In the field or work force phenomena occur. It is these phenomena that are unique to the person or business. Learned concepts in university that are applied for rectification are adjusted to patch the phenomena. This means that a certain degree of academic distortion can occur with concern of the textbooks and school material as the individual or business adjusts the intervention or solution to the practical phenomena. Oftentimes there are phenomena that require social construction. The drawback of social construction to fix a phenomena is that it is not time tested, rather it is based on experience and education and expertise. Essentially academic distortion occurs as individuals attempt to maintain a standard through best practice. Many disciplines in the field require a membership to a governmental regulatory body such as the Bar Association or the College of Physicians. It is these regulatory bodies that serve to ensure that its members are up-to-date with their competence. These regulatory bodies also determine the program materials within post-secondary universities.
As it pertains to academic distortion. Individuals have been taught within the tertiary system of schooling. This means that these individuals have gone through either college or university to be able to obtain a diploma or degree by which they can use to create change in the domestic environment. When these individuals are out in the field, they are presented with phenomena wherein they are then to implement what they have learned in school. It is the expectation of employers that such graduates use their education in order to benefit the cause of the employer. The process of implementation of learned concepts is defined in Blooms Taxonomy. Blooms Taxonomy says that individuals use their cognition in the following way: They seek knowledge, they then use their cognition for the application of knowledge, they use analysis to get a grasp, they use evaluation to weigh the odds and benefits and they synthesize (Ross-Kerr 2006).
When analyzing how graduates use intellect, cognition and emotion to execute learned concepts from university it is necessary to look at some psychological tools by which could help determine the persons adaptability within their chosen field. The tools that are going to be detailed herein are as follows: the Vineland Scale of Adaptive Behavior, WISC- V processing speed scale, and the Woodcock Johnson IV Test of Achievement. It is these tools that lay out the baseline clusters of cognition and intellect. These psychological assessment tools are the way that clinicians use to diagnose developmental disorders but they are also a great way to identify what standards the medical industry is using to measure cognition and intelligence. The Vineland Scale of Adaptive Behavior is a tool administered on children and adolescents. It has, “scales [that] are organized within a three domain structure: Communication, Daily Living, and Socialization. This structure corresponds to the three broad domains of adaptive functioning by the American Association of Intellectual and Developmental Disabilities: Conceptual, Practical, and Social” (APA PsycNet 2023). This test is important to determine the ability of the individual to adapt to the phenomenon occurring in front of him. The WISC- V processing speed scale is an assessment that is administered to children and adolescents. This exam measures processing speed. Processing speed is a term reflecting the ability of the individual to “identify, manipulate, and respond to information” and further, “processing speed is the ability to identify, discriminate, integrate, make a decision about information, and to respond to visual and verbal information” (Science Direct 2019). Lastly, the Woodcock Johnson IV Test of Achievement is administered to all ages. It is a tests to determine the ”student’s ability and skills under optimal conditions: one-on-one with an adult who is providing encouragement, breaks, and rewards as needed. It allows the student to demonstrate his or her ability in academics and language-related areas that are not tied to any particular curriculum or learning sequence” (Riversideinsights 2023). It “can serve as a general evaluation tool to guide more narrow evaluations that can better inform intervention and educational planning” (APA PsycNet 2023) These tests although administered for diagnostic purposes are important in academics because it gives clues to intelligence and cognition as the clinician attempts to use these tools for exploratory measures. It is important to take note of these psychological assessment tools because in individuals with high intellect and cognitive abilities, they exhibit some behaviors found in individuals with cognitive and intellectual disabilities. One such example is repeatedly laying out several toys in patterns. This is a classical sign of autism in young children however it is a behavior that creates schemas within the persons mind by which they can access it when presented with a phenomenon explained above.
With concern of individuals intellect, cognition and emotion, it becomes increasingly clear that both education and socialization per the above psychological assessment tools have a role to play in a persons ability to implement learned concepts ie, the adaptation to the phenomena. To explain this in detail, it is important to go over the types of memory that individuals have. According to Very Well Mind, there are four types of memory: sensory, short- term, working memory and long term memory (2023). Sensory memory (remembering sensory information such as having sex), short- term (recited memory), working memory (immediate small amounts of information to do cognitive tasks), long term memory - explicit (academic) episodic (life events)- Reconstructive theory of memory, somatic memory, implicit (subconscious).
In a scenario within the field of work, individuals are tasked with stimulus that excites their mind, the phenomenon. Within the mind, are the individual’s memory. An individual that has graduated through the tertiary method of education has the ability to use his long term memory – explicit memory to execute learned concepts. As the phenomenon occurs, the individual is presented with sensory information which then affects the sensory memories of the individual. To navigate this phenomenon, the individual responds with information from the working memory as he buys time to recall his or her long-term memory. In this stage, the individual can continue to collect sensory information in the form of “iconic, which is obtained through sight; echoic, which is auditory; and haptic, which is through touch” (VeryWellMind 2023). This allows the person to use their cognition to create short term memory wherein the individual continues to critically think to find and execute an intervention or rectification. From whence the individual accesses the long-term explicit memory, after the previous stage, what happens then is that the individual reconstructs what he learned in his studies so that he may be able to execute the solution. The theory of reconstruction of memory says that the individual, uses Blooms Taxonomy to access schemas of knowledge. This individual then uses critical thinking to continue within the process of thinking whereby the person analyzes, evaluates, applies knowledge and synthesizes information in response to the phenomenon. Reconstructive memory says that “memories are not like a tape recorder that plays back an exact recording. Instead, it reconstructs them imaginatively. According to our schemas, we alter our memories to fit what we expect them to be. We reconstruct memories by trying to fit them into our existing schemas, and the more difficult this is, the more likely it is that some things will be forgotten and distortions will occur” (Study Smarter 2023). With this in mind, it becomes clear that graduates from postsecondary institutions use their memory to reconstructively find solutions to the phenomena’s they experience within their job. This henceforth results in academic distortion although the individual is attempting to use best practice to rectify the phenomenon. This becomes even more complicated when the individual has been taught in a polytechnic institution as pupils from these institutions have the ability to apply as they learn hence a superior cognitive process.
WORK CITED
APA. (2023). Vineland Adaptive Behaviour Scales. Retrieved from: https://psycnet.apa.org/doiLanding?doi=10.1037%2Ft15164-000
APA. (2023). Review of Woodcock- Johnson IV Tests of Achievement. Retrieved from: https://psycnet.apa.org/record/2015-24845-008
Nature. (2023). Diagnostic Associations of Processing Speed in Transdiagnostic, Pediatric Sample. Retrieved from: https://www.nature.com/articles/s41598-020-66892-z
Riverside Insights (2023). How to Use The Woodcock-Johnson IV Tests of Achievement and Oral Language: Best Practices for Special Education Teachers. Retrieved from: https://blog.riversideinsights.com/wjiv-best-practices-specialed-teachers
Ross-Kerr, J., et al. (2006). Canadian Fundamentals of Nursing. Ontario, Canada. Elsevier.
Study Smarter. (2023). Reconstructive Memory. Retrieved from: https://www.studysmarter.us/explanations/psychology/basic-psychology/reconstructive-memory/
Very
Well Mind. (2023). The Wechsler Adult Intelligence Scale. Retrieved from: https://www.verywellmind.com/the-wechsler-adult-intelligence-scale-2795283
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