“Catcher In the Rye” by J.D. Salinger Essay

In the novel The Catcher in the Rye by J.D. Salinger, Holden Caulfield is troubled and needs the help of someone close to him to stop his downward spiral. His troubles cloud his mind and make it difficult for him to succeed in school, and to operate in the real world. Many try to give him advice to make him realize the errors he is making so he can correct them before there are serious effects. His sister, Phoebe, really offers the contrast to Holden and his immaturity and unrealistic beliefs. She tries giving him the advice that would end the freefall he is in. Phoebes advice is the only possible solution to help Holden, and his acceptance or denial will ultimately decide his future, whether he knows it or not. Phoebe is more mature than Holden, and she is six years younger than him. She understands that, despite what Holden thinks, growing up is necessary and inevitable. Holden has Peter Pan mentality, in that he doesnt want to grow up because he feels that adulthood corrupts the innocent minds of children. Phoebe tells Holden that he is just being ignorant and unrealistic, and that he has to grow up. She gets angry with him and tells him that he is too negative and that he doesnt like anything. She tells him to say one thing he liked, and the only thing he can think of is Allie, and Phoebe reminds him that he is dead. Phoebe makes Holden realize that his negative, immature, and pessimistic views have caused him to hold on to only the memory of his brother and caused him to shut out everything else. Holden wishes to stay young so that he can feel closer to his brother. Holden has realized how he has been secluding himself, rather than accepting others because of Phoebes advice to grow up, but he doesnt accept the advice. Phoebe continues to pepper him with questions to help pull him out of his state of constant negativity, but he continually answers her by beating around the bush so he can avoid dealing with his problems. He knows deep down Phoebe is right because he is seriously trying to think of something he likes, but he cant. He knows that his sister is trying to help, but he doesnt want it because he is still clinging to the hope that he can stay young and help others stay children forever. His insecurities, exposed by Phoebe, lead him to shut himself out from Phoebe as well and now he is just about unapproachable by any that want to help himPhoebe tries to help  Holden by telling him what he has done, and he denies the advice and help because he knows she is right. Holden wants her to be wrong, but he knows she is right. If Holden had just accepts the help, he would avoid the ultimate depression he falls into. Phoebes assessment of Holden was right on, but it doesnt make a difference, despite the truth in it. Holden had created such a negative perspective of adulthood and such a grand perspective of childhood, which he doesnt want to let go of. Phoebe knew what needed to be said, and she said it, but Holden wouldnt listen, and his ignorance led to his downfall at the end of the story. Holden had the chance to be stopped from plummeting to a miserable place, but he ignores the opportunities. Many people give him good advice, especially his sister, and he rejects it. His refusal to be saved from himself and his views causes him to end up in a mental institute. In the end, it was Holdens childish mentality, which he clings to so dearly, that causes him to miss several chances to be rescued. Bibliography:Catcher in The Rye(No Sources other than the book used)

The 55 AP Language and Composition Terms You Must Know

The 55 AP Language and Composition Terms You Must Know SAT / ACT Prep Online Guides and Tips One of the competencies you need to develop for AP Language and Composition is a thorough understanding of rhetorical strategies and techniques. This is because you will both be expected to identify these strategies and techniques in the writing of others and to use them in your own writing. But given the huge number of rhetorical terms there are, how do you know which ones you need to know and understand? Do you need to know what anaphora is? What about synecdoche? In this article I'll provide two lists: one of essential key AP Language and Composition terms to know for the exam, and one list of useful bonus words that will serve you well on the exam. Then I'll advise how to learn and use these terms for AP success! Want to get a perfect 5 on your AP exam and an A in class? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Essential AP Language and Composition Terms The following list of 37 terms, based on consulting both the AP English Language and Composition Course and Exam Description and free-response material from past years, provides an important overview of the major AP Lang rhetorical devices and techniques you need to know. With all of this AP Language and Composition vocabulary at your disposal, you'll be a top-notch rhetorical analyst in no time! Each entry has a definition and example or further explanation. Don't be intimidated by the size of this list- many of these are terms you are probably already familiar with! Essential Rhetorical Analysis Terms Terms Definition Example/Explanation Analogy Explaining something complex by comparing it to something more simple. "An amateur playing in a professional game is like an ibex stepping into a lion's den." Argument The combination of reasons, evidence, etc that an author uses to convince an audience of their position. Too comprehensive a concept for a single example! In effective rhetoric, every phrase serves to further build the argument. Aristotelian appeals Three different methods of appealing to an audience to convince them- ethos, logos, and pathos. See ethos, logos and pathos. Attitude The writer's personal views or feelings about the subject at hand. Difficult to convey in a short example, but something like "the deplorable state of this school" would convey that the author has a negative attitude towards the school. Audience Who the author is directing his or her message towards When you create a resume, your audience is potential employers. Compare and contrast Discussing the similarities and differences between two things to some persuasive or illustrative purpose. â€Å"Hybrid cars have a much smaller carbon footprint than traditional midsize vehicles.