Tuesday, 5 June 2012
cont....with intelligence (psychology notes) WAIS
Wechsler Scales of Intelligence (WAIS) - the advantage of the WAIS is that it has a provision in addition to an overall IQ and number of separate scores for different intellectual functions. It has eleven subtests divided almost equally into verbal IQ and performance IQ. The average IQ is 100 and one's overall IQ reveals the distance --above or below--one is from the mean. This is called the Deviation IQ which is the distance between one's score and the general population's scores. As mentioned, the WAIS has eleven subtests - five performance tests and six verbal tests. Each subtest yields a separate score and combines in a composite overall IQ score.
Monday, 4 June 2012
Trinity explained for Catholic children -feel free to use
Catechetical Instruction of the Trinity for children of a Parish
Silva Redigonda
This catechetical instruction of the Trinity has been designed for children in a new program yet to be implemented as part of a Spiritual Direction initiative for children. Parents are permitted to attend, but the program is designed for children to ultimately develop a personal healthy image of God.
The community is a local Roman Catholic Parish. The first communion preparation class will be attending and it has been advertised in the weekly bulletin and community paper that children seven to twelve years of age are encouraged to attend for the beginning of a Spiritual Direction initiative. Older children are also welcome to attend and feedback will be encouraged after the first session with a coffee hour. Children regardless of religious affiliations are invited to attend with their parents bearing in mind that the catechetical instruction has been designed for Catholic children preparing to receive communion. This will be conducted by xxxxxxxxxxxx, Saturday, xxxxxx11 at 1:pm in the church basement. Refreshments will be provided after the session which is expected to last 30 minutes. Questions and opinions from the children will be encouraged.
The Instruction
Good morning children. Are you ready for communion? This is a special time for you as you prepare to receive communion. When I was young like you, a young priest came into our school and talked to us about Adam and Eve. He told us that it was a story so that people would understand it. Today I am going to tell you a story. I am going to tell you about the Trinity. You are only seven and some of you are eight but when you become as old as I am, you will remember some of this, as I remembered, and that will be good. Can you imagine me being seven? We all were once. The Trinity is explained to us in the Bible. So I am going to read a little bit of the Bible, and then talk to you about it, and then explain that part of the Trinity. I will also show you how it all comes together and you will be able to understand the Trinity better. Ok?
What I want to talk about right now is God. Close your eyes and think who God is. Who is God to you? Let us share that for a few moments (Class shares their opinions).
Now, how many here talk to God? (show of hands) How do you do that? (class share their thoughts). So can we say that when we talk to God we are praying? (feedback)
We can learn who God is from the Bible. We may read the Bible and it can be a prayer too, just like when we talk to God.
Can you tell me what the Trinity means to you? (responses) When I was your age I was told that the Trinity is a clover. How many of you have seen a clover or know what a clover is? (Responses from class to describe clover) The clover is one, as the Trinity is one. You have all told me who God is to you. Now we are going to read from the Bible and look for some answers.
First I shall read Deuteronomy 4: 32-34 and 39-40[1] (read). Here we are told who God is. “Lord is God in heaven above and on the earth beneath; there is no other.” (Deut. 4:39) So we know that God is one because there is no other and God is everywhere and not only in one place. God is here with us and elsewhere. So, God is everywhere. “God created human beings on the earth…”(Deut. 4: 32) So God made us. Now with all this we can be quite sure that God is a mystery who can do so much and is greater than[2]…..what?? We cannot imagine anything greater than God who created us and everything else. God is an amazing mystery. We can also be sure that God is there for us and is on our side, “as the Lord your God did for you in Egypt before your very eyes (Deut. 4:34)?”
Are there any questions?
Now I am going to read Ps 33: 4-5, 6, 9, 18-19, 20, 22 (read). Again we are told who God is, “The word of God is upright…all his work is done in faithfulness…He loves righteousness and Justice…the earth is full of the steadfast love of the Lord…” So, by knowing what God loves, we know who God is. God is faithful, God is love, God is just etc….And once again we are told God has made us so God is creator who loves us.
