Exam preparatory skit
Instructions:
Beloved Students: From the following final exam-preparatory skit, performed in class on Tuesday, July 20, 2010, generate 3 questions, and then provide answers to each. Enter the questions in bold and answers under each in the comments section below.
Three Ways to Crack a Nut
Advanced Individual Counseling
Dr. Mod: Good afternoon. Welcome to TV D, the debate channel. Today on Three Ways to Crack a Nut, I have 2 authors and an editor, who will debate one another on preferred approaches to individual counseling.
On my left, please welcome Judith Beck. She wrote Cognitive Therapy: Basics and Beyond. On my right, is Gerard Egan, author of The Skilled Helper. And in the middle, we have Alexander Wolf, one of the two editors of Psychotherapist’s Casebook.
I’m sorry, the other editor, Irwin L. Kutash couldn’t be here today because he’s auditioning for
Dr. Mod: Hi, I’m doctor Mod and I’m the debate moderator. I’d like to welcome each of you to the show. Let’s start with you, Judy.
Gerald Egan: Oh, please. Why don’t we just all get into robot mode?
Judith Beck: I beg you’re pardon! Gerry! Don’t you dare put me in a box based on your assumption that I’m my daddy.
Gerard Egan: Well excuse me! Maybe this is the place to start singing Bridge Over Troubled Waters. You do engage in session bridging. Oh well, I guess that’s a step up from simply identifying faulty thoughts and attacking the thoughts one by one.
Alexander Wolf: It seems to me, Jerry, that you can be a bit of a robot yourself. You and your damn lists! If I have to read one more of your endless lists, like Suggestions for Responding with Empathy on page 183, I think I’m going to throw up. Why can’t you be like James F.T. Bugental, the Existential Humanist? Instead of following the growing Western trend towards “mechanization, impersonality and the objectification of persons.
As Paul Tillich wrote, “Man resists objectification, and if man’s resistance is broken, man himself is broken.” That’s what sucks about both of you. Sure, Judy, you give lip service to approaching persons as whole beings, and you talk about session bridging, mood check, and identifying emotions, but for you, the thoughts come first. Just check this out here on page 79. You focus on the human as a thought machine that produces feelings like a computer program would produce data.
What is all of this focus on identifying automatic thoughts, evaluating and responding to automatic thoughts? What about just being present and emotionally available for your patient, and not crowding out the unconscious with all of this structure you impose on the session.
And Gerry, at least Judy’s structure comes from some sort of easily-identifiable, if reductionistic, model. You just seem to be pulling things out of the blue, or, in layman’s terms, pulling things out of your…no, I’m not going to go there.
You have an exaggerated sense of self-importance, and see yourself as some wise counseling guru. I get tired just looking at one of your lists. If you have to go down a list to make sure you’re responding empathetically towards your patient, there’s something wrong.
Gerard: Well, you think authenticity and presence are important, but what good are those terms if you have no way to convey them in a reified, concrete manner? I actually spell it out. For example, in my SOLER structure on page 134, I tell counselors: Give me an S: Face the client Squarely. Give me an O: Adopt an Open Posture. Give me an L: Remember that it is possible at times to Lean toward the other. Give me an E: Maintain good Eye contact.
Judy: But you treat counselors in training like they are babies, needing to be spoon fed.
Wolf: And you both are so obsessed with imposing a structure that you’re not even aware of the transference/countertransference process and how early childhood developmental conflicts manifest themselves in the counseling relationship.
It is okay to focus on present behavior and all, Judy, but what about relating past history to present behaviors? What about developmental and historical context. Judy, you treat people like thought robots and Gerard, you treat them like babies. Grow up, both of you. Consider Dr. BLT’s 3 C’s context, complexity, and chaotic conflict.
You’re both so scared of chaos, that you must obsessively apply structure, or a set of rules, to the process. You are product-, not process-based. You want everything to come out in a nice, neat package, so you focus on conscious, present experience and avoid the unconscious, rife with uncertainty, mystery, and ostensible disorganization. You are both ambiguity intolerant!
