Effects of Science on Changing Knowledge

Effects of Science on Changing Knowledge â€Å"That which is accepted as knowledge today is sometimes discarded tomorrow.† Consider knowledge issues raised by this statement in two areas of knowledge. Rhumer Culmer Knowledge itself is â€Å"facts, information and skills acquired by a person through experience or education† (Merriam-Webster). It is the understanding of any given subject matter and can be understood either practically or rationally. Knowledge can be broken up into numerous hypotheses and theories due to different beliefs people may have. These hypotheses can be proven to be true as they are justified logically through experiments or observation. However, others can be considered to be unjustified for a certain amount of time. There is a constant change in knowledge that is accepted because the view that people have on the world is never written in stone. The way people see the world and the things in it changes with time, as they change as a person or their environment changes as well. The reason knowledge can be accepted today and can be discarded tomorrow is because society is mechanized at every moment. Somewhere in the world, a new discovery is taking place, leading to new information on subject matter. The use of the word discarded in the statement given does not necessarily mean that all previous knowledge is thrown away and an entirely new idea is accepted, but it actually explains the idea of evolution and the world moving forward as a society. Evolution is the idea that the views on the world as we see it â€Å"may be tested and retested by future observations† (Wikipedia). As technology becomes more mechanized and gaining information is facilitated, we are able to understand more. This not only happens because of technological advances, but also because of worldwide social trends as well as new discoveries being made. Because of this a knowledge issue can be created; since some knowledge is discarded tomorrow, or what could be the near future, does this mean that the knowledge what we currently possess will always eventually be proven incorrect? New discoveries are constantly being made specifically in two areas of knowledge – natural/human sciences and history. Historians make new discoveries continuously, which is known as historical revisionism. This means that what we know from history now is not necessarily always wrong; it is just open to review. The idea of historical revisionism essentially shows that â€Å"constant revision of history is part of the normal scholarly process of writing history† (Wikipedia). As history is not complete, it is always modified to change truths in order to fit modern society. Therefore, this emphasizes the idea that instead of all knowledge being rejected because it is wrong, it is actually still accepted as the truth that has been modified due to new information, thus creating a better truth. Nevertheless, just because everything is open to modification, this does not mean that everything is right at the moment. This shows that we must never fully believe what has been given to us as fact because there is always something more to be added which can end up changing our view on the subject matter. Knowledge is also constantly altered in another area of knowledge: natural and human sciences. Scientific discoveries that create the knowledge that we accept are made from experiments and observations. These experiments are done with the use of scientific methodology, which is defined as â€Å"principles and procedures for the systematic pursuit of knowledge involving the recognition and formulation of a problem, the collection of data through observation and experiment, and the formulation and testing of hypotheses† (Merriam-Webster). Scientific methodology has become more accurate over time due to advances in technology, thus affecting what is accepted and what is discarded. A good example of this is when scientists found a direct link between people smoking cigarettes and developing lung cancer. In the past, lung cancer was actually considered an exceptionally rare disease. Therefore, the fact that was accepted then was that there was no link to smoking and getting the dis ease. However, in the 1950s, â€Å"evidence linking cigarette smoking with lung cancer began to accumulate† (Bastian, 2008), showing that the fact that was accepted before was discarded by some people as they believed that there was now a connection between cigarettes and lung cancer. Scientific methodology even proved that there was a relationship between the two; â€Å"†¦study, carried out in Britain between 1951 and 1994, revealed that the death rate for smokers from lung cancer was about three times that of non-smokers from men over 35† (Bastian, 2008). Even though this experiment clearly showed a link between the two variables, some people still accepted that there was no way smoking cigarettes would at some point make you develop lung cancer. This example questions our knowledge issue as well as the statement given because we now see that knowledge given today and knowledge that is discarded tomorrow is not only done because of facts but also in the end it i s a person’s choice what they want to believe in. It depends on the people themselves: in the end, there is no way for anyone to be forced to discard any knowledge that they possess or accept anything that they do not want to. Medical advances also have been a result of discarded knowledge that was previously accepted. An example of this is the medical advances over the past 25+ years or so with heart disease. In the past, it was accepted that â€Å"heart attacks, called infarcts, were [big] and the damage to heart muscle was often catastrophic, leading eventually to heart failure and death† (Cox, 2009). The only cure for a heart attack was putting a patient into a dark room and giving them pain medication and medicine to â€Å"prevent dangerous irregular heartbeats† (Cox, 2009). This method was not successful all the time because the rate of death from this disease was still high. Both doctors and patients thought there was nothing they could do and accepted it. This accepted fact was discarded in the 2000s because there were new discoveries. Finding new drugs, such as Lipitor, for heart disease â€Å"are now routinely used to slow the progression of atherosclerosis†¦Ã¢â‚¬ (Cox, 2009) , which is plaque that can cause heart attacks. This example shows that the increase in technology and new discoveries helps improve the knowledge that we have accepted in the past, or even change our knowledge for the better. The use of the word accepted in the statement implies that there is something or someone influencing what is accepted by society, and which is denied. Whatever is accepted by society is called the truth. This brings in the idea of social factors affecting what people believe in. Nowadays, people are under the influence of way too many people. For example, celebrities have more influence on people than they should. If they say one thing is the right thing to do, then most people follow this idea. Proof of this is the changing trends in clothing. Celebrities can wear one thing and suddenly most people are wearing the same thing, if not something similar because they think it looks good. This shows that today or better yet, in the present, the ideas are accepted. However tomorrow, or in the future, the trends can be discarded. This happens if a different celebrity wears something else. The public then think whatever they were wearing before is no longer acceptable, therefore they must m ove on with the world. Another example of this is a person’s view on the world from when they were younger to when they become older. For instance, as a child we are taught that the opposite sex is annoying, strange and can spread a fictional disease, sometimes called cooties. As children we all accepted this as common fact and dare not test the theory to be incorrect. However, with the test of time, or aging, we start to view the opposite sex as attractive in certain ways. Therefore, we end up discarding what we thought was pure fact and knowledge as a child. There is proof of this because there are males and females getting married, starting families and having serious relationships worldwide. Things that are currently accepted as knowledge are easily open to be discarded in the future. Nothing is permanent because what we believe constantly changes. This is due to technology and research on different subject matter being furthered. However, if any piece of knowledge is accepted or discarded entirely depends on the person. There are many cases to show that generally, yes, knowledge has been accepted and discarded throughout time, but in the end it is always up to a single person to determine if they want to accept a piece of knowledge or to discard a piece of knowledge because it is their belief. People’s beliefs change over time because the world around us is constantly changing and there is no way to stop that, thus there will be a large number of ideas that will be accepted and discarded in society in the future. Works Cited Bastian, Sue. Chapter 10: Natural Science. Pearson Baccalaureate: Theory of Knowledge. N.p.: Pearson Education Limited, 2008. 172-80. Print. Scientific Method. Merriam-Webster. Merriam-Webster, n.d. Web. 07 Jan. 2014. Cox, Lauren. The Top 10 Medical Advances of the Decade. The Top 10 Medical Advances of the Decade. MedPage Today, 17 Dec. 2009. Web. 06 Jan. 2014. Definition of Knowledge in English. Knowledge: Definition of Knowledge in Oxford Dictionary (British World English). Copyright  © 2013 Oxford University Press., n.d. Web. 08 Jan. 2014. Historical Revisionism. Wikipedia. Wikimedia Foundation, 27 Dec. 2013. Web. 05 Jan. 2014.

