This for a cognitive psychology class you need this book Goldstein, E. B. (2015). Cognitive psychology: Connecting mind, research, and everyday experience (4 th Ed.). Belmont, CA: Wadsworth/Cengage Learning

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YOU NEED This book Goldstein, E. B. (2015). Cognitive psychology: Connecting mind, research, and everyday experience (4 th Ed.). Belmont, CA: Wadsworth/Cengage Learning. Read chapter 10 and 11 << the specifc concept need to come from either chapter 10 or 11 from the book above

This project is essentially designed to keep a “diary” of your observations of cognition in action in the real world. Entries might consist of unique examples provided by you as observed from your own or others’ behavior. For each entry, you must link your observation to a specific concept from the course and provide an explanation of how the behavior illustrates that concept. Also, if you find a story in the news, newsprint, magazine, or on-line that relates to issues discussed in class, or if you see something on TV, movies, or other IT media, you may submit either the article or a synopsis of the article/event (where and when it was seen) along with a summary of how the piece relates to course material. Your entries and/or media summaries should be one to two pages long (twelve-font, double spaced). Cite your sources.

i will provide a grading rubic and an example for this assinment: note the assinment is done with a different chapter.

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This for a cognitive psychology class you need this book Goldstein, E. B. (2015). Cognitive psychology: Connecting mind, research, and everyday experience (4 th Ed.). Belmont, CA: Wadsworth/Cengage Learning
Grad ing Rubric for Cognitive Journal Entries Dimension Sophisticated Competent Needs Work Content Entry topic (behavior) is clearly stated , and completely and clearly outlined. Topic (behavior) selected is highly relevant to chapter ’s content and connection between the two is clear. R elationship between topic (behavior) and chapter theory is clearly articulated and accurate. Author’s underlying logic is explicit , and his or her observation(s) help the reader see things in a new light. 10 -8 pts Entry topic (behavior) is clearly stated , and relevant to chapter ’s content. Connection between the two is mostly clear and complete – there are some unclear components or some minor errors in the linkage. Author’s observations are mostly clear, yet some aspects may not be connected or minor errors in logic are present . Author’s presentation exposes the reader to an interesting perspective. 7-5 pts Entry topic (behavior) is vague , and/or inconsistently (or only superficially) related to, or not relevant to chapter ’s theories ; r elational components are missi ng or are inaccurate or unclear. T opic (behavior) is not clearly articulated and/or has incorrect or incomplete components with regards to a r elationship with chapter ’s theories. Author’s observation(s) may not be clear and the connection with chapter theo ry may be incorrect or unclear or just a repetition of chapter content without explanation and/or linkage . Underlying logic is flaw ed. 4-0 pts Comprehensibility Entry is completely under – standable, and intellectually communicated. 5-4 pts Entry i s understandable for the most part and effectively communicated. 3-2 pts Entry is difficult to grasp, somewhat beyond understanding, and ineffectively communicated. 1-0 pts Effort Entry exceeds assignment requirements and significant scholarly effort has been employed. 5-4 pts Entry meets assignment requirements per syllabus and instructor guidance, and acceptable scholarly effort has been employed. 3-2 pts Entry partially fulfills, or does not meet assignment requirements and scholarly effort is lacking. 1-0 pts Writing (organization , grammar, mechanics, spelling, etc.) Entry is coherently organized and the logic is easy to follow. No spellin g or grammatical errors and terminology is clearly defined. Writing is clear , concise and persuasive. 5-4 pts Entry is generally well organized and for the most part, easy to follow. There are few spelling and/ or grammatical errors, or undefined terms . Writing is mostly clear , but may lack conciseness. 3-2 pts Entry is poorly organized and difficult to read – does not flow logically from one part to another. There are several spelling and/or grammatical errors; technical terms may not be defined , or are poorly defined. Writing lac ks clarity and conciseness. 1-0 pts Maximum points: 25
This for a cognitive psychology class you need this book Goldstein, E. B. (2015). Cognitive psychology: Connecting mind, research, and everyday experience (4 th Ed.). Belmont, CA: Wadsworth/Cengage Learning
Student’s Name Dr. Viktoria Tidikis PSY 260.4 16 April 2014 Cog. Journal Chapter 12 As human beings we are innately built to solve problems in a number of different ways. Our ability to do so determines if we will be able to function in everyday like, and to what extent we do so. If someone is unable to solve problems they will be unable to interact efficiently with their environment. Yet, you can still fall short of proper problem solving, even if your cognitive abilities are up to par. What can happen is that you experience obstacles that keep you from being able to solve a problem. These obstacles are known as fixations, which is, “people’s tendency to focus on a specific characteristic of the problem that keeps them from arriving at a solution” (Goldstein, p. 329). This problem-solving obstacle brings to mind a specific time when my mom suffered from fixation. We’d just finished rearranging our living room when my mother decided we needed a new bookshelf to fill in some empty space. She went out and bought a bookshelf, determined to build it by herself. After an hour I could hear my mother becoming more and more frustrated with her task at hand. I came out into the living room to find my mom with the mostly built bookshelf before her. All she had left to do was nail on the prosthetic backing that’d keep the books from falling off the back of the bookshelf, but she was stuck. She explained to me that she wouldn’t be able to finish the bookshelf because she had a screwdriver and not a hammer, and would thus be unable to nail on the backing. My mother was suffering from functional fixedness, which is when you restrict, “the use of an object to its familiar functions” (Goldstein, p. 329). My mother’s idea of a screwdriver kept her from realizing that she could use the handled end of the screwdriver as a makeshift hammer to nail in the backing. I eventually helped my mother out by telling her to use the screwdriver in place of a hammer. It was fascinating to see how our mental sets can affect the way we’re going to perceive something, based on our own experiences (Goldstein, p. 330). Its amazing to see how our own minds can set us up for failure and confusion. References Goldstein, E. B. (2011). Cognitive psychology: Connecting mind, research, and everyday experience (3rd Ed.). Belmont, CA: Wadsworth/Cengage Learning

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