Gerard: Shut up, Wolf. You’re going to end up training grad students to become starving graduates. Try talking to insurance companies about object relations. Try talking about free association. Try talking about providing a corrective emotional experience for your patient. Try getting paid for wading heedlessly into unconscious infantile conflicts like psychoanalysis-loving Harold P. Blum would have you do.
Wolf: We need to educate 3rd party payers and let them know that psychoanalysis, while sensitive to the unconscious and to early childhood conflict grounded in object relations, is not entirely without structure. Psychoanalytically oriented therapists are constantly interpreting all possible verbal and nonverbal data, formulating hypotheses and testing them out, all scientifically sound activities. But they do it within the context of a deep appreciation for process and subjectivity over over-objectification product orientation.
Judy: Who do you think you are Alex? You are grossly misrepresenting my approach. I doubt if you have read Chapter 7 in my book, identifying emotions. If I thought people were thought robots, would I devote an entire chapter to emotions?
Alex Wolf: Yes, to give the appearance of being more inclusive than your dad, Aaron. You talk about differentiating automatic thoughts from emotions on page 95, but how can you simply compartmentalize different realms of human existential experience like that. Our thoughts and our emotions cannot be studied independently from one another. They represent our conscious and unconscious experience.
Both of you are all about compartmentalization of human experience. Instead of thinking outside of the box, you want to separate everything and put it into nice, neat boxes, but human experience doesn’t work that way. It’s a mess. Deal with it! Human beings are continuously conflicted. There is constant internal conflict. There is interpersonal conflict, and there is existential angst.
Mod: Excuse me…if I may interrupt. Quite honestly, Alex, I’m beginning to wonder why I invited you. If anybody is guilty of putting things in a box, it’s Freud and his sycophantic followers. Everything is about sex. It’s all put into the box of the Oedipus complex or the Electra Complex.
Alex: Now you’re misrepresenting Freud and his followers. Sure Freud was a little obsessed with sex. He needed to back off of the complexes a bit and he was rather deterministic and dark---too much emphasis on the id and the super-ego, not enough on the ego. But his followers really opened up the ego, expanded up it and thus rendered it more salient than Freud, and thus representing human development in less deterministic, more humanistic terms.
And each had their own areas of emphasis. Sure, they all relied upon free association, which, by the way, is better than the structure you impose on the process, Judy, or the manner in which you crowd out the gradual unfolding of unconscious experience with so-called common-sense applications, Gerard.
And they analyzed transference and resistance, instead of rushing in with artificially established, robotically delivered empathy, Gerard, or rushing in with analysis of automatic thoughts. But according to Marks, on page 55 of my book, the ego psychologists or neo-Freudians differed in “the kind, the dosage, and the timing of interpretations.”
As Marks puts it, “To Reik, the evenly suspended attention was crucial,” to Reich, it was all about analysis of resistance. To Strachey, all of the emphasis was placed on the analysis of transference; and “to Alexander and Klein, it was about the analysis of the superego.” Anna Freud, on the other hand, focused on “equidistance toward ego, id and superego---and the neutrality of the analyst toward those three structures.” Then we have Spitz, who focused on “the development of structure within the framework of the mother/infant dyad.”
In Malcolm J. Mark’s chapter on Ego Psychology, chapter 4 of my book, he tells us that Heinz Hartmann, for example, “went beyond the defensive functions of the ego to how the person develops and uses his or her organizing ego in adapting to life (inner and outer).”
Hartman wasn’t about sex, Hartman was about adaptation. You know what musical synthesizers do, bringing lots of diverse sounds together, well he did that with the ego, he emphasized its synthesizing function. This stuff is rich, it’s diverse, it’s non-reductionistic.
Gerard Egan: Who cares about Spitz? How cares about “the emergence of the smiling response initiating the beginning of the social relations in men?” Was some face that the mother made the “prototype and premise of all subsequent social relations?” Who cares about early narcissistic wounds? Does development “require the capacity for object love and object loss, for tolerating frustration, depression, and pain?”