Psychology Hl Internal Assessment

| Psychology Internal Assessment| An experiment on instruction of free recall and serial recall on memory. | Psychology Higher Level| Name: Vanessa BarthovaCandidate Number: 001457-004School: QSI International School of BratislavaDate of Submission: February 25th, 2013Word Count: 1,997| | | The aim of this experiment was to investigate whether recall of words can be influenced by instructed form of free recall versus serial recall. Since recall for any given item depends upon the position of that item in the series, it was investigated if the type of recall has influence on the primacy and recency effects.The hypothesis predicted that participants in the free recall condition will show a  classic position curve with the recency effect taking place almost equally to the primacy effect, then when compared to participants in the serial anticipation condition where the primacy effect will be dominant. This was based on previous research by Deese (1957), which demonstrated that it is po ssible to alter the form of the serial position curve by instructions as to the method of recall. The DV was number of words recalled and the IV was the fact whether free recall or serial-order recall was instructed.The repeated measures design was chosen. An opportunity sample of 36 participants (N=36) participated. 3 lists of 20 common English words were read out to participants in the control group, all of the lists were instructed for free recall before and after reading of the list. 3 lists of 20 common English words were read out to participants in the experimental group. In the first list free recall was called on for both before the reading of the list and after. In the second list, free recall was called on before the reading, and serial recall was instructed after the hearing of the list.In the third list, serial recall was called on for both before the reading of the list and after The T-test showed the results of the list were significant at a 5% level of significance, s o the research hypothesis that type of instruction affects recall was accepted. Word count: 304 Introduction Cognitive psychology deals with mental processes such as memory. Memory has been studied by psychologists since Atkinson and Shiffrin proposed theory of the multistore model of memory (MSM), which breaks-up memory into different categories.Information is received by sensory stores, and some is passed to short-term memory stores (STS), which can then be passed to long-term memory stores (LTS). Attention is the control process responsible for transfer of information from sensory store to STS. This is supported by many studies that involve serial position effect, showing that when participants are presented with lists of words, they remember first few and last few words and are more likely to forget those in middle.A study, conducted by Murdock (1962) investigates the relationship between serial position effect, position of words on given list, and participant‘s ability to freely recall them. Murdock suggested that early words were put into  long-term memory (primacy effect) because subject had time to rehearse words, and words from the end went into  short term memory  (recency effect). Words in middle had been there too long to be held in STS, due to displacement, and not long enough to be put into LTS, hence they’re forgotten. Glanzer and Cunits (1966) conducted an  experiment introducing the variable of immediate versus delayed recall.They studied separate output of STS, since they introduced a  variable, delayed start of recall, which had a  different effect on long-term and short-term storage, and therefore changed the beginning and end of the serial position curve. Studies of the position curve and memory show that a  delay of thirty seconds (being the time hypothesized that short-term memory lasts for) did not affect the primacy effect which was clearly present, but drastically lowered the amount of words of the recency e ffect. Deese (1957) focuses on serial organization of words.The study showed probability of recall depended upon position of item in the series. It focused on a  new variable, free recall versus serial anticipation, where subject not only had to remember words, but also in correct order. Serial anticipation changes the serial position effect, since when serial anticipation is compared to free recall, it can be noted that the curves are roughly mirror images of one another. The researchers divided their subjects into two groups, those who would freely recall words, and those who would be instructed to recall words in the order they were presented.Findings show that although the total amount of words recalled was close to identical, there was a  change in the serial position curve. In this case, early items have the highest probability of recall (not last), last items second highest (not first), and middle items least. This is due to the fact that when having to remember the words in order, long term stores would be most accurate as those words were most repeated in order. The above findings are important since they gave cognitive researchers an insight into memory processes, and support the multi-store model theory.They show that we remember the beginning, because it is stored in long-term stores, and end, when the short-term storage is not interrupted, but least frequently middle words, as hypothesized by the serial position curve and the primacy and recency effects. This experiment is a  replication of Deese (1957). It uses the distinction of free recall and serial anticipation, to affect the serial position curve and focus on LTS primarily. Aim: investigate effect of the recall of words in free recall, and recall by serial anticipation, and the effect it has on LTS and STS in relation to the serial position curve.Experimental hypothesis (H1): Participants in free recall condition will show a  classic position curve with the recency effect taking plac e almost equally to the primacy effect, and then when compared to participants in the serial anticipation condition where the primacy effect will be dominant. (Free recall: words recalled in any order. Serial recall: words recalled in order they were presented. ) Null hypothesis (H0): There will be no significant difference between recall of words when compared in free recall and serial anticipation situations, or any difference will be due to chance. Method Design:Independent measures design was chosen to eliminate order effect, and to prevent boredom, tiredness, or improvement of skills with performance. Independent variable was used in the same sense, but with slight variation in the form of recall. If the same participants were used, they would know what to learn in the first part, and that would affect the second part of the experiment. One possible disadvantage of this design is that there may be participant variability. For example, participants may vary in memory ability, so the differences between groups may be due to this and not simply to the manipulation of the IV.To avoid participant variability, participants were given two practice lists to memorize, and the mean in these two lists was within two standard deviations, suggesting that the participants had similar memory capacity. Another disadvantage would be participant sabotaging the study, or becoming distracted. This