† Connotation The implied meaning of a word; words can broadly have positive, negative, or neutral connotations. conscientious = positive connotation fussy = negative connotation Context The extra-textual environment in which the text is being delivered. If I am delivering a congratulatory speech to awards recipients, the immediate context might be the awards presentation ceremony; the broader context might be the purpose or significance of the awards themselves. Counterargument The argument(s) against the author's position. If I want to eliminate the dress code, a counterargument might be that this will place a burden on students of a lower socioeconomic status, who must now afford an entire school wardrobe or risk unwanted attention. Deductive reasoning A form of logical reasoning wherein a general principle is applied to a specific case. If all planets orbit a star, and Theta II is a planet, then it must orbit a star. Denotation The literal, dictionary-definition meaning of a word. The denotation of "chair" is "a place to sit." Diction The style of language used; generally tailored to be appropriate to the audience and situation. You might say "What's up, loser?" to your little brother, but you would probably say "How are you doing today?" to your principal. Ethos Setting up a source as credible and trustworthy. "Given my PhD in the subject and years of experience in the field" is an appeal to ethos. Evidence The information presented meant to persuade the audience of the author's position. If I were arguing that Anne is a good student, I might reference her straight-A report card and her 1500 SAT score as pieces of evidence. Figurative language The use of language in a non-literal way; i.e. metaphor, simile, etc. "The sky's like a jewel box tonight!" Genre The specific type of work being presented. Broader categories include "novel" and "play," while more specific genres would be things like "personal essay" or "haiku." Imagery Any descriptive language used to evoke a vivid sense or image of something; includes figurative language. "The water was a pearl-studded sea of azure tipped with turquoise." Implication When something is suggested without being concretely stated. "Watch your wallet around Paul," implies that Paul is a thief without coming out and saying "Paul is a thief." Inductive reasoning Making a generalization based on specific evidence at hand. All of the planets in this solar system orbit a star, so all planets probably orbit stars. Irony At the most basic sense, saying the opposite of what you mean; also used to describe situations in which the results of an action are dramatically different than intended. "I do so hope there are more papers to sign," is something that might be said ironically. Juxtaposition Placing two very different things together for effect. "There they stood together, the beggars and the lords, the princesses and the washerwoman, all crowding into the square." Logos Appealing to someone's sense of concrete facts and logic. Citing peer-reviewed scientific studies is an appeal to logos. Occasion The reason or moment for writing or speaking. When giving a graduation speech, the occasion is graduation. Organization How the different parts of an argument are arranged in a piece of writing or speech. Think about the outlines you write in preparation for drafting an argumentative essay and you'll have an idea of what organization is. Pathos An Aristotelian appeal. Involves appealing to someone's emotions. Animal shelters ads with pictures of cute sad animals and dramatic music are using pathos. Purpose The author's persuasive intention. If you are trying to convince your mother you should get a dog, your purpose in addressing an essay on the subject to her would be to convince her that you should get a dog. Repetition Re-using a word or phrase repeatedly for effect or emphasis. "We run, and we run, and we run, like rats on a wheel." Rhetoric The use of spoken or written word (or a visual medium) to convey your ideas and convince an audience. Almost everything is an example of rhetoric! Rhetorical triangle The relationship between the author, the audience, the text/message, and the context. The author communicates to the reader via the text; and the reader and text are surrounded by context. Speaker The persona adopted by the author to deliver his or her message; may or may not actually be the same person as the author. Similar to the difference between author and narrator in a work of fiction. Style The author's own personal approach to rhetoric in the piece; similar to voice. We might say the Taylor Swift's songwriting style is straightforward and emotive. Symbolism Using a symbol to refer to an idea or concept. "Fire" is commonly used a symbol for passion and/or anger. Syntax The way sentences are grammatically constructed. "She likes pie," is syntactically simple. On the other hand, "As it so happened, when Barbara got out of class early she liked to have a piece of pie- key lime or pecan, always- at the corner diner; while she was there she watched the people passing by the window and imagined herself inside each of their lives, riding in their heads for moments and moments until the afternoon was whiled away and she'd become fifty people," is syntactically complicated. Synthesis Combining sources or ideas in a coherent way in the purpose of a larger point. A typical research paper involves synthesizing sources to make a broader point about the topic. Themes Overarching ideas or driving premises of a work. Some themes you will probably hear in your high school graduation speech include leaving behind a legacy, moving into the great unknown, becoming an adult, and changing the world. Tone The use of stylistic devices to reveal an author's attitude toward a subject. Only a narrow distinction from attitude. The phrase "the deplorable state of this school" reveals a negative attitude, but the word choice of "deplorable" is part of the author's tone. Voice An author's unique sound. Similar to style. Think of the way that you can recognize a pop singer on the radio without hearing who it is first. Want to get a perfect 5 on your AP exam and an A in class? