Theory of Mind and Information Processing

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Resources for this week’s question

Beck, A. T., & Clark, D. A. (1997). An information processing model of anxiety: Automatic and strategic processes. Behaviour Research and Therapy, 35(1), 49–58. doi:10.1016/S0005-7967(96)00069-1

Note: You will access this article from the Walden Library databases.

Hallford, G. S., & Andrews, G. (2010). Information processing models of cognitive development. In Goswami, U. (Ed.), The Wiley-Blackwell Handbook of Child Cognitive Development (2nd ed.) (pp. 697–722). Malden, MA: John Wiley & Sons.

Note: You will access this book from the Walden Library databases.

Shiffrin, R. M., & Schneider, W. (1977). Controlled and automatic human information processing: II. Perceptual learning, automatic attending and a general theory. Psychological Review, 84(2), 127–190. doi:10.1037/0033-295X.84.2.127

Note: You will access this article from the Walden Library databases.

Optional Resources

Wellman, H. M. (2010). Developing a theory of mind. In Goswami, U. (Ed.), The Wiley-Blackwell Handbook of Child Cognitive Development (2nd ed.) (pp. 258–284). Malden, MA: John Wiley & Sons.

Discussion: Theory of Mind and Information Processing

One fascinating part of being human is that we can only completely know our own minds. We cannot read or fully understand the minds of others. However, we need to try and understand other people’s thoughts to socially interact with one another. For example, if a friend told you in conversation that her mother had died, you would try to understand how she is feeling, perhaps sad, upset, and depressed. You would likely then move forward with the social interaction in a sensitive manner. This example demonstrates the concept of theory of mind: you have made the presumption that your friend has a mind, you have tried to understand her mind, and then you acted accordingly. Having a theory of mind allows you to attribute thoughts, emotions, desires, and intentions to others, then explain their actions or intentions. It is a critical component in human social interaction.

Unfortunately, some people are impaired in this aspect of cognitive development. Sometimes called “mind blindness” or “theory of mind deficit,” this impairment means that a person has trouble with understanding others’ perspectives. Either they do not think about the thoughts of others, they interpret them incorrectly, or they have trouble seeing a perspective other than their own. Typically, these individuals have trouble in social interactions and do not reciprocate social cues and dynamics per societal norms. Impairment is strongly associated with several mental and physical disorders, such as autism, schizophrenia, depression, and excessive alcohol use.

Information processing theory refers to a different aspect of cognitive development. This theory says that humans process the information they receive, rather than just respond to the environment. As Dr. MacDonald explained in this week’s introduction, many have suggested that the best way to think about information processing is to think of the human brain as a computer: it takes in information, analyzes it, stores it, and creates output. For example, if you just asked your fiancée to marry you, your brain will take in his or her response as input, analyze it for meaning and context, store the memory in short-term and/or long-term memory, then create an output (hopefully of a smile and kiss!).

In this Week’s Discussion, you will search the Walden Library and/or other reputable academic sources for a scholarly article on theory of mind or information processing theory. Then, you will post a brief summary of the article you selected and provide a real-world application of the theory, explaining the strengths and limitations of the theory in explaining or testing this application. Finally, you will explain how the theory could apply to aspects of your daily life.

To prepare:

· Search the Walden Library or other reputable academic sources for a peer-reviewed article on theory of mind or information processing theory published within the last 10 years.

With these thoughts in mind:

By Day 4

Post a brief summary of the article you selected. Provide a real-world application of the theory within your current professional area or one in which you have interest. Also, explain how the theory could apply to one or two aspects of your daily life. Be specific and provide examples.

Recognizing and Projecting Trends in I/O Psychology

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Assignment 3: Recognizing and Projecting Trends in I/O Psychology

Consider the trends discussed in the required readings for this module along with relevant learning from your courses throughout the MAIO program. Further, using the Argosy University online library resources and the Internet, choose one of the thirteen research areas suggested in the required reading article by Cascio and Aguinis (2008). Then, respond to the following:

  • Explain how societal events over this century have shaped the field of I/O psychology in general and your chosen research area specifically.
  • Identify trends you expect to emerge within the field of I/O psychology generally and your chosen research area specifically in the next ten years. Explain and support your predictions with evidence from scholarly literature.
  • Describe competencies you think will be especially important for an I/O professional for these future trends. Justify your reasoning for the importance of these competencies.

Your final product will be a 3- to 5-page Microsoft Word document written in APA format and utilizing at least three sources from professional literature. Professional literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu, .org, and .gov). Your paper should be written in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation.

Reference:

Cascio, W. F., & Aguinis, H. (2008). Research in industrial and organizational
psychology from 1963 to 2007: Changes, choices, and trends. Journal
of Applied Psychology, 93(5), 1062-1081. doi:10.1037/0021-9010.93.5.
1062

how we can use operant conditioning to change the behavior of people and animals

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Psychologists like B. F. Skinner have studied how we can use operant conditioning to change the behavior of people and animals. Drawing on your personal experience, choose a person or animal whose behavior you want to change. (You may select your own behavior for this question if you wish.) How could you use operant conditioning to change the behavior of this person or animal?

In a multi-paragraph essay, describe your plan to change this behavior. Be sure to mention what type of reinforcer and reinforcement schedule you would use and explain why you made those particular choices. Include information from class materials, readings, and research on operant conditioning to support your discussion.