was prevented by eliminating empty lists submitted by participants from results, hanging a sign so that people would not enter the testing classroom, and asking anyone distractive to leave. Ethical considerations were followed, as each participant was briefed before the experiment, and debriefed after it.It was clear that at any time participants had the right to withdraw from the experiment and their anonymity would be protected. Participants were not harmed physically or psychologically, and all signed informed consent form. Independent variable: Whether free recall or serial ord er recall was instructed. (Free recall: words recalled in any order. Serial recall: words recalled in order they were presented. ) Dependent variable: Amount of words recalled. (Frequency of words recalled. ) Participants: Opportunity sampling was used because this was the most convenient and saved time.The target population was IB students at QSI Bratislava with fluency in English. Participants were asked, and those who accepted met in the classroom. The participants were required to have specific English abilities because the experiment was conducted in English. In total, for the experiment we had 11 boys and 25 girls (N=36). Materials: * Consent forms * Standardized briefing and debriefing instructions * 8 lists of 20 different words * Answer sheets * Stopwatch Procedure: Before experiments began, 8 different lists of 20 words were randomly created from a list of 1,000 common English language words.First group of participants (N=18), brought to a quiet classroom, each seated at a desk. Standardized briefing was read out loud, and informed consent was given. Answer sheets were placed face-down on each desk. 1. Subjects were required to recall two practice lists, given with standardized instructions. They were instructed free recall. Each list was read by experimenter at the rate of one word per two seconds, without emphasis, and recall was required immediately after the reading. 2. Participants were divided into control and experimental groups randomly. One group was tested at a time. . Control group was given 3 lists with the same instructions as those for practice lists. After finishing the lists, groups switched locations. 4. Experimental group had the following sequence of instructions: * First list: instructions were same as for practice list. (Free recall is called on for both before reading of the list and after. ) * Second list: instructions before the list were for free recall, and instructions for recall in serial-order were instructed after hearin g. * Third list: instructions were to recall in serial-order were given before and after reading list. . All lists were collected, and both groups were read standardized debriefing together. Second group of participants (N=18) was tested, and same procedure was followed. Results Descriptive: The experiment collected interval ratio data. Therefore, mean and standard deviation were chosen as descriptive statistics. As this study has a focus on the amount of words recalled in different stages of the list, words were classified under four headings: â€Å"Beginning† (words 1-6), â€Å"Middle† (words 7-14), and â€Å"End† (words 15-20), along with â€Å"Total† as summary, for comparison and analysis.From Table 1. it can be deduced that when free recall was instructed and used, participants received similar results over-all ( average of 8. 25 and 8. 75 words), although the results were not dispersed close to the mean. With standard deviations (SD) being differin g and high (3. 31 and 5. 42), this suggests primacy and recency effect. From Table 2. it can be deduced that when participants were expecting to perform free recall, but were instructed serial recall, the performance over-all significantly dropped (averages of 7. 65 compared to 3. 95).Furthermore more words were remembered in the situation of serial recall in beginning, since they were stored in LTS, and therefore their position could be better recalled, suggesting the primacy effect (7. 17 compared to 3. 67). From measures on table 3. it can be deduced that primacy effect is dominant in serial recall, as the mean of words in beginning (9. 00), dropped down in the end words (4. 38). Table 1: Mean recall and Standard deviation of words in A1 and B1 lists (free recall in both). | Beginning words 6 possible words (1-6)| Middle words8 possible words (7-14)| End words6 possible words 15-20)| Total words20 possible words (1-20)| | A1| B1| A1| B1| A1| B1| A1| B1| Mean| 10. 00| 9. 33| 7. 50 | 5. 25| 7. 50| 11. 00| 8. 25| 8. 75| SD| 3. 58| 5. 89| 2. 78| 2. 12| 3. 56| 2. 45| 3. 31| 5. 42| N| 18| 18| 18| 18| 18| 18| 18| 18| Table 2: Mean recall and Standard deviation of words in A2 and B2 lists (free recall in A2 list, serial recall asked in B2 list after memorization process). | Beginning words 6 possible words (1-6)| Middle words8 possible words (7-14)| End words6 possible words (15-20| Total words20 possible words (1-20)| | A2| B2| A2| B2| A2| B2| A2| B2|Mean| 11. 50| 7. 17| 5. 00| 2. 25| 7. 33| 3. 67| 7. 65| 3. 95| SD| 1. 22| 2. 23| 2. 62| 1. 67| 3. 01| 4. 32| 3. 60| 3. 39| N| 18| 18| 18| 18| 18| 18| 18| 18| Table 3: Mean recall and Standard deviation of words in A3 and B3 lists (free recall in A3 list, serial recall in B3). | Beginning words6 possible words (1-6) | Middle words8 possible words (7-14)| End words6 possible words (15-20| Total words20 possible words (1-20)| | A3| B3| A3| B3| A3| B3| A3| B3| Mean| 9. 33| 9. 00| 7. 38| 1. 00| 10. 00| 4. 38| 9. 10| 4. 55| SD| 4. 08| 6. 26| 3. 16| 0. 93| 1. 90| 5. 15| 3. 18| 5. 0| N| 18| 18| 18| 18| 18| 18| 18| 18| Inferential: T-test was chosen since the experiment tested difference between frequency of words remembered between various lists, and the way they were stored (by observing the primacy and recency effect), with the comparison of control lists to experimental. T-test was chosen because it is more powerful, and shows whether they have significant differences. Advantages are that it works well with two means—its good for ratio data, such as in this experiment. Disadvantage is that results are assumed to come from a  normally distributed population.This test is good to use when the population mean and standard deviation are unknown, and 2 separate groups are being compared, that is why it was chosen over other tests. Table 4. This table presents a comparison between the first and last 6 words of each experimental list, comparing the significance of primacy and recency effect on recall . List:| Primacy (average # of words recalled)| Recency (average # of words recalled)| Significance? | B1| 9. 33| 11. 00| The two-tailed P value = 0. 5003 This difference is considered to be not statistically significant| B2| 7. 17| 3. 67| The two-tailed P value = 0. 542 This difference is considered to be not quite statistically significant. | B3| 9. 00| 4. 38| The two-tailed P value = 0. 0805 This difference is considered to be not quite statistically significant. | Table 5. This table statistically states the p value of comparisons between different sections of control tests to experimental tests. Comparing lists| First words | Middle words| Last words| Over-all| A1 vs. B1| P value = 0. 8174 This difference is considered to be not statistically significant. | P value = 0. 0901This difference is considered to be not quite statistically significant. P value = 0. 