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Let your voice be heard! Bonus AP Language and Composition Terms Here are 18 bonus AP Language vocabulary terms that, while not absolutely essential to your success on the exam, will be very helpful. They identify some common but obscurely named rhetorical techniques and some additional rhetorical and argumentative strategies. These terms also each have a definition and an example or explanation. Bonus Rhetorical Terms Terms Definition Example/Explanation Alliteration Using words with the same first letter repeatedly close together in a phrase or sentence. "She purchased the pretty purple parka." Allusion Making a brief reference to the cultural canon- e.g. the Bible, Shakespeare, classical mythology, etc. "Like Eve in the Garden of Eden, George was not good at resisting temptation." Anecdote Offering a brief narrative episode. This device can serve many functions in a text- for example, introducing an issue, serving as evidence, to illustrate a point, and so on. "When I went to buy my morning coffee, I ran into an old friend. He told me he had won the lottery and he was about to buy a yacht. Two months later I heard he had declared bankruptcy." Concession Agreeing with the opposing viewpoint on a certain smaller point (but not in the larger argument). â€Å"While I admit that hybrid cars have higher carbon production costs than conventional automobiles, this is dramatically offset by the much-smaller lifetime carbon footprint of the vehicles.† Didactic A text with an instructive purpose, often moral. Aesop's fables are an example of a didactic work. Euphemism Referring to something with a veiled phrase instead of saying it directly "She let Bob go," is a euphemism for "she fired Bob." Exemplification Providing examples in service of a point. â€Å"The Town Beautification Funds are being sorely misused; the streets are full of litter, the parks are full of broken equipment, and City Hall's facade is drab and crumbling.† Hyperbole Overstating a situation for humorous or dramatic effect. "My backpack weighs tons!" Idiom A commonly used phrase that signifies something very different than its literal meaning. "This costs an arm and a leg!" is an idiom which means "This is very expensive." Onomatopoeia Using "sound-effect" words (e.g. "clap," "buzz). "We heard an ominous hiss from the kitchen." Paradox A phrase or assertion that appears to contradict itself (but the contradiction itself may have its own meaning). Paradoxical phrases include "dark angel," "fresh rot," "blissful hell," etc. Parallelism Repeated structural elements in a sentence. "We went to sea; we went to war; we went to bed." Parody Using the form of something to mimic and make fun of it. Weird Al is the master of the musical parody genre. Personification Giving human characteristics to a nonhuman object or idea. "The sun was shining happily today." Sarcasm Mockingly stating the opposite of what you mean. Easier to convey in the spoken word than via writing. "Did you come up with that all by yourself?" might be delivered sarcastically after someone delivers a poorly-thought out idea. Satire A genre of humorous and mocking criticism to expose the ignorance and/or ills of society. Stephen Colbert is a popular modern satirist. Synecdoche Referring to one part of something as a way to refer to the whole. "Ask for her hand" is a synecdoche for marriage; the "hand" stands in for the whole woman. Understatement Deliberately minimizing something, usually for humorous effect. "My mom's a little bit irritated I crashed the car- I'm grounded for the next twenty-four months." The Angry Storm: a story of personification. How to Learn and Use AP Language Terms You might be tempted to bust out some flashcards, do some aggressive memorization, and call yourself finished. However, that's really only the first step of the three-step process of actually learning AP Lang terms. Step 1: Learn Rhetorical Terms As you initially try to familiarize yourself with these terms and what they mean, it's fine to make flashcards. You could use the term on one side and the definition on the other, or the definition and the example from the chart on one side and the term on the other- whatever's easier for you. You could make physical flashcards if you like to learn things with a tactile element involved, but for the sake of convenience you might consider making online flashcards at a site like Quizlet, where a free account lets you make and save flash cards and then quiz yourself with a variety of games and strategies. When you know the terms and their definitions inside and out, you're ready to move on to the next step. Step 2: Identify Rhetorical Strategies and Devices Next, you need to work on identifying rhetorical strategies and devices in actual written works. Make an effort when you read to seek out examples of the different rhetorical techniques at work. And think about the larger context of the piece: what's the author's purpose in writing this piece? Is the speaker the same as the author? What genre is it? What devices are being used repeatedly? You might try jotting down your thoughts about how pieces you read are using rhetorical devices. When you feel you can consistently identify these strategies at work in the writing of others, it's time to try your hand at using them yourself. Step 3: Deploy Rhetorical Strategies and Devices Once you feel you have a handle on identifying a given device/concept in other pieces, it's time to think about using it in your own writing. Consider your own purpose and argument when you write. Think about audience. Deploy hyperbole and irony. See what works and what doesn't. Trying to apply the terms will help you learn the concepts much better than simple memorization. Deploy rhetorical parachutes! Final Thoughts: AP Language and Composition Terms There are so many rhetorical terms that it can be hard to determine which ones you need to know for AP Language and Composition! This list gives you an overview of all the essential AP English Language and Composition vocabulary. When you're trying to learn these concepts, it's better to try to apply them- by seeing how other authors use them and using them in your own writing- than to just memorize the terms and their definitions. The important thing is to understand the concepts, not just know the terms! What's Next? If you're also taking AP Literature, see our ultimate guide to the AP English Literature test and our AP Literature Reading List. Make sure to also refresh your understanding of point-of-view in literature with this primer and take a spin through our list of the literary elements you'll find in every story. Studying poetry in a(n) English/Literature/Language Arts class? Whether you're reading "Do not go gentle into that good night" by Dylan Thomas or a Shakespearean sonnet, you're going to want to make sure you know important poetic devices and terms like assonance and iambic pentameter, just to name a few. We can help if you're not sure how to study for AP exams. Looking for practice tests? See our complete lists for AP Human Geography, AP Literature, AP US History, AP Chemistry, AP Biology,AP Psychology, and AP World History. Or see our guide to finding the best AP practice tests for any exam. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Clarinet essays

