia.unsw.edu.au/DCRCweb.nsf/resources/DCRC+Products+3/$file/10 SummaryEBPRACApplicationNARI.pdf

14. California Workgroup on Guidelines for Alzheimer’s disease Management (2002). Guidelines for Alzheimer’s disease management. Retrieved 26 May, 2009, http://www.alzla.org/medical/FinalReport2002.pdf

15. Teri et al. (1998). Exercise and activity level in Alzheimer’s disease: A potential treatment focus. Retrieved 26 May, 2009, http://www.rehab.research.va.gov/jour/98/35/4/teri.pdf

16. Hutchinson, S., Leger-Krall, S., & Skodol Wilson, H. (1996). Toileting: A biobehavioral

challenge in Alzheimer’s dementia care. Journal of Gerontological Nursing, 22(10), 18-

27. Retrieved 26 May, 2009, http://www.ncbi.nlm.nih.gov/pubmed/8954381

Related articles by Zemanta

• Women less likely to have a stroke after mini-stroke (scienceblog.com)
• Newly discovered brain cell could be key to MS therapies (fty720.blogspot.com)
• Consider Transient Ischemic Attacks an Emergency, Groups Urge (nlm.nih.gov)
• Experimental Parkinson’s Therapy May Have Robust Weight-Loss Effect (medicalnewstoday.com)
• Citalopram No Better Than Placebo Treatment for Children with Autism Spectrum Disorders (nih.gov)
• Narcolepsy is an autoimmune disorder, Stanford researcher says (scienceblog.com)
• Weighing the options after life-altering stroke (scienceblog.com)
• Scientists uncover culprit in Huntington’s disease (ctv.ca)

http://eprints.qut.edu.au/1760/1/1760.pdf Diezmann & Watters

Nathan J. Emery and Nicola S. Clayton (2004) The Mentality of Crows: Convergent Evolution of Intelligence in Corvids and Apes, Science 10, Vol. 306. no. 5703, pp. 1903 - 1907 http://www.sciencemag.org/cgi/content/abstract/306/5703/1903

Epstein HT (2001). An outline of the role of brain in human cognitive development. Brain and Cognition, 45:44-51. http://bases.bireme.br/cgi-bin/wxislind.exe/iah/online/?IsisScript=iah/iah.xis&nextAction=lnk&base=MEDLINE_1997-2009&exprSearch=11161361&indexSearch=UI&lang=i

Kraus PH, Przuntek H, Kegelmann A & Klotz P (2000). Motor performance: Normative data, age dependence and handedness.Journal of Neural Transmission, 107: 73-85. http://www.springerlink.com/content/g897e5y627tbgmm3/fulltext.pdf?page=1

Langer, J. (2004). The evolution of cognitive development: Ontogeny and phylogeny. Human Development, 47, 73-77.

Lemon RN (1999). Neural control of dexterity: what has been achieved? Experimental Brain Research, 128: 6-12. http://bases.bireme.br/cgi-bin/wxislind.exe/iah/online/?IsisScript=iah/iah.xis&nextAction=lnk&base=MEDLINE_1997-2009&exprSearch=10473734&indexSearch=UI&lang=i

Nikitina, Larisa, and Furuoka, Fumitaka, (2008) Factorial Structure and Psychometric Qualities of Gardner’s (1985) Instrument. In: International Conference on Language Teaching and Learning “Innovating Minds, Communicating Ideas: Reinventing Language Teaching and Learning”, Institute of Modern Languages and Communication, Multimedia University, Saba, Malayasia.

Sternberg (2000) http://books.google.com.au/books?hl=en&lr=&id=7ry1NpFtZKkC&oi=fnd&pg=PR9&dq=%22the+development+of+intelligence%22+r-sternberg&ots=f4Js6eLc4o&sig=pd4heJrSNVqdUTtoYHl0QH0au9k

Robert J. Sternberg , Elena L. Grigorenko (2006) Cultural Intelligence and Successful Intelligence. Group & Organization Management, Vol. 31, No. 1, 27-39 http://gom.sagepub.com/cgi/content/abstract/31/1/27

Willingham DB (1998). A neuropsychological theory of motor skill learning. Psychological Review, 105: 558-584. http://bases.bireme.br/cgi-bin/wxislind.exe/iah/online/?IsisScript=iah/iah.xis&nextAction=lnk&base=MEDLINE_1997-2009&exprSearch=9697430&indexSearch=UI&lang=i

Design & Stats

3 of My Conclusions

• Experiment:

• IV Gender: equal

• IV Game: public goods or dictator

• IV Payoff irrelevant information: results for people in other countries (Control); cohorts in out-group; non-cohorts in in-group or out-group

• DV: choice of payoff

• Control variable: lottery choice game for treatment effects

• Pre-questionnaire: demographics and multiple-choice for gender bias

• Public goods game –> lottery game –> dictator game

• Participants able to choose kind and source of feedback on those who have previously played the game (info has normative value)

• Small convenience sample (n=

• Only uni undgergrads

• 10 hours of game-playing: practice effects, boredom, fatigue

• They also controlled for reciprocity motivations; why separate the whole? Conformity includes feelings of r.