Forget the Oedipus complex. Let’s “respond accurately to clients’ feelings, emotions and mood by using “the right family of emotions and the right intensity,” and by distinguishing between expressed and discussed feelings.”
Let’s “read and respond to feelings and emotions embedded in clients’ nonverbal behavior.” Let’s “use variety in responding to clients’ feelings and emotions.” Beck, you underemphasize feelings. Wolf, the ilk you gravitate towards overemphasize it.
Let’s “respond accurately to the key experiences, thoughts and behaviors of clients’ storied.” Let’s “become competent and confident in responding with empathy, using empathy throughout the helping process and throughout all stages, including Stage 1: Problem clarification and opportunity identification; stage 2, discovering and evaluating goal options; and stage 3, choosing actions to accomplish goals.”
Alex: As I was saying, before being so rudely interrupted, sure, Adler focused a great deal on gathering specific information about the patient’s formative years, but you never hear Adler talking about Oedipus. He was more interested in the family constellation, on “family factors that influence personality development---birth order, behavior modeled by parents, family values, family atmosphere, sibling rivalries and the way the child established (his/her) place in the family—(his/her) role.”
It’s about how we, as individuals, strive to overcome feelings of inferiority. It’s all about examining a patient’s Style of Life. There was even a cognitive component associated with Adler. He was interested in “faulty convictions that interfere with efficient adaptation to the developmental challenges of life.”
Then you have Jung, who relied on such phenomena as introversion and extroversion, persona, shadow, self, archetype and collective unconscious, not to mention the complex.
Dr. Mod: I hate to cut you off, Alex, just when you’re about to elaborate on Jung, but we’re out of time. I hope all of you wonderful people out in television land learned that there are three ways to crack a nut, start at the head, start with a list, or start by drilling a tiny hole it and gazing at the insides until you have it all figured out! Please tune in for the next show while these authors and this editor duke it out one more time for the sake of great debate!
The Bottle's Gettin' Bigger: The Sad, Short life of Hank Williams
After having viewed the documentary movie on Hank Williams, please
follow the instructions below, completing each question succinctly in
the comments section below.
The following song, aired "live" in class on Tuesday, was used as a prelude leading to the presentation of the documentary movie: Hank Williams: Honky Tonk Blues.
The Bottle's Gettin' Bigger
Dr BLT
words and music by Bruce L. Thiessen,
aka Dr BLT copyright 2010
(as aired on KWMR's Bakersfield and Beyond radio show which airs tonight from 6:40 pm to 8:30 pm)
http://www.drblt.net/music/bottle_demom.mp3
1. How does the song relate the the life story of Hank Williams?
2. Pretend that instead of continuing down his self-destructive course, you were alive, and practicing as a psychologist or other mental health practitioner in the town in Alabama where Hank Williams started his life as a musician. Pretend you were his Cognitive Behavioral Therapist.
a. What would be a likely dysfunctional "core belief" that you might identify in Hank?
b. How about "Intermediate beliefs," such as attitude, assumptions or rules that seemed to be contributing to Hank William's self-destructive tendencies?
c. Now, hyothetically, identify some Automatic thoughts of a deleterious nature.
Finally....
3. How might early intervention, in the form of Cognitive Behavioral Therapy, have altered or shaped Hank William's musical career? Would his music have been as good if you were to have made signficant therapeutic inroads with him at the early stages of his musical journey?
Ordinary People, extraordinary psychiatrist and Mrs. Pain
First, I'd like to welcome all newcomers to PSYCHOLOGY COMES ALIVE. Review the following post, and then answer all questions in the comments section. Also, feel free to respond to the comments of others who post comments here, so we can engage in an intellectually-stimulating and emotionally-charged dialogue.
While ostensibly, the psychiatrist in ORDINARY PEOPLE shares a similar world view, or Weltanschauung, with psychoanalytically-oriented psychiatrists and psychologists, he would not be considered the paragon of such an orientation because, like Gestalt therapists, he is much more confrontational, more directive and at least as focused on the present as he is on the past.
Old school psychoanalysts depended heavily on free association, and they constantly interpreted verbal and nonverbal statements of patients in accordance with possible unconscious motives born of infantile, pathogenic conflicts and developmental fixations.
