Thought Suppression
1. The section on thought suppression discusses how we can try to make ourselves stop thinking about something, but the more we do this, the more we automatically and unconsciously search for parts of that undesirable thought. This is called ironic effects of mental control in the text. Once we stop forcing ourselves not to think about that thoughts, the automatic process of searching for clues of that thought ends.
2. This ties into learning about consciousness. We obviously are aware of things that are running through our minds even if we are trying to stop them from doing so. It seems that sometimes we just want control what we are thinking about or what we are paying attention to.
3. I'm still not clear on whether or not there is a way to stop ourselves from thinking about specific things. I know people use stop thought processes to try and change behaviors, and this is often using a rubber band and snapping it when you do something you don't want to do. ( I've used this to stop biting my nails) But is there actually a way to successfully diet without thinking of delicious foods?
4. I guess one thing I can do as a school counselor is allow students to discuss issues that are going to affect our meeting together. An example would be if a student really wants to tell a story of something that happened or ask questions about something that is worrying them, not allowing them to tell you may be forcing them to try and suppress that thought. The thought may be continually creeping into their thoughts while you are talking with them. If they can get it out early, maybe they can think more clearly later.
5. The author offers Demonstration 3.4 which allows the reader to try to suppress a thought of the white bear while doing another activity. The author also offers a study done by Wegnor in order to test the white bear demonstration and provides the results from this study.
6. This helps to prove that it is hard to suppress a thought when you are told to or forcing yourself to. It produces a rebound effect according to text, which then allows thoughts of the forbidden topic to overpopulate your thoughts.
7. I guess I won't go on a diet anytime soon because I know I'll think about ice cream. On a more serious level, I'd use this idea with students who have ADD and ADHD because something these students get fidgety trying to suppress this thoughts and comments. I will try to allow these students more time to talk about what is interesting them or bothering them during sessions or in classes.
8. This seems irrelevant for this section.
Tuesday, January 27, 2009
Tuesday, January 20, 2009
Week 2
Template Matching Theory
1. This theory explains that because we store the shape of letters in our memory, we will recognize the way a letter looks no matter what template it is in. This means that a R always looks like a R even if different people right it different ways. The letter must fit in the template, so a P won't be read as a R because it does have the diagonal line coming off of the curve.
2. This fits in with much of the information I've learned in Chapter 2. This chapter often talks about how we can keep the shape of things in our memory so that we can know what it is without having to really struggle. We can identify letters, shapes, and objects even at a glance.
3. The text says that template matching theory would need a "different template for each rotation or slant of a figure" Isn't the point of template matching theory that we would need only a generic template for a letter and then recognize it?
4. The only way I can think of using this is teaching children shapes, letters, and numbers. Other than that, I'm not quite sure how to use this theory.
5. The proof that is offered is that we do in fact recognize a T or T or T. We can read different people's handwriting and still understand what they are trying to say. We can read cursive or print and still know the difference between different letters. I think this examples shows that I do believe this.
6. It is important that we can try out the theories in the book because it helps us to understand the validity of the theory. The examples given in the text regarding Template Matching Theory explain it thoroughly.
7. Again, I would use this information with younger students to teach them their letters, shapes, and numbers.
8. This question does not seem to be necessary regarding Template Matching Theory.
1. This theory explains that because we store the shape of letters in our memory, we will recognize the way a letter looks no matter what template it is in. This means that a R always looks like a R even if different people right it different ways. The letter must fit in the template, so a P won't be read as a R because it does have the diagonal line coming off of the curve.
2. This fits in with much of the information I've learned in Chapter 2. This chapter often talks about how we can keep the shape of things in our memory so that we can know what it is without having to really struggle. We can identify letters, shapes, and objects even at a glance.
3. The text says that template matching theory would need a "different template for each rotation or slant of a figure" Isn't the point of template matching theory that we would need only a generic template for a letter and then recognize it?
4. The only way I can think of using this is teaching children shapes, letters, and numbers. Other than that, I'm not quite sure how to use this theory.
5. The proof that is offered is that we do in fact recognize a T or T or T. We can read different people's handwriting and still understand what they are trying to say. We can read cursive or print and still know the difference between different letters. I think this examples shows that I do believe this.
6. It is important that we can try out the theories in the book because it helps us to understand the validity of the theory. The examples given in the text regarding Template Matching Theory explain it thoroughly.
7. Again, I would use this information with younger students to teach them their letters, shapes, and numbers.
8. This question does not seem to be necessary regarding Template Matching Theory.
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