Clarinet essays The clarinet is a very popular woodwind instrument. It has been the instrument of choice for many brilliant performers in many styles of music, including jazz, classical, and pop. Composers have each developed unique styles of playing that illustrate the vast capabilities of the clarinet. Johann Christoph Denner, a German instrument maker, invented the clarinet in the 1700s. Although clarinets were first introduced in Europe as folk instruments, many composers such as Christoph Gluck, Georg Telemann, and Jean-Philippe Rameau regularly featured them in their works. Many music composers appealed the flexibility of the clarinet and its extraordinary ability to blend with other instruments. Wolfgang Mozart was the first major composer who saw the true potential of the instrument and penned a clarinet concerto, which today is considered one of the greatest concertos ever written for any instrument. After Mozart, many of the great composers who wrote works for the clarinet included Johannes Brahms, Ludwig van Beethoven, and many others. Today, the clarinet is heard in all types of music, and has been especially used in movie music. The clarinet consists of a tube with a mouthpiece at one end and an opening at the other end, called the bell. Small metal levers, or keys cover the clarinets open tone holes and other holes. By pressing these metal keys with the fingers of both hands, the player has the ability to play many different notes very quickly. The reed on the mouthpiece produces a full, rich tone. There are two types of clarinets: wood and plastic clarinets. Wood clarinets are made with African Grenadilla wood and provide a warmer, more professional sound than plastic. Plastic clarinets are more durable and do not contract with temperature changes, like wood clarinets. In appearance, wood clarinets have a grainy wood. Plastic clarinets are shiny and smooth. ...

Sexual Harassment (Violation of Title VII of the Civil Rights Act of Case Study

Sexual Harassment (Violation of Title VII of the Civil Rights Act of 1964) in Burger King - Case Study Example the Equal Employment Opportunity Commission that Carrols employees subjected women in dozens of restaurants to unwanted touching, obscene comments, strip searches, exposure of genitalia, and rape. As will be illustrated in the paper, sexual harassment results from unwelcomed conduct that is of sexual behavior. This paper also relates this case to the ideas and issues of human resource management as we have learnt in class. It commences with an introduction of what happened, then relation to human resources and my personal assessment, and finally my recommendation to the individuals and organizations involved in the case. Burger King Restaurants, the largest franchisee is paying $2.5 million in order to settle federal claims of sexual harassment. The Equal Employment Opportunity Commission says the agreement with Carrols Corp. covers 89 female employees around the country. The Equal Employment Opportunity Commission alleged that Carrols employees subjected women in dozens of restaurants to unwanted touching, obscene comments, strip searches, exposure of genitalia, and rape. However, the Burger King Restaurants Company did not admit any wrongdoing and said in a statement that it settled the case to avoid litigation costs. This particular settlement required Burger King Restaurants to improve its ability to respond to harassment charges. Syracuse, N.Y.-based Carrols owns and operates more than 570 Burger King Restaurants in 13 states. Carrols was accused of sexual harassment and a widespread violation of Title VII of the Civil Rights Act. Burger Kings largest franchisee--Carrols Restaurant Group Inc. a greed to a $2.5 million settlement with the Equal Employment Opportunity Commission (EEOC) on Tuesday, this marked the end of a 14-year sexual harassment case in which Carrols was accused of widespread violation of Title VII of The Civil Rights Act. According to the Equal Employment Opportunity Commission (EEOC), the money will go to 88 former employees and one current

Organizational behavior during an economic crisis Essay

Organizational behavior during an economic crisis - Essay Example Moreover, sudden changes in circumstances and events bring their own set of complications. The financial crisis that is affecting individuals, companies, industries, countries and whole regions demands more than the simple and traditional ideas of motivation. This study surveys the European car industry by taking a closer look at the industry in two specific countries viz. Germany and the Czech republic. The problems being faced by carmakers in these countries are highlighted to serve as examples of what the industry is experiencing. This provides the background for the typical motivational issues arising during the ongoing financial crisis. Methods are then suggested that could be effective during this crisis, and an explanation is offered at the outset as to why the motivation method used during crises would be different from the period before the crises. â€Å"Motivation in an organizational setting is a social process in which some members try to influence others, to work harder, work smarter, work more effectively.† (Buchanan, 1997: 83) Whether there is a crisis or not, this remains the same under all conditions unless the organization does not seek to be progressive any longer. The organizational goals are the same, and the same tools used to keep employers engaged and motivated are employed except that priorities change in line with the change in contextual circumstances. Taylor’s scientific approach to organizational management may seem to be appropriate for a mechanical production industry as the car industry is, but people are not mere mechanical beings like cars. Maslow’s hierarchy of needs provides a better identification of the needs of workers and therefore is a model for employee motivation, at least under normal conditions. Effective task fragmentation however could provide a basis for improving efficiency. Maslow’s lower categories identify physiological, safety, social and esteem needs. The first covers basic needs of food and

