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Decision making and its consequences
Decision making and its consequences
The relation between language and brain
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Fuzzy Trace theory functions and serves as a better model for explicating reasoning and decision making. There are five parts of “processing in reasoning and decision making: (a) stored knowledge and values; (b) mental representations of problems or situations; (c) retrieval of knowledge and values; (d) implementation of knowledge and values; and (e) developmental and individual differences in monitoring and inhibiting interference” (Reyna & Brainerd, Dual Processes in Decision Making and Developmental Neuroscience: A Fuzzy-Trace Model, 2011). Stored knowledge implies what has been stored in long-term memory through education and experience. Mental representations incorporate the ways in which people perceive problems to be faced, and these representations consist of verbatim- and gist-based representations.
The two types of mental representations of content differ in the functionality and qualities of these representations. Verbatim representations relate to the specificities of information directly. Simply put, verbatim representations in the memory function similarly to when someone is to quote a person, verbatim, that is, to include what was said, exactly as the person said it. In comparison, gist representations in memory correlate to a higher level of processing said mental representations, meaning that the gist of content is extracted from the representation to derive a conceptual meaning void of exacting specificities found in verbatim based processing. These memories are more vague and qualitative and interpretive based on emotion, education, culture, experience, worldview, and numeracy (Reyna talk). Gist representations function beyond linguistics in music, pictures, graphs, numbers, and events (Chick & Reyna, 2012).
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...ion Seeking. In V. F. Reyna, S. B. Chapman, M. Dougherty, & J. Confrey (Eds.), The Adolescent Brain Learning, Reasoning, and Decision Making (pp. 379-428). Washington, D.C.: American Psychological Association.
De Martino, B., Harrison, N. A., Knafo, S., Bird, G., & Dolan, R. J. (2008). Explaining enhanced logical consistency during decision making in autism. Journal of Neuroscience, 28, 10746-10750.
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Reyna, V. F. (2012). A new intuitionism: Meaning, Memory, and Development in Fuzzy-Trace Theory. Judgment and Decision Making, 7(3), 332-359.
Reyna, V. F., & Brainerd, C. J. (2011). Dual Processes in Decision Making and Developmental Neuroscience: A Fuzzy-Trace Model. Developmental Review, 180-206. doi:10.1016/j.dr.2011.07.004
Gross, R (2010). Psychology: The science of mind and behaviour. 6th ed. London: Hodder Education. p188.
As every child grows up in a different environment, not all have a safe one to grow up in and as a result everything that surrounds them becomes apart of the clarity that their mind incorporates and becomes apart of that child 's behavior of way. In terms of brain development children or teens often listen, and see what is around them, it is also said, by researchers of the National Institute of Health, that in recent studies that were made that in teen years massive loss of brain tissue...
Schacter, D. L., Gilbert, D. T., & Wegner, D. M. (2010). Psychology. (2nd ed., p. 600). New York: Worth Pub.
Evaluating the role, as well as the strengths and weaknesses of Sense Perception and Intuition in Dan Ariely’s TED talk, “Are we in control of our decisions?”
The process of making a decision previously held two paths, rational and irrational, with rational having the mind at work to think about what were the choices and irrational with no really engagement. Anything beyond that process of thought was not taken until the topic of System 1 and System 2 along with effects of “Relativity” were expressed in Thinking Fast and Slow, by Kahnemna and Predictably Irrational by Ariely, respectfully. Along with the other readings, the process of our decision making were no longer solely based on two very simplified and underdeveloped ideas, but as series of network and systems of decisions the minds functions through.
Similarly, going along with the prior rebuttal of the importance of differentiating juvenile’s characteristics and actions of that of an adult, science is compiling more evidence of its vitality. Many adults can look back and reminisce about an action he or she did when younger and say, “Wow I cannot believe I did that.” Science has proven the reason behind that is because an adolescent’s brain has not yet fully matured. Tsui states “Studies conclusively established that the brain of an adolescent is not fully developed, particularly in the area of the prefrontal cortex, which is critical to higher order cognitive functioning and impulse control” (645). The facts of scientific research need to be taken into consideration when distinguishing
Dual-process models provide an attempt to describe how a phenomenon of two different mental processes, conscious and unconscious play a role in everyday decision making. The field of psychology has seen the development of numerous amounts of dual-process models over the
Gall, S. B., Beins, B., & Feldman, A. (2001). The gale encyclopedia of psychology. (2nd ed.). Detroit, MI: Gale Group.
The adolescent brain is in many ways much different than the adult brain. It processes and learns things much different than the adult brain. For many years scientists have been studying the adolescent brain trying to find out what really happens as children grow older. Scientist have found that teenagers (adolescent) process actions without thinking about the possible outcomes. Based on the technology these days our brains have been able to learn and adapt to new challenges.
Adolescence is a time when many teenagers are struggling to determine where they fit in the world. No longer a child, but not yet an adult, issues surrounding the decisions and rights of adolescents prove to be a difficult subject to tackle. Adolescents are gradually awarded various privileges such as the right to drive, smoke, and drink, meaning there is no clear defining moment when an adolescent is fully considered an adult. Because of this, research on adolescent brain development should be heavily considered when resolving issues surrounding the well being of adolescents.
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In this theory, decisions are based on thoughts, which are believed as correct in any circumstance. (Kamm, 2006) The decisions process with this method can be timely to reach because things are cut and dry. Certain ethical codes that are universal and not to be broken.
This umbrella term compromises ‘various complex cognitive processes and sub-processes (Elliott, 2003). It refers to ‘the set of abilities that allows an individual to select an action that is appr...
Shaffer, D., Kipp, K., Wood, E., & Willoughby, T. (2010). Developmental psychology childhood and adolescence. (3rd ed.). USA: Thomson Wadsworth