Listen to the following song, and then compare Conrad's mother, in the movie, to the character in this original song, or, if you prefer, Dr BLTrack, Mrs. Pain.
Mrs. Pain
Dr BLT
words and music by Dr BLT
Download | Duration: 00:03:28
Finally, do a little more investigation on both the psychodynamic or psychoanalytic and the cognitive-behavioral orientations (drawing heavily from your text books), then offer three first clinical impressions of Conrad, one, as an imaginary psychodynamic therapist, and one as a cognitive-behavioral therapist, and one as a psychodynamic-cognitive-behavioral integrationist. If you cannot offer the third clinical conceptualization or first impression, because you feel the two approaches are incompatible, offer a rational for that opinion.
Then, come to the next class prepared to do a similar excercise in which you will form groups and develop 2-3 treatment plans for Conrad.
Flooded with painful emotions? Channel them into a cause like Nashville flood relief
Focusing on the needs of others, and playing an active role in ameliorating the suffering of others can help individuals who suffer from depression and other states of psychological malaise. Who knows, though the research hasn't yet caught up with my hypothesis, helping with an important cause can not only have individual, one-time psychological benefits, it can have multiple benefits for multiple people, even multiple generations, in an epigenetic fashion.
If I can get as many folks to download this the country blues ballad, "Washed-out in Nashville Tonight," as they did for my currently most popular song, "Sky, We Salute You," I can raise nearly 1/4 million in relief for the flood-ravaged region of Nashville. If I can get 1/2 that many to download it, and another half to download the R&B groove, Problems (in Nashville), I'll come out with that amount, divided by two songs, so I'm coming at you with both barrels.
Sample WASHED OUT IN NASHVILLE TONIGHT here:
Washed Out in Nashville Tonight (GL Redux Sample)
Dr BLT
words and music by Dr BLT copyright 2010 Killbilly Records
Sample PROBLEMS IN NASHVILLE here:
Problems (In Nashville) sample
Dr BLT
Words and music by Dr BLT copyright 2010
...Then hit the "music" link here,
Dr BLT official website
...go to the CD "Kick-ass Country," to find Washed out in Nashville Tonight (scroll down) for sale, and go to the "Shrink Rapped," and scroll down to find Problems (In Nashville) for sale. All profits from sales of these two digital Dr BLT downloads go towards flood relief in Nashville via the Red Cross.
PS: Don't forget to stream or listen via FM (if in the Marin County region), this rad radio show Thursday, May 13 from 6:40 pm to 8:30 pm.
Bakersfield and Beyond
Stream it via this link:
KWMR
This is your final exam, and that's final! Open book, open note, open blog, open mind
Final Exam: Neuropsychology of Learning: Fresno Pacific University, Winter/Spring, 2010
This started out as a mock final, but morphed into your actual final exam. This exam is open book, open blog, open note and open mind. Please bring in your answers to the final class, which will be on May 5, 2010, beginning at 5:30 pm. We will correct the exams and have one final class session on that day. Please contact me if you have any questions about the exam or what will take place on the final day of class.
1. Here's your opportunity to showcase the skills you acquired and strengthened in the cognitively challenging game we played in class, the neurological psychology edition of the game, JOHNNY HAD IN HIS POCKET.
a. List 5 parts of the brain and assign to each a two-word discription of one of it's main functions.
b. List 3 disorders or traumas of the brain, 2 of which covered by movies we saw in class, and, in one or two words, list an ameliorative intervention or an etiological cause.
Very few questions on the final will involve lecture or discussion of material that is not also, in some way, presented in your text. But this second question should prepare you in the event that a question about extra-text, in-class lecture/discussion material is introduced.
In the class held on April 14, I compared and contrasted a phenomenological approach to understanding human experience with a scientific, experientail approach. The following original song (hear audio sample and see lyrics below) approaches the human experience by comparing and contrasting two seemingly distinctly different human experiences, that of being released from the womb, and that of being released from a stint in prison. Listen to the song sample, read the lyrics, and then answer the questions below.