• Why muddy the waters with the 3^rd treatment group? Why not measure in-group alone?

• Overall, the paper focuses on the effects of the findings of Ash

Related articles by Zemanta

• “Do women earn less money than men for equal work?” (althouse.blogspot.com)

Author/s

Hypothesis

3 Main Points

Conformity in contribution games: gender and group effects

http://www.economics.emory.edu/Working_Papers/wp/capra_06_01_paper.pdf

• Moral guidance is sought when playing a contribution game.

• Decrease clarity –> increase conformity

• Increase complexity –> increase conformity

• People tend to conform to in-group rather than out-group

• [Ash had all male] Increase females –> increase conformity

• Game complexity affects conformity

• Group identity and gender mediate conformity rates

• Interested in testing some of the key conclusions that psychologists have arrived at regarding conformity

• Complexity, gender and group identity –> conformity

• Findings were consistent with those initially reported by Ash

Related articles by Zemanta

• Gender Gap in Perception of Computer Science (futurelab.net)
• gender gap in perception of computer science (zephoria.org)
• Gender (slideshare.net)

Author/s

Hypothesis

3 Main Points

Design & Stats

3 of My Conclusions

Capra & Liu  (2006)

Conformity in contribution games: gender and group effects

http://www.economics.emory.edu/Working_Papers/wp/capra_06_01_paper.pdf

• Moral guidance is sought when playing a contribution game.

• Decrease clarity –> increase conformity

• Increase complexity –> increase conformity

• People tend to conform to in-group rather than out-group

• [Ash had all male] Increase females –> increase conformity

• Game complexity affects conformity

• Group identity and gender mediate conformity rates

• Interested in testing some of the key conclusions that psychologists have arrived at regarding conformity

• Complexity, gender and group identity –> conformity

• Findings were consistent with those initially reported by Ash

• Experiment:

• IV Gender: equal

• IV Game: public goods or dictator

• IV Payoff irrelevant information: results for people in other countries (Control); cohorts in out-group; non-cohorts in in-group or out-group

• DV: choice of payoff

• Control variable: lottery choice game for treatment effects

• Pre-questionnaire: demographics and multiple-choice for gender bias

• Public goods game –> lottery game –> dictator game

• Participants able to choose kind and source of feedback on those who have previously played the game (info has normative value)

• Small convenience sample (n=

• Only uni undgergrads

• 10 hours of game-playing: practice effects, boredom, fatigue

• They also controlled for reciprocity motivations; why separate the whole? Conformity includes feelings of r.

• Why muddy the waters with the 3^rd treatment group? Why not measure in-group alone?

• Overall, the paper focuses on the effects of the findings of Ash

• At the risk of oversimplifying what is a robust and complex body of interdisciplinary work (see, for example, Jenks, 2005; Prout, 2005; Corsaro, 2003;Mayall, 2002; James, 1993; James and Prout, 1990), there are two key themes raised by the ‘new’ sociology of childhood relevant to our purposes here. First, it has developed as a corrective to what were, in studies of childhood, the dominant biologically-informed theoretical approaches, for example those promoted by the broad corpus of development psychology (Prout, 2005). In this respect, it is a reaction to tendencies in developmental perspectives to objectify children, rendering them as immature adults in the making, captured and propelled by an inevitable telos of cognitive, physical, emotional and social development towards some idealised and imagined end.

• The identity of the (putative) child constituted and propelled in social policy. Policies are, amongst other things, discursive practices which, in their development and in their applications and operations, promote particular subject identities (McDonald, 2007).

• Social policies are deeply implicated in creating and sustaining both positively and negatively valued identities (Taylor, 1998 cited in McDonald, 2007).

• Nevertheless, policy developed about and for children does promote identities which may or may not reflect those taken up and/or valued by children (McDonald, 2007).

• Ultimately, this justifies a lowered regard for children’s status in respect of adults and legitimises the exertion of adult power over children (McDonald, 2007).

• There is an identity theory which directs attention to the social relations (McDonald, 2007) practices and techniques through which human beings acquire the characteristics and attributes of a particular type of person. It is a body of theory which draws upon such classical authors as Norbert Elias (1978 cited in McDonald, 2007). and particularly for my purposes here, the work of Erving Goffman (1969; 1968 cited in McDonald, 2007).). It also relies on contemporary theorists such as Pierre Bourdieu (1987) and Nikolas Rose (1998; 1996; 1989 cited in McDonald, 2007).

