Citation # l: Relation between locus of control-characteristic, and attitudes. Relationship between locus of control, task characteristics, and attitudes. Psychological reports, 1980, 47, 855-861. Psych Lit. Search terms used were locus of control, task characteristics, attitudes.
The reason that I chose to use this article was because it was relevant to my cognition (I hate driving). Locus of control is rarely a function of any single stimulus dimension or of even the simple aggregation of immediate percept in many situations, is a result of an interactive combination of multiple stimulus dimensions and of information that had been stored as a result of previous experience. This multi-dimensional and immediate-mixed-with-past determination of percepts is evidenced in the data base; virtually no percept is independent of its present context nor of its relevant past.
My perceived cognition is always the result of my interaction of a number of different aspects of my immediate physical scene and my previous experiences.
The reason that I chose to use this article was because of my cognition # 5 of my first paper "I think about cursing people out loud."
A lot of times when I think about cursing people out loud it is because I am lost and when I am lost I am usually late for my appointments. Instead of accepting the fact that I am lost I will blame other people. This article was interesting because it explains the differences between memory processes for young people and memory processes for older people. This article discusses "The Concentration Game."
In the course of this game people have to remember the locations of many different places. Several young people demonstrated the same ability as older people in the playing game.
Although older people seemed to apply more systematic strategies, generally the overall performance was better for the younger people who made very few errors in remembering the locations of different places, whereas the older people were not able to retain as much information for a long period of time. Now when I get lost I can stop and realize, and hopefully not get as frustrated as I used to. I will remember that my getting lost is not all my fault and that it is, to some extent, part of getting older.
The reason that I chose to use this article was so that I could express another approach that was adopted (by Mary A. Luszcz) to assess cognitive functioning and memory processes.
The data in this report indicates clearly that performance on cognitive measures demonstrate age and gender differences in regard to memory. This study also indicates that people with lower verbal ability are more likely than those of higher verbal ability to demonstrate differences in memory loss and memory retention. Analogical reasoning, story, and symbol recall tasks require considerably more effort, rendering them more sensitive to age differences. These differences may have contributed to the discrepancy between the results of this study and the study which was done by the author in citation # 2.
I chose to use this article because it relates to my sensorimotor # 1 "cutting people off". Usually after I cut into traffic to get onto the highway I feel bad after I cut someone off. I will usually say to myself that I am sorry for doing it. Sometimes the sort of feedback that I get from other drivers is very upsetting to me but a lot of times the feedback is good for me. The article "Feedback in Behavior Modification" consistently emphasizes the fact that feedback is an important factor in positive communication that effects behavior.
The importance of feedback cannot be over emphasized. Effective interpersonal communication is highly dependent on feedback. Feedback requires establishing an informal and formal mechanism by which the sender can check on how the message was actually perceived. Attempting to change an unnoble to a noble behavior will not be very effective without feedback from others.
I chose this article because it is relevant in understanding the reasons that are involved with my sensorimotor # 2 "making faces". I make a lot of faces when I am driving. I admit that I am a coward when I make faces because I always make sure that the person I am making faces at doesn't see me.
The social learning perspective deals with a situation interacting with a person, including the individuals personality, that is the vital antecedent to behavior. An example is a driver whose driving history has shaped a personality that incorporates a need for power and control. When this person gets place in a bureaucratized situation (like obeying the law), this person may get frustrated and behave aggressively, as I usually do. When I make faces at other drivers I need to remember that they have a right to be on the road and we all have to obey the laws if we are going to get along together.
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