The Day Merle was Released from ‘Quentin
(Was the Day I Was Released from Mama’s Womb)
words and music by Dr BLT copyright 2010
(as aired on KWMR radio)
New Dr BLT song
(audio link)
it’s two o’clock in the mornin’
Merle hasn’t slept a wink
Today is his release date
And he can hardly think
Of anything at all
Except for freedom’s call
Freedom from the doom
Freedom from the gloom
The day that Merle was released from ‘Quentin
Was the day I was released from mama’s womb
I was born in
And on that fateful day
Never thought that I’d be headin’
Headin’ all the way
To the very same place
The very same county
He was born
Where he grew
The day that Merle was released from ‘Quentin
Was the day I was released from mama’s womb
It’s 3 o’clock in the mornin’
The sun ain’t come up yet
Grabs all his belongings
Smokes one cigarette
He’ll be leavin’ this prison
And it can’t be too soon
The day that Merle was released from ‘Quentin
Was the day I was released from mama’s womb
It’s 4 o’clock in the mornin’
My mama feels the pain
Of a little tiny baby
And Bruce would be my name
I wiggle deep within her
And it can’t be too soon
The day that Merle was released from ‘Quentin
Was the day I was released from mama’s womb
It’s 5 o’clock in the mornin’
The gates are open wide
Sees the road before him
Takes one great big stride
Meanwhile back in Steinbach
My mom gives one more push
Inside that room
The day that Merle was released from ‘Quentin
Was the day I was released from mama’s womb
The day that Merle was released from ‘Quentin
Was the day I was released from mama’s womb
2. The commonality between the two phenomenological events that exists is:
a. both involve release, and, the end of something involving a long period of anticipation
b. both involve prison
c. both involve a crime
d. both involve musicians, one famous, and one with a relatively small underground following
e. both involve an end, followed by a beginning
e. a and d
f. a, d, and e
g. none of the above
3. The differences that exist between these two phenomenological events that exists is:
a. one involves the release of a country star from prison, and one involves the birth of a boy whose music would eventually write and record a song referencing the inmate/country star
b. one involves a prison, the other, a womb
e. none of the above
f. all of the above, except e
4. Techniques that allow scientists to peer into the human brain include:
a. PET
b. CAT
c. MRI
d. EEG
e. all of the above
5. The central nervous system (CNS) consists of:
a. the brain and eyes
b. the cerebellum and Broca's area
c. the spinal cord and brain
e. the corpus collosum and the brain stem
6. The ____________ gather(s) neural impulses from other neurons:
a. dendrites
b. synapses
c. the myelin sheath
d. neurotransmitters
e. axon
7. An axon is:
a. part of a neuron
b. a long tubular transmitting pathway
c. a carrier of neural signals
d. sometimes wrapped in a myelin shealth
e. all of the above
8. The junctures between neurons are called:
a. myelin sheath
b. terminal buttons
c. axons
d. synapes
e. nodes
9. The fatty substance surrounding the axons is called:
a. the myelin sheath
b. terminal buttons
c. axons
d. synapses
e. the ranvier sheath
10. At the synapse neurotransmission is achieved by means of:
a. a direct physical link between neurons
b. terminal buttons
c. axons
d. synapses
e. the ranvier shealth
11. Neuronal firing can be measured using:
a. transitory potentials
b. event-related potential recordings
c. chromic electrode implants
d. impusle monitors
e. they cannot be measured accurately
12. The movie, Autism, The Musical, illustrated the myriad benefits of:
a. creative intervention strategies, employed in an effort to engage both sides of the the brains of autistic children
b. the basics: reading, writing and arithmetic to challenge the minds of autistic children
c. homework in inculcating self-discipline in autistic children
d. all of the above
e. none of the above
13. Mr. and Mrs. Dezz Parrot are pulling their hair out over the behavior of their two year old son, Bipp. One day he's manageable, the next, he's an absolute nightmare to manage. They've tried to reward him with corndogs and candy, and it seems to have worked in the short-term, but in the long-term, the effects of this regimen have been dubious at best. They hear about this psychiatrist in town named Dr. Bigkidd who specializes in children with behavioral problems so they call him up and he invites them in for a consultation. They get a babysitter and go in to see the doc, reporting to them that their son's behavior is "like a roller coaster," and that at times, his tantrums are unmanagable. He assuages their anxiety by stating: "I believe your son may be suffering from bipolor disorder and I recommend Remeron." Dr. Bigkidd goes on to declare that their Bipp likely has too much serotonin and noradrenaline going in and out of his nerve endings, and may have too much of the neurohormone acetylcholine in his system. He recommends Remeron for it's ostensible ability to block the passage of the aforementioned stimulant chemicals (serotonin and noradrenaline) and its ability to counteract the effects of a surfeit of acetylcholine. Dr. Bigkidd is making myriad mistakes, and Mr. and Mrs. Dezz would be foolish if they automatically took his advice. The biggest mistake Dr. Bigkidd is making, according to the Frontline film, The Medicated Child, as viewed in class on April 21, 2010, is:
a. possible diacritical nuitritional antecedents to Bipp's behavior are not considered
b. he should be prescribing Lithium instead of Remeron
c. because of the shortage of scientific data on children and psychotropic medications, he is generalizing results of studies conducted on adults, onto children, whose brains, unlike those of adults, are not fully developed
d. none of the above
14. In addition to critics from the film, your instructor, as evident in a statement he made in class on 4/21/10, would object to Dr. Bigkidd's recommendations on the grounds that...
a. his opinion reflects an abject failure to consider that mental health problems are multidimensional in their etiology and so he automatically ignores possible environmental causes such as poor nutrition and inadequate role models in the home
b. he is not licensed
c. Dr. Bigkidd is an illegal alien
d. Dr. Bigkidd is projecting his own issues onto the child
e. none of the above
f. all of the above
15. Billy Bob's 2nd grade teacher, Ms. Wise, has been worried about Billy ever since she learned he was taking Seroquel for bipolar disorder per his doctor, Dr. Doap Amean's orders. He told her, "Don't worry, Ms. Wise, I'll be much easier to manage now that my serotonin, dopamine and histamine can no longer bind so readily to my cell receptors. " Billy Bob is obviously wise beyond his years, and her teacher is wise for being concerned about Billy. But why?
a. according to the movie, Medicated Children, the brain's action in response to Seroquel in adults, may not be exactly the same.
b. brains of children, and those of adults are not the same
c. childrens brains are not fully developed, but, are, instead, in a relatively inchoate state of development, as compared with adults
d. in the short term, medications like Seroquel may be, ostensibly, working, but we do not know enough about the effects of Seroquel on children to assume that the substance does not have deleterious effects
e. all of the above
f. none of the above
g. none of the above except one or two, but I don't know which ones, not exactly
16. (Page 336 in your text, Learning Disabilities and Brain Function) In 1968 the World Federation of Neurology offered two definitions of dyslexia (Critchley, 1970). These included:
a. "A disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence, and socio-cultural opportunity. It is dependent upon fundamental cognitive disabilities which are frequently of constitutional origin."
b. "An inexplicable failure to learn to read by a chld whose intelligence level, oral language development, and sensory capacities appear to be fully adequate to permit the development of reading skills... " (Benton, 1975).
c. "A disoder in children who, despite conventional classroom experience, fail to attain the language skills of reading, writing, and spelling comensurate with their intellectual abilities."
d. all of the above
e. a and c
f. e and f
17. (Page 336 in your text, Learning Disabilities and Brain Function) Harris and Hodges (1981) have produced an operational definition that includes which three conditions:
a. 1. failure to read despite normal sensory processes, intelligence and opportunity 2. no birth defects 3. the reading disability must be moderate to severe
b. 1. failure to read despite normal sensory processes, intelligence, and opportunity 2. the reading disability must be severe; and 3. it must be due to CNS dysfunction
c. 1. failure to write and spell despite normal reading ability 2. only mild to moderate birth defects that haven't been dectected yet
3. the writing ability must be free of spelling errors
d. all of the above
18. (Page 349 in your text, Learning Disabilities and Brain Function)
In Alexia Without Agraphia:
a. The subject cannot write but can still read
b. The subject cannot read but can still write
c. The subject can read, but can't spell if her/his life depended on it
d. is usually the life of the party, but cannot read, write or speak
19. (Page 324 in your text, Learning Disabilities and Brain Dysfunction):
Expressive signs of childhood aphasia include:
a. Little or no expressive speech with near-normal understanding.