• Furthermore, and as suggested above, through acknowledging the dialectical and interactional nature of the process of identity formation, the sociology of identity provides us with a conceptual framework for fuller appreciation of the centrality of children’s agency (McDonald, 2007).

• Goffman’s (1969 cited in McDonald, 2007) notion of impression management encapsulates this. We all, children included, engage in active negotiation of our identities.

• This, in turn, is reflected in the notion promoted by McLaughlin (2007: 72 cited in McDonald, 2007) specifically in relation to social policy; that of assumed identity - that is, ‘the social traits or group memberships we ascribe to ourselves’. And it is these assumed identities, the manner in which they are both informed and taken up, and the consequences of being taken up that should be of core interest to those who would like policy.

• Further, as McLaughlin notes, assumed identity can be contrasted with ascribed identity - ‘that which is attributed to individuals by others’ (op cit). All identities are consequential (Bourdieu 1988; Rose (1999; 1989), but unlike assumed identities, ascribed identities are not necessarily (or at a minimum, less) susceptible to manipulation by individuals. In this way, they have serious consequences for material outcomes in and on people’s lives, including those of children. In similar manner to the notion of Goffman’s ’spoiled identity’ (1968), Rose (in the tradition of Foucault) pointedly illustrates that certain identities (’subject identities’ in his terms), constituted discursively within particular regimes of power and ‘truth’, are subsequently authorised by those same regimes to inhabit social spaces and locations in which they access very particular sets of experiences (cited in Mcdonald, 2007).

• Bourdieu (1988 cited in McDonald, 2007) on the other hand, illustrates the material outcomes of ‘habitus’ - that constellation of personal attributes, dispositions, and characteristics which constitute an identity. ‘habitus’ reflects a curious mix of both assumed and ascribed identity, acknowledging that the agency invoked via assumed identity is, nevertheless, bounded. In particular, it is bounded by social structures which moderate access to different forms (and quantities) of economic, cultural and social capital. His work suggests, for example, that cultural capital would moderate the manner of children’s engagement with forms of recreation and leisure which, in turn and in combination with differential access to the other forms of capital, would ‘fix’ children in particular class locations.

• As Jenkins (2004: 50 cited in McDonald, 2007) suggests: ‘The world is not really everyone’s oyster….some identities systematically enhance or diminish an individual’s opportunities…The materiality of identification in this respect, and its stratified deprivation or affluence, cannot be underestimated (italics in original)’.

• Appreciating the importance of identity - how it is constituted and understood at both the technological and ontological levels - clearly has implications for the impact and outcomes of policy on and for children (McDonald, 2007).

Bushman, B. J. & Huesmann, L. R. 2006. Short-term and long-term effects of violent media on aggression in children and adults, Arch Paediatric Adolescent Med, 160, 348-352.

Coleman, A.M. 2006. Oxford dictionary of psychology, Second Edition, USA, Oxford University Press.

Hayes, N. 2000. Foundations of psychology, 3^rd ed., London, Thomas Learning

Krahe, B. 2001. The social psychology of aggression, New York, Psychology Press.

Snethen, G & Van Puymbroek, M. 2008. Girls and physical aggression: Causes, trends and intervention guided by Social Learning Theory, Aggression and Violent Behaviour, 13 (5), 346-354.

Related articles by Zemanta

• Aggression Theory: A collection of contrastive readings (psipsychologytutor.org)

Chance, P & Delaware, L, 1998, ‘Thorndike’s puzzle boxes and the origins of the experimental analysis of behavior, Journal of Experimental Analysis, vol 72, no 3, pp 433-430.

Hayes, N, 2000, Foundations of Psychology, 3^rd ed., London: Thomson Learning.

Matute, H & Vadillo, A, 2009, ‘Inferring causality and making predictions:  Some misconceptions in the animal and human learning literature’, viewed April 4^th, 2009, from http://www.interdisciplines.org/causality/papers/16

Rogers, C. 1983, Freedom to learn for the 80s, Columbus, OH: Charles E. Merrill.

Skinner, B.F, 1953, Science and Human Behavior. New York: Macmillan.

Capra, C. & Liu, L.  (2006). Conformity in contribution games: gender and group effects, [Online], http://www.economics.emory.edu/Working_Papers/wp/capra_06_01_paper.pdf

Friend, R et al., 1990. A puzzling misinterpretation of the Asch ‘conformity’ study, European Journal of Social Psychology, 20 (1), 29-44.

Hodges, B. H., & Geyer, A. L.  2006, A Non Conformist Account of the Asch Experiments, Values, Pragmatic and Moral Dilemmas, Personality and Social Psychology Review, 10 (1), 2-19.