Psychologists like B. F. Skinner have studied how we can use operant conditioning to change the behavior of people and animals. Drawing on your personal experience, choose a person or animal whose behavior you want to change. (You may select your own behavior for this question if you wish.) How could you use operant conditioning to change the behavior of this person or animal?

In a multi-paragraph essay, describe your plan to change this behavior. Be sure to mention what type of reinforcer and reinforcement schedule you would use and explain why you made those particular choices. Include information from class materials, readings, and research on operant conditioning to support your discussion.

Autism Spectrum Disorder

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 Read All Instructions for this assignment! Do not copy from other sites for answers this must be original Work. Chart is attached The test I want to write about in the bottom half of this work is Autism Spectrum Disorder. you will have to find two other test for the chart to fill in the other spaces. If you have questions ask me before doing work

 

Compare and contrast three standardized tests related to your specialization based on Elements 1–4 of the Code of Fair Testing Practices in Education. Record findings, references, and a robust rationale on a worksheet. Select one test for further analysis in Assessments 2–4.

Note: Synthesizing the evaluation of test materials and procedures requires specific steps that must be carried out in a certain order. Therefore, you must complete the assessments in this course in the order in which they are presented.

 

Review the Required readings from your Standards text before beginning this assessment.

Instructions

  1. Use the List of Tests by Type PDF in the Required Resources to select three tests from one or two categories. Select a test category that is relevant to your professional training and goals.
  2. Use the Assessment 1 Template: Review and Selection of a Standardized Test worksheet in the Required Resources to complete this assessment.

For this assessment, assume the role of a professional in a setting related to your specialization.

Scenario

Your supervisor has assigned you the responsibility of reviewing and selecting a standardized test to be used in your setting. Knowing that you will be expected to provide an evidence-based rationale for your selection, construct a compare and contrast worksheet for your notes and prepare a summary of your analysis with academic references.

Record all information on the Assessment 1 Template: Review and Selection of a Standardized Test worksheet. There are three sections. The Scoring Guide criteria are italicized.

Section One: Test Review Table

Describe how the three selected tests and category are related to one’s area of specialization and career goal.

  • Identify a professional setting (specialization) and the three tests you researched and reviewed.
  • Select the three tests from a single category* using the List of Tests by Type document. The List of Tests by Type document identifies the 10 categories you may choose from. They include (1) intelligence/cognitive abilities, (2) achievement/aptitude, (3) personality, (4) behavior, (5) adaptive behavior, (6) neuropsychological, (7) career/business/organization, (8) autism, (9) depression, and (10) preschool.

*You may select a test from two categories, if it aligns with your professional goals.

Findings: Compare and contrast these three tests according to the Code’s first four (1–4) elements. Use the element title as a subheading under Findings.

Define the purpose for testing, the content and skills to be tested, and the intended test-takers for the three tests.

  • Element 1. “Define the purpose for testing, the content and skills to be tested, and the intended test takers” (Joint Committee on Testing Practices, 2004, p. 6, See #1). Describe your findings for all three tests, citing references. Use this section to introduce each test and report on each of the three elements: purpose, content and skills, and intended test-takers.

Describe the appropriateness of test content, skills tests, and content coverage for the intended purpose of testing for the three tests.

  • Element 2. Describe “the appropriateness of test content, skills tested, and content coverage for the intended purpose of testing” (Joint Committee on Testing Practices, 2004, p. 6, See #2). Describe your findings for each test, citing references. Use this section to report on unique comments or research that evaluate any aspects of the appropriateness of each test. There may be a wide range of facets considering appropriateness that may be unique to each particular test under consideration.

Describe materials provided by test developers and whether the information provided is clear, accurate, and complete for the three tests.

  • Element 3. Describe “materials provided by test developers and select tests for which clear, accurate, and complete information is provided” (Joint Committee on Testing Practices, 2004, p. 6. See #3). Describe your findings for each test, citing references. Use this section to describe either reviews or your evaluation of the materials described in the sources you locate for each test under consideration.

Analyze the level of professional knowledge, skills, and training required to administer and interpret the three tests.

  • Element 4. “Select tests through a process that includes persons with appropriate knowledge, skills, and training” (Joint Committee on Testing Practices, 2004, p. 6. See #4). Include specific publisher information about test-user qualification (for example, Level A, B, or C; or other classification). Describe your findings for each test.
Section Two: Test Selection and Rationale

Compare and contrast the three tests based on Elements 1–4 in the code of Fair Testing Practices in Education.

  • Compare and contrast the three tests based on these four elements (i.e., 1–4).

Recommend one test for further analysis, based on analysis of Elements 1–4 of the Code of Fair Testing in Education.

  • Select one of the three tests which is most applicable to your current professional setting or to a setting you may choose in the future. Provide a rationale for test selection.
Section Three: References
  • Add references to support your analysis and rationale.

Additional Requirements

Write clearly and logically, with correct use of spelling, grammar. punctuation, mechanics, and APA format and style.

  • References: A minimum of nine references are required for this assessment.
    • Three Mental Measurements Yearbook test reviews from (one for each test).
    • Three test publisher websites (one for each test).
    • Three peer-reviewed journal articles (one for each test).
  • Current APA format and style is required throughout. Be sure to use correct format and style for each respective type of reference, for example, website versus journal).
  • Times New Roman font, 12 pt.
  • Double-spaced.
Reference

Joint Committee on Testing Practices. (2004). Code of fair testing practices in education. Retrieved from http://www.apa.org/science/programs/testing/fair-testing.pdf