0756This difference is considered to be not quite statistically significant| P value = 0. 7266This difference is consider ed to be not statistically significant. | A2 vs. B2| P value = 0. 0019 This difference is considered to be very statistically significant. | P value = 0. 0252 This difference is considered to be statistically significant. | P value = 0. 1189 This difference is considered to be not statistically significant. | P value = 0. 0021 This difference is considered to be very statistically significant. | A3 vs. B3| P value = 0. 9152This difference is considered to be not statistically significant. | P value is less than 0. 0001 This difference is considered to be extremely statistically significant. | P value = 0. 0439 This difference is considered to be statistically significant| P value = 0. 0024   This difference is considered to be very statistically significant. | Lists of A1 and B1 (both free recall), had P-value of . 7266, so the difference is not statistically significant. A2 and B2 lists (control both free-recall versus instructions before the list were for free recall, and after list instruction for serial-order), had P-value of . 021, so the difference is statistically significant. A3 and B3 lists (control free recall versus serial recall), had P-value of . 0023, meaning difference is statistically significant. The difference between free recall and serial recall list had a  value lower than the significance chosen of P= 0. 05, we rejected the null hypothesis and accepted the experimental hypothesis. Graph 1. This graph maps out all the 6 lists (3 control and 3 experimental), in order to visually represent the primacy and recency effects of each list. DiscussionThis experiment observed relationship between frequency of recall per item and order of emission in immediate recall. Previous research has shown that as sequence is introduced into material to be recalled by free recall, serial position curve changes from free recall of disconnected items to recall by serial anticipation. This suggests that its possible to alter the form of serial position curve by method of recall. For the experimental lists, Deese (1957) had averages of 3. 69 in second list, and 4. 33 in third, similar to this experiment, performance in first list was highest, as it was in free recall.Performance in second list was worst, as it was unexpected serial recall. In third list serial recall was expected, hence it was higher than second list, but lower than first, as free recall is more efficient than serial, confirmed by previous research. In this experiment when participants recalled lists using free recall, similar amount of words was recalled (8. 25 and 8. 75), implying the two groups are comparable. Second experimental list showed significantly decreased performance (7. 65 and 3. 95), the P-value being 0. 0021 with 5% significance.This could be due to unexpected instruction of serial recall. Third experimental list suggests loss in total number of items recalled with anticipated serial order, compared to free recall (9. 10 and 4. 55). However, primacy effec t is dominant to recency effect (9. 00 to 4. 48), with P-value 0. 0439, suggesting change of position curve from that characteristic of free recall to that of serial anticipation. It seems reasonable to conclude that form of serial position curve in free recall is dependent on order of emission of items in recall.If recall is completely unstructured (free recall), items are recalled in order of strength, and last items, on average, are recalled first, as suggested Murdock 1962. This experiment further supports that if serial recall is induced, items are recalled in order and the first items are most frequently recalled, supporting the experimental hypothesis. The results of this study support the findings of Deese 1957, confirming correlation between frequency of recall per item, list position and position in recall found in previous experiments.Results are consistent with findings of Deese as it can be noted that the primacy effect is dominant in the serial recall compared to the f ree-recall conditions. It also supports the multi-store memory model of Atkinson & Schiffrin because it can be seen that the memory is composed of long-term and short-term stores, due to a significant difference between the amount of words recalled from the beginning, middle, and end of the list. One limitation is that most participants were IB-diploma students so they were probably trained in remembering terms.Additionally, generalization could be a problem because of the participant’s age range of 16-19 years compared to the original experiment with the age range of 18-54 years. The similar average in free recall lists of both conditions (8. 25 and 8. 75) indicates that participants performed relatively similar. This may be because students were similar in age and were all IB students. An improvement in a future experiment is to use a larger age range such as Deese 1957. Also the fact that most participants were not native in English language could affect results.Furthermor e although independent measure was chosen, participants did not have same lists, which might have had an effect on the participants’ ability to memorize the words. It can be noted that means of the free-recall conditions are differed, which indicates that participants remembered some lists better than the others. A modification could be that the control and experimental group would get the same word lists in order to make the comparison more reliable. Although all participants were not tested at same time, all procedures were followed for both groups, so that they would have comparable results.Lastly, artificiality is a problem because of the experimental method. However, seeing as the experiment was conducted in a classroom, this can be considered a natural environment. Researchers are discussing to what extent results on memory like these can be relied on. One modification is to use words the sample is familiar with such as party, and cell-phone, instead of horse and person . Nonetheless, replications of the study by Deese (1957) have demonstrated the clear effect of using concrete words on recall, and thus we can rely on these results.In conclusion, the results attained in this experiment are consistent with cognitive theories about memory processes such as MSM, and the primacy and recency effects. Therefore this experiment concluded that words using free recall are better recalled than of serial recall. This is probably due to us having access to both long-term and short term memory. In serial order, one mainly knows the position of words stored in long-term memory. However, the researchers did not study whether people would perform better if they could not easily associate with the words, nor strategies used in memorization.This is a possible topic for further research. References Atkinson, R. C. ; Shiffrin, R. M. (1968). Chapter: Human memory: A proposed system and its control processes. The psychology of learning and motivation (Volume 2). New Yor k: Academic Press. pp. 89–195. Murdock B. The Serial position effect of free recall. Journal of Experimental Psychology 1962, Vol. 64, No. 5, 482-488. Glanzer M. and Cunitz A. Two storage mechanisms in free recall. Journal of verbal learning And verbal behavior (Volume 5). 351- 360. 