Environmental Issues in Business Aviation Assignment

Environmental Issues in Business Aviation - Assignment Example The significant environmental hazards in the Business aviation aircraft industry are the green house emissions and the noise (A Greener Future 2011). These gases emitted by business aviation aircrafts especially carbon dioxide and carbon monoxide (GAMA 2010) creates a layer in the atmosphere trapping heat on the earth’s surface. This heat in turn causes the Global warming (International Business 2011), alters the pattern of precipitation and the pattern of the heat waves. Noise causes annoyance to people; fortunately, current business aviation aircrafts produce less noise as compared to earlier business aviation aircrafts. There is a need to develop lasting solution to the management of emissions. This involves all the stakeholders to play active roles. The approach is best achieved through technology, finances or infrastructure, improvements in operations, alternative fuels and market focused measures. Technology Technology in business aviation is demanding efficiency. Business aviation aircrafts must be as light as possible and consume less fuel as possible. The business aviation has collaborated with other stakeholders in environmental issues work group, business aviation environmental projects, technology enhancements by engine manufactures, aerodynamic enhancements by business aviation aircrafts manufactures, airspace management and technology, voluntary offset programmes, flight department participation and operational measures (GAMA 2010). Establishing common and practical goals in the engine and airframe technology enhancements are particularly vital in the management of environmental issues (GAMA 2010). The engines of today are designed to economise on fuel, produce less noise and emit fewer gases. ... Business aviation aircrafts must be as light as possible and consume less fuel as possible. The business aviation has collaborated with other stakeholders in environmental issues work group, business aviation environmental projects, technology enhancements by engine manufactures, aerodynamic enhancements by business aviation aircrafts manufactures, airspace management and technology, voluntary offset programmes, flight department participation and operational measures (GAMA 2010). Establishing common and practical goals in the engine and airframe technology enhancements are particularly vital in the management of environmental issues (GAMA 2010). The engines of today are designed to economise on fuel, produce less noise and emit fewer gases. The business aviation airframes are also built in the sense of reducing noise and carry more weight. This technology commitment is expected to continue; and in the future years, it is expected that business aviation aircrafts will be much lighter and consume less fuel. The emissions have drastically been reduced in the business aviation sector. The current business aviation aircraft engines (GAMA 2010) emit less hazardous gas and produces less noise. A business aircraft produces 3.5 tonnes of carbon dioxide per flight (International Business 2011). The carbon dioxide emissions in one year by all the business aviation aircraft combined produce emissions similar to one medium sized power plant (International Business 2011). Reduction of carbon emissions (ICAO 2011) in business aviation aircrafts is done on various ways, checking on operator practices, air traffic control, engine design, airframe design and use of alternative fuels. Carbon is the principal component. The engines use oxygen to burn the fossil fuel,

Assignment Questions Chapters 5-7 Psychology Essay Example for Free

Assignment Questions Chapters 5-7 Psychology Essay 1. Most current studies aimed at understanding human memory are conducted within a framework known as information-processing theory. This approach makes use of modern computer science and related fields to provide models that help psychologists understand the processes involved in memory. The general principles of the information processing approach to memory include the notion that memory involves three distinct processes. The first process, encoding, is the process of transforming information into a form that can be stored in memory. The second process, storage, is the process of keeping or maintaining information in memory. The final process, retrieval, is the process of bringing to mind information that has been stored in the memory (p.168). Two influential theorists concerning the information-processing theory are Richard Atkinson and Richard Shiffrin. They characterized memory as three different, interacting memory systems: sensory memory, short-term memory, and long-term memory. Sensory memory is the memory system that holds information from the senses for a period of time ranging from only a fraction of a second to about 2 seconds. Sensory memory can take in an enormous amount of information, but it can only hold on to it for a very brief period of time (p.169). Short-term memory is the component of the memory system that holds about seven (from five to nine) items for less than 30 seconds without rehearsal; also called the working memory. When short-term memory is filled to capacity, displacement can occur. In displacement, each new incoming item pushes out an existing item, which is then forgotten (p.170). Long-term memory (LTM) is the memory system with a virtually unlimited capacity that contains vast stores of a persons permanent or relatively permanent memories. There are no known limits to the storage capacity of this memory system, and long-term memories can persist for years, some of them for a lifetime. Information in long-term memory is usually stored in semantic form, although visual images, sounds, and odors can be stored there as well (p.174). 