Let’s talk about Jesus. We know Jesus was a man. But we also know that Jesus Christ is God. We really get to know and understand this at Easter when Jesus who has died has risen from the dead. Now I shall read, Mathew 28: 16-20. We learn that eleven disciples went to the mountain where Jesus had told them to go. Now Jesus has already died so when they see Jesus they worship him but some even doubt Jesus. Jesus tells them that all the authority of heaven and earth has been given him, and his disciples are to go out and baptize them in the name of the Father and of the Son and of the Holy Spirit. So we know that God created the world and is in charge of it and we know that Jesus Christ is in charge of heaven and earth and so we know that Jesus Christ is God and we know that Jesus Christ is telling us to baptize in the name of God as father, God as son and God as Holy Spirit. Therefore, God is father, son and Holy Spirit. Think of the clover with the three separate parts, yet it is one. This is how I began to understand. You are all here preparing for communion and the first thing you shall be doing is going to confession. So to help you with your confession will be the ten commandments that was mentioned in the first reading, “Keep his statues and his commandments” Deut. 4: 40. The word spirit is not different from God. When we go to confession or we ask for God to forgive us, the Spirit forgives us and God is again pleased with us. If we reject the spirit, we reject that forgiveness and then we are not forgiven. So we do not reject the spirit who forgives us. Think of the Holy Spirit as a verb, doing things, an action. You have studied verbs in school right? The Holy Spirit forgives (Prof Mongeau, 12 Oct 10). Have you seen the Holy Spirit at work in any of the other readings today? (response)
Remember the first reading when God is speaking out of a fire (Deut 4:33)? The Holy Spirit is doing something. The Holy Spirit is speaking out of a fire and that is God speaking so the Holy Spirit and God is one.
And now for our final reading for today, Romans 8: 14-17 (read). Here it all comes together for us. The Spirit does things, so the Spirit of God leads us and when we allow ourselves to be led, we are children of God. And if we are children of God, we are children of Christ who suffered and when we suffer with Christ we are also glorified with Christ. Think of getting lost in a forest. Spooky, huh? But the Holy Spirit comes to bring you out, so you follow the Holy Spirit and when you follow the Holy Spirit, you follow God, the father and Jesus Christ, the son, because the Trinity is one.
So you know that you can find meaning of the Trinity in the Old Testament and in the New Testament. In the New Testament we also get to know Jesus and when Jesus dies and returns, we have an understanding that Jesus is God. God is Father, son and Holy Spirit.
When I was little like you, I thought of a clover as the Trinity for many years. I now pray to God and ask for understanding. Remember who God is. God is a beautiful mystery and is greater. We know that there is nothing greater since God created all. When you pray, as I pray, ask for understanding. Children are very special to God. I now have even a more powerful image of the Trinity as you will one day after you learn more and pray more and grow more. But, even if you just remember some of this, when you hear someone else speak of the Trinity, remember you can find the Trinity in the Bible in both the Old Testament and the New Testament. It is in the New Testament after Jesus has risen that it all comes together. We know that Jesus is God. You will understand and get to know who God is as Father, Son and Holy Spirit, by just talking to God and asking.
Thank you, for coming today. I hope to spend more time with you. Maybe we can talk more about how you feel about God. As you prepare for Holy Communion, you will be asking for forgiveness and the Holy Spirit who does things will forgive, you will soon be receiving Jesus Christ and when you receive communion, you will be receiving the communion of God as father, Jesus Christ, as son, and the Holy Spirit. Amen.
Bibliography
Prof Mongeau, Gilles, Class room B, Regis College, (class instruction).
The Bible. New Revised Standard Version Bible with Apocrypha, Catholic Edition. Hendrickson Publishers, Peabody, 1993.
[1] The Bible. New Revised Standard Version Bible with Apocrypha, Catholic Edition. Hendrickson Publishers, Peabody, 1993. Further references to the Bible will be indicated by the book of the bible, paragraph and passage.