1966 Deese, J. Serial Organization in the recall of disconnected items. Psychological reports. 957, 3, 577-582. Southern Universities Press. Appendices Appendix 1. Informed consent: Informed Consent Form IB Psychology Experiments I give my consent to participate in the IB Psychology experiment about memory run by Vanessa Barthova and Katarina Hlavata on December 13, 2012. I have been informed about the nature of the experiment. I understand that my participation is voluntary. I may withdraw from the study at any time and request that my data not be used in the experimental results. I have the right to a debriefing about the general results of the study and I may obtain my individual results upon r equest.I give my consent knowing that all aspects of my participation will remain confidential and that I will not be subjected to any harm or deception. I understand that the experiment has potential benefits. The aim of all IB Psychology experiments is to improve cognitive processing skills in areas such as memory, perception, problem-solving, and attention. ____________________ _________________ Student Name Date Appendix 2. Standardized briefing: Welcome everyone! Thank you for allowing time to participate in this experiment on memory.The other researcher will distribute an informed consent form that we will ask you to sign your agreement. If at any time you should change your mind do know that you are entitled to withdraw from this experiment. Please listen carefully and do not talk to any of the other participants. Furthermore, do not look at any papers on the table until instructed to do so. You will then be read 2 practice lists of words, and 3 additional lists of words, tha t you are to memorize hen you will be asked to write down all the words you recall on the paper in front of you.Turn the paper over when instructed to. If you have any questions you are more than welcome to ask one of the researchers. Standardized debriefing: The aim of this experiment was to investigate if the type of recall had effect on the words recalled, as seen through their position in the list. Group A was the control group, which had free recall after all the lists, meaning that they just wrote down all the words remembered, in any order. Group B on the other hand, had instructed serial recall on two lists, meaning that they had to try to recall the words in the order that they were read.Previous research has shown that in free recall, you have the highest ability to memorize the first and last words of the list. The first words are repeated by you when you try to memorize them, so they are stored in your long term memory. The last words were just recently heard, so you hav e them stored in short term memory, for easy recall. When serial recall is instructed, mostly the words remembered correctly are the first words, because they were stored in long term stores, most likely in order, due to memorization through repetition.If you wish to know the full results of the experiment or have any further questions you are more than welcome to leave your e-mail. Thank you once again for your participation. Appendix 3. Lists of words: Practice 1: (aka #1) 1. bus 2. reply 3. love 4. person 5. eight 6. sentence 7. need 8. old 9. cat 10. sleep 11. brother 12. newspaper 13. snow 14. sharp 15. water 16. apple 17. box 18. grass 19. lady 20. king Practice 2: (aka #2) 1. Kitchen 2. Juice 3. Potato 4. Monkey 5. Moon 6. Window 7. Village 8. Children 9. Horse 10. Mouse 11. Friend 12. Read 13. Weather 14. Train 15. City 16. Eye 7. Bone 18. Picture 19. Wild 20. Joy Control 1: (aka A1) 1. Cook 2. Home 3. Heavy 4. Prison 5. Evening 6. Ocean 7. Star 8. Wash 9. Heart 10. Dance 11 . Alone 12. Knock 13. Never 14. Pink 15. Story 16. Today 17. Wheel 18. Leg 19. Sand 20. Color Control 2: (aka A2) 1. Even 2. Die 3. Cup 4. Hat 5. Milk 6. Orange 7. Piano 8. Needle 9. Job 10. Gun 11. Fish 12. Hall 13. Basket 14. Ask 15. Circle 16. Tree 17. News 18. Mud 19. Knee 20. Sport Control 3: (aka A3) 1. Toe 2. Work 3. Young 4. Gum 5. Shop 6. Pillow 7. Sky 8. Hotel 9. King 10. Listen 11. Heaven 12. Open 13. Nature 14. Cheese 15. Enemy 16.Computer 17. Brown 18. Forest 19. Air 20. Corn Experimental 1: (aka B1) 1. Jelly 2. Face 3. Good 4. Active 5. Clean 6. Heart 7. Iron 8. Shell 9. Rice 10. Pull 11. Nose 12. Map 13. Office 14. Ring 15. Uncle 16. Yard 17. Zoo 18. Room 19. Pink 20. Old Experimental 2: (aka B2) 1. Rich 2. Rent 3. City 4. Eye 5. Cat 6. Open 7. Now 8. Left 9. Ice 10. Head 11. Gold 12. Female 13. Dish 14. Bird 15. Clock 16. Ear 17. Duck 18. Hurt 19. Life 20. Leaf Experimental 3: (aka B3) 1. Music 2. Police 3. Shirt 4. Army 5. Copper 6. Hungry 7. Nature 8. Power 9. Red 10. Tooth 11. Glass 12. Bridge 13. Dream 14. Fox 5. Nose 16. Machine 17. Rock 18. Smile 19. Work 20. Brother Appendix 4. Answer sheets, cut into strips of separate lists. # 1 #2 A 1 A 2 A 3 B 1 B 2 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. B 3 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Appendix 5. Scrip for experiment / Standardized Instructions: Instructions: # 1 * â€Å"Do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you a list of words. You are to listen very carefully and remember as many words as possible. (5 sec pass) * Read list * (5 sec pass) â€Å"Now write down all the words that you can remember from the list I have just read on the paper in front of you. You have a minute and a half. † # 2 * â€Å"Again, do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you another list of words. You are to listen to this list very carefully and remember as many words as possible. † (5 sec pass) * Read list * (5 sec pass) â€Å"Now write down all the words that you can remember from the list I have just read on the paper in front of you.You have a minute and a half. † DIVIDE GROUPS: â€Å"Now we are going to separate into two groups. A and B. I will draw the names of members in each group randomly from a hat. Group A: ________. Group B: _______. (Record names on board) GROUP B, please exit the room and wait in the UR room and do not go anywhere else. We will come get you in a few minutes. A 1 * â€Å"Do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you a list of words. You are to listen very carefully and remember as many words as possible. † (5 sec pass) * Read list (5 sec pass) â€Å"Now write down all the words that you can remember from the list I hav e just read on the paper in front of you. You have a minute and a half. † A 2 * â€Å"Again, do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you another list of words. You are to listen to this list very carefully and remember as many words as possible. † (5 sec pass) * Read list * (5 sec pass) â€Å"Now write down all the words that you can remember from the list I have just read on the paper in front of you. You have a minute and a half. A 3 * â€Å"Again, do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you another list of words. You are to listen to this list very carefully and remember as many words as possible. † (5 sec pass) * Read list * (5 sec pass) â€Å"Now write down all the words that you can remember from the list I have just read on the paper in front of you. You have a minute and a half. † THANK YOU GROUP A, THAT IS ALL. PLEASE EXIT THIS ROOM AND WAIT IN THE UR. WELCOME GROUP B, DO WE HAVE EVERYBODY? (check list on board) LET US BEGIN. B 1 