2. The analogy heuristic involves comparing a problem to others you have experienced in the past. The idea is that if a particular strategy worked with similar problems in the past, it will be effective for solving a new one. Another heuristic that is effective for solving some problems is working backward, sometimes called the backward search. This approach starts with the solution, a known condition, and works back through the problem. Once the backward search has revealed the steps to be taken and their order, the problem can be solved (p.207). Another popular heuristic strategy is means-end analysis, in which the current position is compared with a desired goal, and a series of steps are formulated and then taken to close the gap between the two. When you adopt a heuristic strategy, it may or may not lead to a correct solution. By contrast, the algorithm is a problem-solving strategy that always lead to a correct solution if it is applied appropriately (p.208). 3.Research suggests that there are both advantages and disadvantages to learning two languages early in life. One of the pluses is that, among preschool and school-age children, bilingualism, fluency in at least two languages, is associated with better executive control skills on language tasks. Executive control skills enable bilingual children to suppress impulsive responses to verbal tasks and, as a result, think more carefully about them. Thus, executive control skills are important in learning to read and write. On the downside, even in adulthood, bilingualism is sometimes associated with decreased efficiency in memory tasks involving words. However, bilinguals appear to develop compensatory strategies that allow them to make up these inefficiencies. Consequently, they often perform such tasks as accurately as monolinguals, though they may respond more slowly. Researchers have found that there is no age at which it is impossible to learn a new language. While it is true that those who begin earlier reach higher levels of proficiency, age is not the only determining factor (p.214). There is one clear advantage to learning two languages earlier in life, however. People who are younger when they learn a new language are far more likely to be able to speak with an appropriate accent. One reason for this difference between early and late language learners may have to do with slight variations in neural processing in Brocas area, the area of the brain that controls speech production. Research suggests that bilinguals who learned a second language early rely on the same patch of tissue in Brocas area for both of the languages they speak. In those who learned a second language at an older age, two different sections of Brocas are are active while they are performing language tasks (p.215). 4. Charles Spearman observed that people who are bright in one area are usually bright in other areas as well. In other words, they tend to be generally intelligent. Spearman came to believe that intelligence is composed of a general ability that underlies all intellectual functions. Spearman concluded that intelligence tests tap this g factor, or general intelligence, and a number of s factors, or specific intellectual abilities. Spearmans influence can be seen in those intelligence tests, such as the Stanford-Binet, that yield one IQ score to indicate the level of general intelligence. Howard Gardner also denies the existence of a g factor. Instead, he proposes a theory of multiple intelligences that includes eight important forms of intelligence, or frames of mind. The eight frames of mind are linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. In recent years, he has proposed a ninth type of intelligence, one that he calls existential intelligence, deals with the spiritual realm and enables us to contemplate the meaning of life. He first developed his theory by studying patients with different types of brain damage that affect some forms of intelligence but leaves other intact. The most controversial aspect of Gardners theory is his view that all forms of intelligence are of equal importance. In fact, different cultures assign varying degrees of importance to the types of intelligence (p.216-217). 5. I would perform a fixed-ratio (FR) schedule, in which a reinforcer is given after a fixed number of correct, non reinforced responses. So, if my dog knew that after rolling over correctly ten times without getting reinforced meant that she would get a reinforced after those ten times, she would then learn that after rolling over ten times correctly, she would be reinforced (p.147). In fixed-rate schedules response rates are very high, and the higher the ratio, the more resistant to extinction (p.148). 6. Psycholinguistics is the study of how language is acquired, produced, and used and how the sounds and symbols of language are translated into meaning. Psycholinguists use specific terms for each of the five basic components of language. The smaller units of sound in a spoken language-such as b or s in English-are known as phonemes. Three phonemes together form the sound of the word cat: c (which sounds like k), a, and t. Combinations of letters that form particular sounds are also phonemes, such as the th in the and the ch in child. The same phoneme may be represented by different letters in different words; this occurs with the a in stay and the ei in sleigh. And the same letter can serve as different phonemes. This letter a, for example, is sounded as four different phonemes in day, cap, watch, and law. Morphemes are the smallest units of meaning in a language. A few single phonemes serve as morphemes, such as the article a and the personal pronoun I. The ending -s gives a plural meaning to a word and is thus a morpheme in English. Many words in English are single morphemes-book, word, learn, reason, and so on. In addition to root words, morphemes may be prefixes (such as re- in relearn) or suffixes (such as -ed to show past tense, as in learned). The single morpheme reason becomes a dual morpheme in reasonable. The morpheme book (singular) become two morphemes in books (plural). Syntax is the aspect of grammar that specifies the rules for arranging and combining words to form phrases and sentences. The rules of word order, syntax, differ from one language to another. For example, an important rule of syntax in English is that adjectives usually come before nouns. So English speakers refer to the residence of the U.S. president as the White House. In Spanish, in contrast, the noun usually comes before the advective, and Spanish speakers say la Casa Blanca, or the House White. Semantics refers to the meaning derived from morphemes, words, and sentences. The same word can have different meanings depending on how it is used in sentences: I dont mind. Mind your manners. He has lost his mind. Or consider another example: Loving to read, the young girl read three books last week. Here, the word read is pronounced two different ways, and in one case, is the past tense. Pragmatics, is the term psycholinguists use to refer to aspects of language such as intonation, the rising and falling patterns that are used to express meaning. For example, think about how you would say the single word cookie to express each of the following meanings: Do you want a cookie? or What a delicious looking cookie! or Thats a cookie. The subtle differences reflect your knowledge of the pragmatic rules of English (P.210-211). 