Compare intuitive, emotional decisions with logical, deliberative decisions

Compare intuitive, emotional decisions with logical, deliberative decisions

Spatial Cognition:

Aphantasia: About two percent of the population does not use or experience mental imagery at all. Are you among that two percent or is mental imagery important to you? Share a vivid use of mental imagery with the class and note how it may differ from visual perception or dreaming.

Language: Answer 1 of them

Ambiguity is common in language. Try to figure out how mondegreens occur. You can find lots of examples of them on the Web (such as here and there). Try to obsess a little about grammatical rules and use an analytical approach to describe how a mondegreen happens.
OR

We have been reading for less than 10,000 years. Do you think that technological changes will either increase or decrease our use of this skill? Explain why you view it as you do.

Decision Making & Problem Solving: Answer 1 of them

Compare the advantages and disadvantages of intuitive, emotional decisions with logical, deliberative decisions. Are these the same as what the readings call System 1 and System 2 thinking?
OR
What do you think of this test? Would you call creativity a form of problem-solving?
OR
Are strategies more important for success in solving problems than traits like grit or talent? Which would you emphasize in training children to learn to solve problems? (We can’t rely on general principles of critical thinking; like expertise, critical thinking is domain-specific. That is, it doesn’t generalize from one field to another.
Cognitive Development:
Those long lists above will not be on any exam. However, given the stage-obsessed history of psychology I’d suggest it’s worth thinking about whether cognitive development is stage-dependent or continuous. Are the development of memory, metacognition, and language linked to each other in continuous interrelationship or are they independent processes on separate timetables for development? Does what happens in language for the one-year old have implications for what happens in memory, and vice versa?

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