RE: research topics on psychology
||Here are some research topics on psychology:
Traditional Methods of Research in Neuroscience
Imaging Techniques for Locating Brain Function
States of Consciousness
Effect of violent video games on children
Playing video games has become a popular activity for people of all ages. Video games are a multi-million dollar industry that brings more money than movies and DVDs. On average, girls spend more than an hour a day playing video games and children spend more than two hours. Teens often spend even more time than younger children. Video games have become very sophisticated and realistic. Some games connect to the Internet, allowing children and teens to play and discuss with adults and unknown peers.
While some games have educational content, many of the most popular games emphasize negative themes and promote:
1.The murder of people or animals
2.Drug and alcohol use and abuse
3.Criminal behavior, lack of respect for authority and law
4.Sexual exploitation and violence against women
5.Racial, sexual and gender stereotypes
6.Lack of language and obscene gestures
Video games purchased at stores are rated by the Electronic Software Classification Board (ESRB) and rated for convenience to children and teens. Ratings are highlighted in the game packaging.
Studies of children exposed to violent means have shown that they can numb violence, imitate violence and show more aggressive behavior. Younger children and those with emotional, behavioral, or learning problems may be more influenced by violent images.
In moderation, playing age-appropriate games can be enjoyable and healthy. Some video games can promote learning, problem solving and help with the development of fine motor skills and coordination. However, there are concerns about the effect of video games on young people who play video games excessively.
In sociology, social interaction is a dynamic sequence of social actions between individuals (or groups) that modify their actions and reactions due to the actions of their interaction partner (s). Social interactions can be differentiated into accidental, repeated, regular and regulated. A social interaction is a social exchange between two or more individuals. These interactions form the basis of social structure and therefore are a key object of basic social research and analysis. Social interaction can be studied between groups of two (dyads), three (triads) or larger social groups.Social structures and cultures are based on social interactions. By interacting with each other, people design rules, institutions and systems within which they seek to live. Symbols are used to communicate the expectations of a given society to those who are new to it, whether children or strangers. Through this broad scheme of social development, we see how social interaction is at its core.
The empirical study of social interaction is one of the themes of micro-sociology, which refers to the nature of daily human social interactions and small-scale agency. Methods include symbolic interaction-ism and ethnomethodology, as well as subsequent academic subdivisions and studies such as psycho-social studies, conversational analysis, and human-computer interaction.With symbolic interaction-ism, reality is seen as a social interaction developed with others. He argues that both individuals and society can not be separated much from one another for two reasons. One is that both are created through social interaction. The second reason is that they can not be understood in terms without the other. Ethnomethodology, a derivation of symbolic interaction-ism, which questions how the interactions of people can create the illusion of a shared social order despite not understanding each other and having different perspectives.
Self motivating methods of social anxiety
Social anxiety is the fear of interaction with other people that triggers self-awareness, feelings of being negatively judged and evaluated, and, as a result, leads to avoidance.
Social anxiety is the fear of being judged and evaluated negatively by other people, leading to feelings of inadequacy, inferiority, shame, humiliation and depression.
If a person often feels (irrationally) anxious in social situations, but seems better when alone, then "social anxiety" may be the problem.
Effective Therapy for Social Anxiety Disorder
The good news is that cognitive-behavioral therapy for social anxiety has been remarkably successful. Both research and clinical evidence indicate that cognitive-behavioral therapy, which must be comprehensive in nature, produces permanent changes in people's lives.
Social anxiety disorder can be overcome, although both coherence and persistence are needed. But, apart from cognitive problems (eg, dementia, Alzheimer's disease), everyone can progress against social anxiety using the appropriate type of cognitive-behavioral therapy.
In the Institute of Social Anxiety, we call cognitive-behavioral therapy for social anxiety disorder "comprehensive" cognitive-behavioral therapy, to differentiate it from the general idea that cognitive concepts are simplistic and can be addressed with only a few strategies.