7. An intelligence test is a measure of general intellectual ability. An individuals score is determined by how his responses compare to others of his or her age. Thus, intelligence tests are norm-referenced. All psychological tests, including all the various types of tests that measure cognitive ability, are judged according to the same criteria.They must provide consistent results. An intelligence test must have reliability; the test must consistently yield nearly the same score when the same person is tested and then retested on the same test or an alternative form of the test. The higher the correlation between the two scores, the more reliable the test. Tests can be highly reliable but worthless if they are not valid. Validity is the ability or power of a test to measure what it is intended to measure. Once a test is proven to be valid or reliable, the next requirement is norm-referenced standardization. There must be standard procedures for administering and scoring the test. Exactly the same directions must be given, whether written or oral, and the same amount of time must be allowed for every test taker. But even more important, standardization means establishing norms, age-based averages, by which all scores are interpreted. A test is standardized by administering it to a large sample of people who are representative of those who will be taking the test in the future. The groups score are analyzed, and then the average score, standard deviation, percentile rankings, and other measures are computed. These comparative scores become the norms used as the standard against which all other scores on that test are measured. Reliability, validity, and standardization are especially important with regard to intelligence tests because the kinds of decisions that are sometimes based on intelligence test scores can have grave consequences. For example, a few years ago the U.S. Supreme Court ruled that is unconstitutional to execute individuals who have mental retardation. Thus, a psychologist who is charged with the responsibility of administering an intelligence test to a person who will or will not be subject to the death penalty at least partly on the basis of his or her intelligence test score must ensure that the test given is reliable and valid and has been properly standardized. Likewise, childrens scores on these tests are often used to place them in special school programs that, in a very real sense, change the course of their lives for years to come. In fact, such a goal was the impetus for the development of the first standardized intelligence test (p.219). 8. In memory loss there are two broad categories that involves this kind of memory loss, amnesia and dementia. Amnesia is a partial or complete loss of memory due to loss of consciousness, brain damage, or some psychological cause. Unlike the memory disorders that are experienced by some older adults, amnesia can be experienced at any age. In some cases, amnesia takes the form of an inability to store new information. This kind of amnesia is known as anterograde amnesia. Anterograde amnesia is the inability to form long-term memories of events occurring after a brain injury or brain surgery, although memories formed before the trauma are usually intact and short-term memory is unaffected. Some individuals with amnesia can form new memories, but they cannot remember the past, a disorder known as retrograde amnesia. Retrograde amnesia is a loss of memory for experiences that occurred shortly before a loss of consciousness. These people often lack knowledge of themselves and/or the events surrounding the development of their memory loss. It is not unusual for a person to have both retrograde and anterograde amnesia with regard to the events that immediately preceded and followed a serious car crash or other traumatic event (p. 189). Another form of memory loss is dementia. Dementia is a state of mental deterioration characterized by impaired memory and intellect and by altered personality and behavior. Dementia can result from such conditions as cerebral arteriosclerosis (hardening of the arteries in the brain), chronic alcoholism, and irreversible damage by a small series of strokes. Dementia is most common among older adults. However, diseases such as HIV/AIDS can cause dementia to develop in a younger person as well. About 50 to 60% of all cases of dementia result from Alzheimers disease. This is a progressive deterioration of intellect and personality that results from widespread degeneration of brain cells (p.190). 9. People reconstruct memories, piecing them together using schemas to organize fragments of information, a process that has both advantages and disadvantages. Information that fits with preexisting schemas can be efficiently remembered, but schemas can also introduce distortions into memory. Sir Frederick Bartletts research demonstrated how reconstructive processing changes memory over time (p.178). Most memories do not include source information, so memories for sources must be reconstructed. Source monitoring results in encoding of source memories. Flashbulb memories are different from others in that they always include source information, although the source information is subject to reconstruction changes over time (p.179). Autobiographical memories are reconstructed memories that include factual, emotional, and interpretive elements. They are subject to positive bias (p.180). 