[2] Prof Mongeau, Gilles, Class room B, Regis College, 28 Sep 28 (class instruction). Further reference will be indicated by Professor’s name followed by date of class instruction.
Thursday, 31 May 2012
The book of Deuteronomy
The book of Deuteronomy is the most complete example of a treaty-formulary in the Bible. This paper will explain what the book of Deuteronomy is, how the book of Deuteronomy is an example of a treaty-formulary and how this compares to other biblical texts.
The Book of Deuteronomy receives its name from the Greek translation of a phrase in Deut 17:18 which indicate that the king should have a copy of the law written for him by the Levitical priests. The Greek expression, deuteros nomos, means “a second law” most appropriate because Deuteronomy is a second formulation of the law, after the one given in Exodus.[1] The period of Judges comes to an end with the movement toward a monarchy. This movement begins with Saul and the Philistine crises and with David who is Israel’s first king. The Deuteronomistic History provides most of what we know regarding this story of the monarchy and the Book of Deuteronomy serves as an introduction to this history.[2] Deuteronomy is presented as the farewell address of Moses, before the Israelites crossed the Jordan to enter the Promised Land (Collins, p 159). The Book of Deuteronomy follows the outline of the Ten Commandments in Deuteronomy 5:6-21, the stipulations in the form of the Law Code in Chapters 12-26 and the curses and blessing in chapters 27-28 (Ceresko, pp 124-125).
Vassal treaties are those between a superior power and its subjects. The basic structure of Deuteronomy draws on history as a motivational tool and reinforces the commandments with curses and blessings. What is most unique to these elements is the emphasis placed on curses (Collins, p 161). The style is characterized by a series of subordinate clauses focused to encourage and instruct the people of their obligations and duties under their covenant with Yahweh. The people are also warned of the consequences if they fail to be obedient (Ceresko, p 124). Elements in Deuteronomy also include the treaty forms of including the invocation of heaven and earth as witnesses, the deposition of the document, the provision for periodic reading and making of copies. Deuteronomy is not formally structured as a treaty text. It is more of an address or homily that is informed by the treaty analogy and contains many elements of the treaty form (Collins, p. 161).
More than any other biblical book Deuteronomy is influenced by ancient Near Eastern Treaties. In Deuteronomy much closer parallels are found in the Vassal Treaties of Esarhaddon, an Assyrian king who rules in the seventh century B.C.E. (681-669) discovered in 1956. There is some evidence that Judah was still a vassal of Assyria in Esarhaddon’s time. Assyria was the dominant power in the Near East (Collins, p 160). The enforcement of the commandments with curses and blessings corresponds to the ancient vassal treaties. The Assyrian treaties were basically loyalty oaths imposed by the King of Assyria to ensure submission to his successor. Deuteronomy is similar, in that Moses is handing authority to Joshua, but the biblical text differs in that the loyalty of the people is to their God (Collins, p. 161). The most striking correspondences between Deuteronomy and the treaties are vocabulary and idiom. In both documents the word love means loyalty to God. Other terms for loyalty both in Deuteronomy and in the treaties are “to go after…to fear…to listen to the voice of….” The series of curses in Deut 28:23-35 is parallel in VTE SS39-42, (419-30). Deuteronomy appeals to history as a motivating factor more often than in the Assyrian treaties (Collins, p 161). As in Exodus, the laws of Deuteronomy are presented as divine revelation, originally received by Moses on the mountain. One significant variation concerns the motivation for keeping the Sabbath day, while in Exod 20:11 this commandment is grounded by recalling how God rested on the seventh day of creation. Deuteronomy puts the emphasis on compassion (Collins, p 165). One significant aspect of Deuteronomy is the revision of the older code of laws known as the Book of the Covenant (Exodus 21-23). A more direct comparison with the Book of the Covenant is provided by the law for the release of slaves in Deut 15:12-18. Exodus 21 indicates that male Hebrew slaves must be set free after six years, while Deuteronomy applies this law to all slaves whether male or female. The laws about the remission of debt and the release of slaves are prominent features of Deuteronomy. There is humanitarian concern for the poor and the marginal (Collins, p 165). In contrast to Leviticus and the Priestly Code, purity concerns are not prominent in Deuteronomy (Collins, p 169). There are similarities between Deuteronomy and Wisdom such as injunctions against falsifying weights and measures and removing boundaries. This is also found in the Egyptian Wisdom of Amenemope (Collins, p 171). Regardless, Deuteronomy is unmistakably a law code which frequently invokes the death penalty as sanction for its ordinances. It is also presented as a revealed law. It appeals to the distinctively Israelite experience of the exodus rather than to common human nature as is customary in the older Wisdom literature. Deuteronomy leaves little space for prophecy or other forms of revelation as in later apocalyptic literature (Collins, p 172).