â€Å"Do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you a list of words. You are to listen very carefully and remember as many words as possible. † (5 sec pass) * Read list * (5 sec pass) â€Å"Now write down all the words that you can remember from the list I have just read on the paper in front of you. You have a minute and a half. † B 2 * â€Å"I am going to read you another list of words. Again, you are to listen to this list very carefully and remember as many words as possible. Do not write anything down nor turn your paper around until you are told to do so. (5 sec) * After the list was read * (5 sec) â€Å"This time I want you to try to remember the words exactly in the order in which I read them on the paper in front of you. You may turn it around. You have a minute and half. † B 3 * â€Å"I am going to read you another list of words. Listen very carefully and remember as many words as possible, in the order that they are presented. Do not write anything down until you are told to do so. † (5 sec) * Read list * (5 sec. ) â€Å"Write down the words exactly in the order in which I read them. You have a minute and half. † GET GROUP A AND DEBREAF. Appendix 6. Raw Data:These tables summarize the position in the list of a words, and frequency recalled. Practice lists: Practice #1|   | | Practice #2|   | | Word #| Frequency| | Word #| Frequency| | 1| 32| | 1| 31| | 2| 24| | 2| 25| | 3| 29| | 3| 21| | 4| 14| | 4| 19| | 5| 15| | 5| 17| | 6| 14| | 6| 17| | 7| 13| | 7| 18| | 8| 16| | 8| 15| | 9| 20| | 9| 17| | 10| 8| | 10| 18| | 11| 14| | 11| 12| | 12| 12| | 12| 6| | 13| 16| | 13| 12| | 14| 13| | 14| 7| | 15| 9| | 15| 13| | 16| 13| | 16| 13| | 17| 9| | 17| 12| | 18| 8| | 18| 14| | 19| 21| | 19| 13| | 20| 13| | 20| 20| | Total participants| 36| | Total participants| 36| | Control lists: A1 |   | | A2|   | | A3|   |Word # | Frequency| | Word #| Frequency| | Word #| Frequency| 1| 17| | 1| 13| | 1| 13| 2| 10| | 2| 11| | 2| 14| 3| 9| | 3| 13| | 3| 12| 4| 8| | 4| 11| | 4| 6| 5| 7| | 5| 10| | 5| 6| 6| 9| | 6| 11| | 6| 5| 7| 11| | 7| 5| | 7| 11| 8| 4| | 8| 8| | 8| 5| 9| 5| | 9| 5| | 9| 10| 10| 8| | 10| 6| | 10| 7| 11| 12| | 11| 3| | 11| 12| 12| 6| | 12| 0| | 12| 4| 13| 7| | 13| 8| | 13| 5| 14| 7| | 14| 5| | 14| 5| 15| 3| | 15| 7| | 15| 9| 16| 5| | 16| 5| | 16| 7| 17| 5| | 17| 6| | 17| 10| 18| 10| | 18| 5| | 18| 12| 19| 11| | 19| 8| | 19| 10| 20| 11| | 20| 13| | 20| 12| Total participants| 18| | Total participants| 18| | Total participants| 18|Experimental Lists: B1|   | | B2|   | | B3|   | Word #| Frequency| | Word #| Frequency| | Word #| Frequency| 1| 18| | 1| 11| | 1| 16| 2| 15| | 2| 5| | 2| 17| 3| 8| | 3| 8| | 3| 8| 4| 7| | 4| 7| | 4| 6| 5| 5| | 5| 7| | 5| 6| 6| 3| | 6| 5| | 6| 1| 7| 8| | 7| 1| | 7| 1| 8| 3| | 8| 2| | 8| 1| 9| 3| | 9| 2| | 9| 1| 10| 4| | 10| 1| | 10| 0| 11| 5| | 11| 3| | 11| 0| 12| 7| | 12| 6| | 12| 1| 13| 8| | 13| 1| | 13| 1| 14| 4| | 14| 2| | 14| 3| 15| 13| | 15| 1| | 15| 2| 16| 7| | 16| 0| | 16| 0| 17| 13| | 17| 3| | 17| 1| 18| 9| | 18| 0| | 18| 6| 19| 13| | 19| 10| | 19| 6| 20| 12| | 20| 8| | 20| 14|Total participants| 18| | Total participants| 18| | Total participants| 18| Appendix 7: Graphs of serial position curves, for each control and experimental list. A1 list B1 list In this comparison, we can notice that both the primacy and recency effects are present. These two groups were the same in the fact that both were instructed free recall, and only difference between them was the participants and the words they had to memorize. As we can notice, the lines are not exactly the same, as natural variations occur, but according to the Student T-Test these two groups are not statistically different, so the difference is by ch ance.However, we still see the fall in number of words recalled in the middle ( words 6-14), which had on average 2 words recalled (out of 8), while the first had around 5 (out of 6) , and the last around 4 (out of 6). A2 list B2 list A2 list is the control for B2, where in the A2 free recall was instructed, while the B2 had implied free recall before the list was read, and then instructed serial recall. This list (B2), had a predicted drop in frequency of words memorized, as the participants did not expect to memorize in order, so over-all panic lead to overall performance loss.As we can see, the total average recall in A2 list of 8 words, dropped down to 3 in the B2 list. However, although of the poor preset, we can see that the primacy effect is starting to be much stronger (average of 7 words compared to 4), whereas in the control. A3 list B3 list These two graphs differ in the fact that in the A3 list, free recall was instructed, whereas in the B3 list serial recall was instruc ted. Noticeably there is a drop in the frequency of middle words remembered, from an average of 7 words remembered (out of 8) in the control A3 list, to only 1 word remembered in B3, with serial recall.Appendix 8: The mean, standard deviation and the P-value was used by performing a T-test on this website:  http://www. graphpad. com/quickcalcs/ttest1. cfm ——————————————– [ 1 ]. In Atkinson and Shiffrin 1968 [ 2 ]. In Murdock 1962 [ 3 ]. In Glanzer and Cunits 1966 [ 4 ]. In Deese 1957 [ 5 ]. In Deese [ 6 ]. See Appendix 2 [ 7 ]. See Appendix 2 [ 8 ]. See Appendix 1 [ 9 ]. See Appendix 3 [ 10 ]. See Appendix 4 [ 11 ]. See Appendix 5 [ 12 ]. See Appendix 5 [ 13 ]. See Appendix 2

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The Psychodynamic Approach was developedRead MoreThe Psychodynamic Approach Of Psychology Essay1895 Words   |  8 PagesThe psychodynamic approach includes all the theories in psychology that see human functioning based upon the interaction of drives and forces within the person, particularly unconscious and between the different structures of the personality. Freud (writing between the 1890s and the 1930s) developed a collection of theories which have formed the basis of the psychodynamic approach to psychology. His theories are clinically derived for example whatever his patients told him during the therapy he would

One of the widespread and shocking causes of injustices today is racism Free Essays

In our modern times, the word racism shouldn’t even exist. We should know better than to superficially discriminate against a person because of their race. However, the matter of the fact is that racism does exist and it is a prevalent part of our society. We will write a custom essay sample on One of the widespread and shocking causes of injustices today is racism or any similar topic only for you Order Now In your life time more than half of you are likely to be subject to racial abuse. Even at school racial stereotypes are candidly thrown about but at some point someone will be hurt by it. In Twelve Angry men the initial unanimous vote bar juror 8, in favour of condemning the boy was based solely on the presumptions made from incomplete facts and presumptions about the boy’s personality due to the stereotypes associated with the boy’s South American heritage. Juror #10 is openly bitter and prejudiced. He believes that anyone coming from a poor neighbourhood is less than human. We can see right from the start that the verdict that the defendant is undoubtedly ‘guilty’ is locked in his mind simply because he has a personal grudge against people like the defendant and he separates himself from their culture by using ‘us’ and ‘them’. He believes that their all alike and he knows all about them and how their no good. When he unleashes his bigotry to the others in a speech, the rest of the disturbed jury turn their backs on him disgusted by his outright racism. Today, one in 4 African-American men between the ages of 20 and 29 are imprisoned, on parole, or under the control of the U. S. criminal justice system in some way – which is more than there are in college. For Latinos, the figure is 1 in 10. For ‘whites’, the number is 1 in 16. A recent study has found that 85% of all black American males will be arrested at least once in their lifetimes. The race of the victim has an impact on sentencing as well. In Dallas, the rape of a white woman results in an average sentence of 10 years, while the rape of a Latino woman gets 5 years and the rape of a black woman gets 2 years. Nationally, murderers with white victims are up to 4. 