10. Bandura suspected that aggression and violence on television programs, including cartoons, tend to increase aggressive behavior in children. In several classic experiments, Bandura demonstrated how children are influenced by exposure to aggressive models. One study involved three groups of preschoolers. Children in one group individually observed an adult model punching, kicking, and hitting a 5-foot, inflated plastic Bobo Doll with a mallet, while uttering aggressive phrases. Children in the second group observed a nonaggressive model who ignored the Bobo Doll and sat quietly assembling Tinker Toys. The children in the control group were placed in the same setting with no adult present. Later, each child was observed through a one-way mirror. Those children exposed to the aggressive model imitated much of the aggression and also engaged in significantly more nonimitative aggression than did children in either of the other groups. The group that observed the nonaggressive model showed less aggressive behavior than the control group. The researchers concluded that of the three experimental conditions, exposure to humans on film portraying aggression was the most influential in eliciting and shaping aggressive behavior (p. 158-159). 11. Experiencing hunger pangs when you smell your favorite food is an example of classic conditioning.Your stomach rumbles when you smell your favorite food because smell and taste are so closely linked that food odors, functioning as conditioned stimuli, can actually make you think you are hungry even if you have just finished a large meal. The conditioned stimulus (CS) would be the presence of the smell of your favorite food which brings about the unconditioned stimulus (US) hunger pangs. Because humans do not need to be taught to be hungry for food, the act of feeling hungry would be the unconditioned response (UR). The conditioned response (CR) would be knowing that you will get hungry when you smell your favorite food (p.143). 12. Critics argue that therapists using hypnosis and guided imagery to help their patients recover repressed memories of childhood sexual abuse are actually implanting false memories in those patients. They are especially critical of claims of recovered memories in the first three years of life, because the hippocampus and areas of the cortex are not well developed enough to store long-term memories. Therapists who use these techniques believe that a number of psychological problems can be treated successfully by helping patients recover repressed memories of sexual abuse. These therapists believe that a process called repression, a form of motivated forgetting, can cause traumatic memories to be so deeply buried in an individuals unconscious mind that he or she has lost all awareness of them (p.192-193). 13. Writing notes, making lists, writing on a calendar, or keeping an appointment book is often more reliable and accurate than trusting to memory. But if you need information at some unpredictable moment when you dont have aids handy, several mnemonics, or memory devices, and study strategies have developed over the years to aid memory. Mnemonics, or rhymes are a common aid to remembering material that otherwise might be difficult to recall. As a child, learning to recite i over e except after c when you were trying to spell a word containing that vowel combination is an example of a mnemonic. The method of loci is a mnemonic device that be used to when you want to remember a list of items such as a grocery list. Select a familiar place your home, for example and simply associate the items to be remembered with locations there. For example, visualize the first item you want to remember in its place on the driveway, the second in the garage, and the third at the front door, and so on until you have associated the item you want to remember with a specific location. Overlearning is another method of improving memory. Overlearning is practicing or studying material beyond the point where it can be repeated once without error. It makes material more resistant to forgetting (p.173). 14. Bandura proposed that four processed determine whether observational learning will occur: Attention: The observer must attend to the model. Retention: The observer must store information about the models behavior in memory. Reproduction: The observer must be physically and cognitively capable of performing the behavior to learn it. In other words, no matter how much time you devote to watching Serena Williams play tennis or listening to Beyonce sing, you wont be able to acquire skills like these unless you possess talents that are equal to theirs. Reinforcement: Ultimately, to exhibit a behavior learned through observation, an observer must be motivated to practice and perform the behavior on his own (p.156). 15. In some cases, we are hampered in our efforts to solve problems in daily life because of functional fixedness, the failure to use familiar objects in novel ways to solve problems. Objects you use everyday such as, tools, utensils, and other equipment are what help you perform certain functions. Although, you probably do not think to use the normal functions of such objects in new and creative ways. Suppose you wanted a cup of coffee, but the glass pot for you coffeemaker was broken. If you suffered from functional fixedness, you might come to the conclusion that there was nothing you could do to solve the problem at that moment. But, rather than thinking about the object you dont have, think about the function that it needs to perform. Another impediment to problem solving is mental set, the tendency to continue to use the same old method even though another approach might be better. Perhaps you hit on a way to solve a problem once in the past and continue to use the same technique in similar situations, even though it it not highly effective of efficient. The cognitive process that underlies both functional fixedness and mental set is confirmation bias, the tendency to selectively pay attention to information that concerns preexisting beliefs and ignore data that contradict them. For example, when faced with an operating system crash, most computer users know that the first line of defense is to reboot. Every time rebooting solve the problem, confirmation bias in favor of rebooting as a solution for computer problems becomes stronger. As a result, when a problem arises that proves resistant to rebooting, most of us try rebooting a few more times before we confront the reality that rebooting isnt going to solve the problem (p.209).