The study of biblical books is a study of ancient times with an appreciation for the beauty
of prose, history and artistic value, as we move to knowing who God is. New discoveries of ancient manuscripts become a progressive enlightening of the ancient laws and love of God that are presented and utilized by us in contemporary society. This growth from old to new and new discoveries of old bring us to a progression where we can understand God more fully and acknowledge our pact to lead a compassionate life with love for others.
Monday, 28 May 2012
Intelligence (psychology, notes)
There is no single agreed upon definition. However, intelligence is inferred from behavior that is goal directed, under conscious control, and adaptive meaning aimed at solving problems. Thus, it is not the score one receives on a test. It is the capacity to reason, to acquire knowledge and problem solve.
psychometrics - there are individual differences in the a/m characteristics. Can these differences be quantified? Yes. The psychometric approach takes the position that one can compare any one's performance on a test comprised of items that require reasoning and problem solving and then compare a given individual to a standardized norm based on a large representation sample of others who took the test.
Historically, intelligence testing began with Galton and Binet. Galton in the late 1800's was interested in variation in psychological characteristics and devised tests to measure perceptual speed, reaction time; memory. He noted correlations between one's heredity across generations and the ability to succeed on intellectual tasks. He concluded that intelligence is largely a matter of inheritance. Intelligence and stupidity runs in families. He neglected the role of psychosocial variables.
Binet devised intelligence tests for the purpose of finding reliable means of assessing school children and then assigning the best possible teaching and learning situation based on measured ability. Intelligence as a general attribute manifests itself in a number of cognitive functions, including perception, memory, reasoning, judging, language, social knowledge. He believed that intelligence changes with age and that environment has an enormous influence on its development and expression. Any child who takes the test can be compared to its own age group. If the child succeeds in responding correctly to items of its own age group, the child is to have an average intelligence of mental age. If however, the child exceeds its age group by responding correctly to items of an age group older than its own, than the child has a MA greater than its chronological of birth age. If the opposite is the case, then it has a mental age below its chronological age. For Binet, mental age revealed how successful the child was in performing on those test items. At above or below its own chronological age group. Thus, a child's mental age could be at, above or below its chronological age group indicating an average above average or below average mental age or intelligence. Stern in 1911 devised a formula for determining one's intelligence quotient or IQ mental age over the chronological age x 100. MA x100 = IQ
CA
If MA and CA were the same the IQ is 100. When MA exceeds CA, the IQ is more than 100 or above average. When MA is less than CA the IQ is less than 100 or below average. The IQ reveals the rate of intellectual development by determining the child's MA in relation to its CA.
to be continued........
psychometrics - there are individual differences in the a/m characteristics. Can these differences be quantified? Yes. The psychometric approach takes the position that one can compare any one's performance on a test comprised of items that require reasoning and problem solving and then compare a given individual to a standardized norm based on a large representation sample of others who took the test.
Historically, intelligence testing began with Galton and Binet. Galton in the late 1800's was interested in variation in psychological characteristics and devised tests to measure perceptual speed, reaction time; memory. He noted correlations between one's heredity across generations and the ability to succeed on intellectual tasks. He concluded that intelligence is largely a matter of inheritance. Intelligence and stupidity runs in families. He neglected the role of psychosocial variables.