3 times more likely to be sentenced to death than murderers with black victims. So you might say, that’s America, we don’t need to worry about racism down under. WRONG!! Late 2004, late one night Mulrunji Doomadgee, a 36 year old local of Palm Island of the coast of QLD was arrested for being drunk and died an hour late in a police cell. He suffered massive internal injuries, including a ruptured spleen, four broken ribs and a ‘liver that had been ‘almost cleaved in two’ from a huge compressive force. ‘ The officer who arrested him, Senior Sergeant Chris Hurley, claimed that Mulrunji had fallen on stairs. A pathologist’s report claimed that the death of was an ‘accident’. Due to this obvious injustice Lex Wotton another Aboriginal man and others set fire to the local police station, court house and police barracks in revolt. A coroner’s inquest found that Senior Sergeant Chris Hurley was responsible for Mulrunji’s death, as the injuries were consistent with a beating. However, a court found Hurley not guilty for manslaughter. He has since been promoted and is an Inspector on the Gold Coast. In comparison Lex Wotton is now facing a life sentence in prison after an all white jury found him guilty of ‘rioting with destruction’. Athough is an extreme example and all cases aren’t as excessive, racism is still prevalent in our society. How to cite One of the widespread and shocking causes of injustices today is racism, Papers

Seamus Heaneys When all the Others and Robert Haydens Those Winter Sundays Essay Example For Students

Seamus Heaneys When all the Others and Robert Haydens Those Winter Sundays Essay I found the work on these poems quite interesting, as the topic they covered, child/parent relationships is something we can all relate to as it is something we all have, or wish we have. I have never read any poem by either of these two poets, even though Seamus Heaney is quite a well known local poet. Both of these poems are quite memorable and well written. Both poems have a lot of feeling and both seem to seem like they are based on the poets true feelings towards the parent he was writing about in the poem. Seamus Heaney is a local poet, born in 1939 on a small farm in County Derry. At the age of twelve he was awarded a scholarship to St. Columbs College in Derry. He went on to Queens University. The first verses he wrote was when he was a young teacher. Years later in 1995, he won the Nobel Prize in Literature and in 1996, he was made a Commandeur de LOrdre des Arts et Lettres by the French Ministry of Culture. When all the Others is a poem written by Seamus Heaney about a memory of his mother that he found special and still remembers to this day. The poem is titled When all the Others as it is the beginning of the poem. The poem is laid out as a Sonnet and in the octave the memory is told, and in the sestet the theme is developed and the poem jumps forward to the death of his mother. The octave and sestet are connected closely as in the octave we learn of a memory he had where he felt close to his mother and in the sestet we learn that had been the closest to his mother he had been and I believe that by writing of her death, he is telling us how special he finds that memory, even though it is so simple it can be written in eight lines. The memory he tells us isnt something I would find special as it is about peeling potatoes with his mother. However, as you read it you realise he finds special the fact they were working together, and even though not a word is said you can tell he believes he and his mother bonded more in that one simple task than they had ever done. Throughout the poem there is a linking of sound with the last word of the first line and the last word on the second line. It becomes more accurate in the sestet. In the first two lines of the octave the events of Heaneys memory are established; we learn that the rest of his family were away at mass and that he was all hers as they peeled potatoes. The alliteration here could have been used to draw attention onto what he and his mother were doing. The words all hers give us a good idea of how he felt about the situation; that he was delighted to be alone with his mother. On the third line we learn that he and his mother werent speaking (as the falling of the potatoes broke the silence). One by one could be there to emphasise how the chore is repetitive. The fourth line seems out of place and could of simply been added so weeping was there which could been a link to the sestet. Alliteration is used again here on cold comforts. This I believe means that he and his mother had some comfort in that each one of them were doing the same cold task. The end of line five gives us another insight into how he felt about this chore; he was sharing the memories with his mother. Describing the splashes as pleasant in the sixth line could be Heaneys way of putting his mood and feelings into the poem. The ending of the octave could mean that as the work went on, they became more aware of each other. In the sestet the poem leaps forward many years to the bedside of his dying mother. .u56658df68932c80c6a66c0a53683015c , .u56658df68932c80c6a66c0a53683015c .postImageUrl , .u56658df68932c80c6a66c0a53683015c .centered-text-area { min-height: 80px; position: relative; } .u56658df68932c80c6a66c0a53683015c , .u56658df68932c80c6a66c0a53683015c:hover , .u56658df68932c80c6a66c0a53683015c:visited , .u56658df68932c80c6a66c0a53683015c:active { border:0!important; } .u56658df68932c80c6a66c0a53683015c .clearfix:after { content: ""; display: table; clear: both; } .u56658df68932c80c6a66c0a53683015c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u56658df68932c80c6a66c0a53683015c:active , .u56658df68932c80c6a66c0a53683015c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u56658df68932c80c6a66c0a53683015c .centered-text-area { width: 100%; position: relative ; } .u56658df68932c80c6a66c0a53683015c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u56658df68932c80c6a66c0a53683015c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u56658df68932c80c6a66c0a53683015c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u56658df68932c80c6a66c0a53683015c:hover .ctaButton { background-color: #34495E!important; } .u56658df68932c80c6a66c0a53683015c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u56658df68932c80c6a66c0a53683015c .u56658df68932c80c6a66c0a53683015c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u56658df68932c80c6a66c0a53683015c:after { content: ""; display: block; clear: both; } READ: The terms postmodern and hypermodern EssayIn the first two lines describing the priest as going hammer and tongs tells us possibly he was slightly annoyed that the priest wasnt putting more care into the prayers and that the priest maybe had no emotional attachment to his mother. The fact he mentions the Priest could possibly be a link to the octave and the fact he and his mother only had that time together because the rest of his family was at Mass listening to a priest. The eleventh to thirteenth lines tell us that he neither responded to the priest nor cried instead he recalled the memory he wrote about in the octave. The last line; never closer the whole rest of our lives makes it clear to us that he never felt more close to his mother than he had while peeling the potatoes with her all those years ago. I found this poem quite moving in a sense it is a grown man writing down the memory in which he was the most intimate with his mother, the parent many of us are the most closest to. I also think he was quite brave to publish this poem as the memory is quite personal to him, Robert Hayden was an African American poet who grew up in a Detroit ghetto which must be where the memories from his poem came from. The strange thing is Hayden didnt live with his family but instead a foster family who lived next door. He finished school in 1932 and got into Detroit City College through a scholarship. He enrolled for an English Literature masters in 1941 and graduated in 1942. He went on to teach until 1969. Those Winter Sundays is quite a depressing poem. It tells us of Haydens father who self sacrificed his day off and went through pain to get up early and light the fire for his family, yet he was never thanked for it. It goes onto tell us hed wake his family only when the rooms were warm. Hayden does mention once a reason as to possibly why he never thanked him in the line fearing the chronic angers. So it could possibly be he never thanked his father and spoke indifferently to him as he was scared of being shouted at or worse. Whats worse is how the poem ends, with Hayden realising his father showed the love for him through getting up early and polishing his shoes for him, but now it is too late to thank him. Also even though it doesnt exactly keep to all the traditional rules of a sonnet e. g. having an octave and a sestet, but it is one as it is fourteen lines long and tries to keep each line ten syllables long. The first two lines of Those Winter Sundays simply set the scene. That his father got up early every day including Sundays and got ready to face the blueblack cold. This adjective is there to describe the darkness of the morning. The third and forth lines of the poem tells us that he had a manual labour job during the week that was out side as the weather cracked his hands. Cracked and ached have a rhyme to them that could be there to stress the pain his father was in. The last line tells us what his father was getting up for; to make banked fires blaze. Alliteration is used here to make the task his father done stand out. He got up early to make the house warm for his family. The ending of the first stanza has a shock to it; no one ever thanked him even though throughout it Hayden has been writing of the trouble his father went to. In the next stanza, he focuses on that Sunday, and how he awoke to hear the fire that was part of his fathers routine mentioned in the first stanza. The first line of the second stanza seems to have two meanings, when he awake hed hear the fire, but as well as that the cold was being destroyed by the fire; as you cant hear the cold splintering, breaking. .u75829e91ac90c97812fa03b5674b0ae2 , .u75829e91ac90c97812fa03b5674b0ae2 .postImageUrl , .u75829e91ac90c97812fa03b5674b0ae2 .centered-text-area { min-height: 80px; position: relative; } .u75829e91ac90c97812fa03b5674b0ae2 , .u75829e91ac90c97812fa03b5674b0ae2:hover , .u75829e91ac90c97812fa03b5674b0ae2:visited , .u75829e91ac90c97812fa03b5674b0ae2:active { border:0!important; } .u75829e91ac90c97812fa03b5674b0ae2 .clearfix:after { content: ""; display: table; clear: both; } .u75829e91ac90c97812fa03b5674b0ae2 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u75829e91ac90c97812fa03b5674b0ae2:active , .u75829e91ac90c97812fa03b5674b0ae2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u75829e91ac90c97812fa03b5674b0ae2 .centered-text-area { width: 100%; position: relative ; } .u75829e91ac90c97812fa03b5674b0ae2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u75829e91ac90c97812fa03b5674b0ae2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u75829e91ac90c97812fa03b5674b0ae2 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u75829e91ac90c97812fa03b5674b0ae2:hover .ctaButton { background-color: #34495E!important; } .u75829e91ac90c97812fa03b5674b0ae2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u75829e91ac90c97812fa03b5674b0ae2 .u75829e91ac90c97812fa03b5674b0ae2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u75829e91ac90c97812fa03b5674b0ae2:after { content: ""; display: block; clear: both; } READ: Order to explore the poets EssayWhen the rooms were warm hed call; this line hints at the care his father had for Hayden and his family, only waking them to a warm house. The last two lines of the stanza have yet another surprise ending but may explain the ending of the first stanza. The ending here could explain why he lived with a foster family later on, that anger in the house is as part of the routine as the fire itself. The chronic angers mentioned here are not built on, so we dont know what has been happening. The beginning of the third stanza seems to point at the father as being the cause of the chronic angers as Hayden spoke indifferently to him even though we have learnt of the trouble his father has gone to for him and his family. Through out the poem there is a sense of the house slowly heating, from the fire being light to the cold splintering breaking. That ends on the tenth line; the man who had driven out the cold. We then go onto hear about extra trouble his father had gone to for him; in the line and polished my good shoes as well. The final two lines there is a feeling of regret on Haydens part. What did I know, what did I know of loves austere and lonely offices? This rhetorical question seems like Hayden is pleading he knew of how love doesnt have to be expressed as emotionally as it often is. It was only now that when he was older and his father was dead that he realised that his father didnt have to go to the trouble of lighting the fire and polishing his shoes, these acts were out of love for his son and family. Before this assignment I have never had to look at poems in such a detailed manner before and I have only realised now at how much work is put into poems and that many have hidden meanings and allegories in them. Of the two poems I have looked at my favourite has to be When all the Others by Seamus Heaney as it is more uplifting while Those Winter Sundays as Robert Hayden ends his poem with regret and remorse. I also prefer the poem by Heaney simply for the story it tells. Although I found both poems moving for the different messages each one contained. Both poems however make me realise that the time I have with my parents is special and when I can, I should make the most of it.