b. telegraphic speech in which there is an absence of connectives (articles, prepositions, conjunctions) and a presence of what Benton (1963a) has called "syntactical poverty." This lack may also show in a child's writing.
c. articulation may be normal or nearly normal on repetition but poor in spontaneous speech
d. all of the above
20. Neuropsychological Clinical Classifications (as represented in table 1.1 on page 11 in your text, Learning Disabilities and Brain Dysfuntion) include all except:
a. brain damaged
b. MDB
c. specific learning disability
d. non-specific learning disability
e. normal
f. psychiatric
21. (Page 10 of your text), The Neuropsychology of Reading Disorders, Feifer and Fina)
Jill Vargenheimer has a very severe case of dyslexia. Her teacher, and her parents are deeply concerned because they understand that the type of dyslexia she suffers from is the most severe. She experiences extreme difficulty with reading, spelling, and written language on both a dysphonetic and visual-spatial level. She is likely suffering from:
a. deep dyslexia
b. surface dyslexia
c. developmental dyslexia
d. mixed dyslexia
e. cranial incontinuity
f. deep lesion of the left hemisphere
g. all of the above
22. According to Feifer and Fina, authors of your text, The Neuropsychology fo Reading Disorders (pages 13-17), The Discrepancy Model of determining reading disabilities is problematic because:
a. A discrepancy model of reading disabilities precludes early identification
b. Intelligence is more a predictor of school success, and not necessarily a predictor of successful reading
c. There is no evidence to suggest that poor readers on the lower end of the reading distribution differ from individuals classified as dyslexic
d. A discrepancy model promotes a wait and fail policy forcing interventions to come after the fact
e. all of the above
23. The Neuropsychology of Reading Disorders (page 21) True or False?
In neuropsychology, the term cerebral dominance generally refers to the lateralization of language functions
24. The Neuropsychology of Reading Disorders (page 21) True or False?
Language functions tend to be more lateralized in females than in males.
25. Sarah, a teenage girl, hitched a ride with a young man on a Harley who was showing off and, as a result, was hit by a truck. Sarah flew off the bike and hit her head on the pavement. She was not wearing a helmet. After being rushed to a hospital, a neurological surgeon determined that her Broca's area may have been damaged. Findings that may have led him to this conclusion could potentially include:
a. a diminished ability to produce recognizable speech
b. the presence of seizures
c. an inability to comprehend the speech of others
d. none of the above
e. all of the above
26. The two divisions of the autonomic nervous systems include:
a. the sympathetic and the parasympathetic
b. the central nervous system and the peripheral nervous systems
c. none of the above
d. all of the above
27. True or False
The sypathetic division of the autonomic nervous system is our flight-or-fight system and it kicks in as we respond to stress
28. True of False
The paraysmpathetic division restores and maintains normal functioning
29. The movie, Ghost in Your Genes, which was viewed on April 28 in class, suggests that science may be on a brink of a dramatic paradigmatic shift due to:
a. The genome project
b. new finds suggesting a key role that epigenetics may play on human behavior
c. Darwin's theory involving survival of the fittest
d. none of the above
e. all of the above
30. While rather tacky and, ostensibly, officiously opportunistic at points, the movie, ADD/ADHD, Smart Solutions, shown in class on April 28, introduces the notion that:
a. yoga may have beneficial effects for children
b. epigentics can reverse the effects of ADHD within two generations
c. harmful food additives, including many of the dyes and preservatives, can have a delerious effect on behavior and can play a powerful role in contributing to or causing the symptoms of ADHD
THE END!