Binet devised intelligence tests for the purpose of finding reliable means of assessing school children and then assigning the best possible teaching and learning situation based on measured ability. Intelligence as a general attribute manifests itself in a number of cognitive functions, including perception, memory, reasoning, judging, language, social knowledge. He believed that intelligence changes with age and that environment has an enormous influence on its development and expression. Any child who takes the test can be compared to its own age group. If the child succeeds in responding correctly to items of its own age group, the child is to have an average intelligence of mental age. If however, the child exceeds its age group by responding correctly to items of an age group older than its own, than the child has a MA greater than its chronological of birth age. If the opposite is the case, then it has a mental age below its chronological age. For Binet, mental age revealed how successful the child was in performing on those test items. At above or below its own chronological age group. Thus, a child's mental age could be at, above or below its chronological age group indicating an average above average or below average mental age or intelligence. Stern in 1911 devised a formula for determining one's intelligence quotient or IQ mental age over the chronological age x 100. MA x100 = IQ
CA
If MA and CA were the same the IQ is 100. When MA exceeds CA, the IQ is more than 100 or above average. When MA is less than CA the IQ is less than 100 or below average. The IQ reveals the rate of intellectual development by determining the child's MA in relation to its CA.
to be continued........
Saturday, 19 May 2012
The long weekend and what will you do with it?
If you could do anything you wanted for a day or weekend, what would you do? Not what you have to do but what you actually want to do? What is keeping you from doing it? I am speaking about leisure time. Is it spending a day in the sun reading a book for pleasure? Is it having a grand barbeque with family and friends? Is it just getting away from everyone for a weekend and just be by yourself to think? Is it time to re-examine your life and what you are doing with it? Why not start a journal today and begin writing how you feel and about the events in your life. That can be very therapeutic. Are you allowing yourself to be the person you want to be? Do you feel equal to your partner in your relationship? No? Why not? If it does not bother you and you like your role, that is fine. If however, you are bothered than why are you silent? How is your spirituality? Do you believe in a God? Is God cruel? Where did you get that notion? Have you had a spiritual experience that you are too afraid to share? Do you wake up in the morning feeling irritated? Is it perhaps that you did not sleep enough? Lots of questions. Have you asked yourself any of them? Why not do something for yourself this long weekend?
Friday, 18 May 2012
Poem - published
The demon surveyed below him the mass of people and suddenly he smiled as he
swept down and entered her body.
She gasped feeling a slight pain and then began to vomit, as she never had
before. The sounds of the church bell struck three and she looked up at the
house near her and noticed the numbers 666.
" My God " she cried before the evil tore her within. She looked up at the
sky one final time before collapsing.
Two spirits left her body, one good and one bad. The evil one sneered
and then began to sing blasphemies. The good spirit rose above to look at her
body. She then became engulfed with the most beautiful soft color of white
PPand peace returned to her.
swept down and entered her body.
She gasped feeling a slight pain and then began to vomit, as she never had
before. The sounds of the church bell struck three and she looked up at the
house near her and noticed the numbers 666.
" My God " she cried before the evil tore her within. She looked up at the
sky one final time before collapsing.
Two spirits left her body, one good and one bad. The evil one sneered
and then began to sing blasphemies. The good spirit rose above to look at her
body. She then became engulfed with the most beautiful soft color of white
PPand peace returned to her.
Thursday, 17 May 2012
The biology of memory (psychology notes)
Which structures in the brain mediate memory? Is it possible to study the brain as in input-output system, with central controlling processes that influence how memory works? With MRI and PET scans it has been possible to identify anatomically distinct brain structures that mediate memory such as the hippocampus and the frontal lobes.
l. Hippocampus: located in the limbic system which is responsible for emotional behavior, the hippocampus appears to be important for declarative memory and conscious learning. It is a vital structure for the encoding functions of working on short term memory (STM). Damage to this structure leads to a preservation of old facts but difficulty in learning and retaining new facts. Difficulty in forming memories among some older people may be due to too many stress hormones which interfere with the hippocampus and resulting attention and memory. This limits the development of new declarative memories.
2. Amygdala: located in the limbic system, this structure is involved in emotional conditioning. It has been shown that with amnesiacs, after they have been conditioned to dislike someone they continue the emotional reaction even though they cannot remember the person to whom they have this reaction. Damage to this structure leads to difficulty in consciously learning and storing new facts (Declarative Memory) but not all facts. New skills can be learned indicating that this structure is involved in procedural and not declarative memory. The fact that we retain skills from early childhood indicates that procedural memory is mediated by other brain structures. The fact that we cannot remember events before age two indicates we cannot establish very firm declarative memories. This is in keeping with what is known about the hippocampus. It is one of the last brain structures to mature fully. Without a mature hippocampus, as is the case in early childhood - no firm declarative memories. This helps explain infantile amnesia -- the inability to remember our very early years between birth and four years of age.
3. Frontal lobes: located in the front portions of the cerebral cortex the frontal lobes develop thinking strategies for encoding and retrieval of items. This structure is also involved in conscious memory and controls the hippocampus which is involved in declarative memory. The frontal lobes gives the hippocampus direction and controls how it organizes information in incoding. The frontal lobes also influence the retrieval of relevant information since the hippocampus lacks intelligent discrimination as to which information is relevant doing the retrieval process. The frontal lobes focus attention and inhibit irrelevant responses. Further, the frontal lobes influence the ability to remember where and when. That is episodic memory and learning that requires organization and elaboration.
4. Neostriatum: located in the subcortex it controls motor activity and learning of new skills.
5. Cerebellum - located below the cortex toward the back of the brain, it controls muscular conditioning as may occur in fear conditioning. The hippocampus on the other hand is involved in more complex conditioning.
l. Hippocampus: located in the limbic system which is responsible for emotional behavior, the hippocampus appears to be important for declarative memory and conscious learning. It is a vital structure for the encoding functions of working on short term memory (STM). Damage to this structure leads to a preservation of old facts but difficulty in learning and retaining new facts. Difficulty in forming memories among some older people may be due to too many stress hormones which interfere with the hippocampus and resulting attention and memory. This limits the development of new declarative memories.
2. Amygdala: located in the limbic system, this structure is involved in emotional conditioning. It has been shown that with amnesiacs, after they have been conditioned to dislike someone they continue the emotional reaction even though they cannot remember the person to whom they have this reaction. Damage to this structure leads to difficulty in consciously learning and storing new facts (Declarative Memory) but not all facts. New skills can be learned indicating that this structure is involved in procedural and not declarative memory. The fact that we retain skills from early childhood indicates that procedural memory is mediated by other brain structures. The fact that we cannot remember events before age two indicates we cannot establish very firm declarative memories. This is in keeping with what is known about the hippocampus. It is one of the last brain structures to mature fully. Without a mature hippocampus, as is the case in early childhood - no firm declarative memories. This helps explain infantile amnesia -- the inability to remember our very early years between birth and four years of age.
3. Frontal lobes: located in the front portions of the cerebral cortex the frontal lobes develop thinking strategies for encoding and retrieval of items. This structure is also involved in conscious memory and controls the hippocampus which is involved in declarative memory. The frontal lobes gives the hippocampus direction and controls how it organizes information in incoding. The frontal lobes also influence the retrieval of relevant information since the hippocampus lacks intelligent discrimination as to which information is relevant doing the retrieval process. The frontal lobes focus attention and inhibit irrelevant responses. Further, the frontal lobes influence the ability to remember where and when. That is episodic memory and learning that requires organization and elaboration.
4. Neostriatum: located in the subcortex it controls motor activity and learning of new skills.
5. Cerebellum - located below the cortex toward the back of the brain, it controls muscular conditioning as may occur in fear conditioning. The hippocampus on the other hand is involved in more complex conditioning.
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