Happy Easter!: No blog assignment this week
BRAIN ATTACK! THE SKIT! THE SONGS! THE STUDENTS!
Well the day has finally arrived for the brand new skit, BRAIN ATTACK, complete with a 3-song soundtrack. Great job, Cognitive Psychology students of Brandman University, COC University Center campus. Please, if you would, in the comments section, introduce yourselves and tell us what part(s) you played. Without further ado, I give you...
BRAIN ATTACK
(skit with Soundtrack)
written and produced by Dr BLT ft. Conrad Gill
and Brandman U Cognitive Psychology students (class of Winter, 2010)
Download | Duration: 00:13:01
*Alex Crescioni runs SHRINE STUDIO where this production was recorded and engineered.
He has produced his own CD, DIMINISHED 7: Dim WORLD, which I plan to review soon.
Song Credits:
My Heart has a Mind of It's Own
Dr BLT ft. Conrad Gill
words/music by Dr BLT © 2010
all instruments and loop arrangements by Dr BLT
vocals by Dr BLT and Conrad Gill
I Get Forgetful
Dr BLT
words and music by Dr BLT © 2010
vocals and rhythm guitar by Dr BLT
bass and drums by Mark McKinney
lead guitar by Reggie Langendorfer
Brain Attack
Dr BLT ft. Conrad Gill
words/music by Dr BLT © 2010
all instruments and loop arrangements by Dr BLT
vocals by Dr BLT and Conrad Gill
THANKS AGAIN TO ALL OF MY WONDERFUL STUDENTS!
Cognitive Psychology students: Studio session location change, final exam information
Just in case you didn't get the email, we will no longer be meeting at Command Studios on Avenue Staniford for our 6 pm recording session. Robert, the engineer, informed me this morning that he was counting on having the studio equipment fixed in time for the session, but wasn't able to make that happen, so we will meet at the same time, 6 o'clock pm at a different location, this one:
Shrine Recording Studio
28355 Industry Drive
Valencia, CA
(818) 531-2649
Alex is the studio engineer.
Here are the directions, from Valencia Ave:
Once again, we'll meet at Shrine Studios, not Command, as originally planned. Here are the directions (we'll meet at 6 pm):
From Valencia Ave, exit I-5 North and head to Newhall Ranch Rd.
Exit Newhall Ranch Rd and take a left
Take a right on Commerce Center Drive
Take a left on Industry Drive
Shrine Recording Studios
28355 Industry Drive
Valencia CA 91355
(818) 531-2649
Also, a couple of you have reported having difficulty locating the final exam. I was certain I explained to the class that the exam would replace what was the practice or mock final at the same blog post, but apparently I didn't explain that well enough, and I apologize.
You can either scroll down a few posts to find the Olympic curling/final exam post, or simply hit this link:
Cognitive Psychology exam
PSA EXTRA: 100 Amazing Memory Hacks to Maximize Your Brain
Good day! If you happen to be one of my graduate or undergraduate students, don't freak out. I know you weren't expecting this, and there is no homework based on this. It's simply a treat, compliments of Emma Tayor of Accredited Online Colleges. It's enrichment to augment your knowledge in Cognitive Psychology. So simply enjoy this, take it in, and use it in your daily life. Be be warned: It could make your life a whole lot easier and it could make you a whole lot more productive. Feel free to comment, but you're not required to do so.
Charly: Movie PSYCHOanalysis
This blog post is primarily geared towards graduate students in my NEUROPSYCHOLOGY OF LEARNING class, but other students, and other blog visitors, are welcome to join in the conversation. Other movie psychoANALYSIS blogs are ones in which I provided very specific directions concerning the types of responses I was seeking. On this one, I'm going to leave more room for creative discussion. If you were in attendance on March 3, 2010, please simply discuss this movie as it pertains to concepts of the Neuropsychology of Learning that most interest you. If you are among those who haven't yet seen the movie, please rent the movie, or read the book upon which it is based, Flowers for Algernon. We'll see you on Wednesday, March 10, 2010 at 5:30 pm to further discuss the movie.