A successful therapy program for social anxiety disorder must address the dozens of cognitive methods, strategies and concepts that will allow people's brains (ie, their brain associations or neural pathways) to change literally. The brain is continually learning, and irrational thoughts and beliefs can change as a result of this cognitive process.
A good therapy program will provide the necessary and specific strategies as well as tell people how and why they need to practice, work and begin to accept rational thoughts, beliefs, emotions and perceptions.
How To Find Help For Social Anxiety Disorder
Social anxiety, as well as other anxiety disorders, can be treated successfully. In seeking support for this problem, finding a specialist - someone who (a) understands this problem well and (b) knows from experience how to treat it.
Become an informed customer and ask questions. For example, does the therapist understand that you feel very self-aware and that others are observing and forming a negative evaluation about you? - or you minimize what you're saying and just say, "No, no, no, you're fine ... you're exaggerating ..." or do you expect them to go out and make "expositions" unreasonable,?
It is true that we, who have lived with social anxiety, realize that our mind is often irrational and exaggerated, but it still FEELS like others are watching us and judging us. Our self-consciousness is a feeling and it is very real.
If your psychologist / mental health worker does not understand this, you know more about them than social anxiety. In these circumstances, it is very doubtful that they can help you.
Also, remember that the professional should always welcome your questions. If someone seems hostile or too clinical, it should not be your choice of a therapist.
Those of us who have (or have had) social anxiety need support, encouragement, and a relatively stress-free environment while we are in therapy, so that our brain can absorb all the changes that are occurring without being harmed by external factors, negative environments, Negative people). If our environment is relatively peaceful when undergoing treatment for social anxiety, then it is easier to learn new habits that permanently change our thoughts, beliefs, feelings and our lives.
Gender Affect Memory
It is clear that there are differences between the sexes in function of the cognitive function; It is much less clear that there are differences in terms of cognitive abilities. Let me explain what I mean by that.
It is commonly understood that males have superior spatial ability, while females have superior verbal ability. Males are better at math; Females in reading. There is some truth in these generalizations, but it is certainly not as simple as portrayed.
First, as far as spatial cognition is concerned, while males typically outperform females in tasks related to mental rotation and spatial navigation, females tend to outperform males in tasks related to locating Objects, memory location of relational objects and spatial working memory.
While both sexes record the same in large measures of mathematical ability, girls tend to improve in arithmetic, while males do better in spatial tests involving mental rotation.
That said, it depends on where you are looking. The International Student Assessment Program (PISA) is an internationally standardized assessment given to 15-year-olds in schools. In 2003, 41 countries participated. Given the constancy of the gender difference in mathematical performance observed in the United States, it is interesting to observe what happens in other countries. There were no significant differences between the sexes in Australia, Austria, Belgium, Japan, Netherlands, Norway, Poland, Hong Kong, Indonesia, Latvia, Serbia and Thailand. In Canada, Denmark, Greece, Ireland, Korea, Luxembourg, New Zealand, Portugal, the Slovak Republic, Liechtenstein, Macao and Tunisia there was a clear male superiority in the four content areas. In Austria, Belgium, the United States and Latvia, males overcame females only on spatial and shape scale; In Japan, the Netherlands and Norway only on the scale of uncertainty. And in Iceland, females always do better than males!
No one knows why, but it is obvious that these differences must be in cultural and educational factors.
It is interesting to note that this third international study of mathematics and science (TIMSS) of the IEA shows this development, whereas in three of the 16 participating countries of the OECD, only significant differences were found regarding gender differences in mathematics. And in 14 countries in the last year of upper secondary education.
However, this incoherence is not reflected in verbal skills: girls outperform children in reading in all countries.
Gender differences in language have been found consistently, and hardly need repetition. However, here is an interesting study: found gender differences in the emergent connectivity of neural networks associated with the skills needed to start reading in preschoolers. It seems that boys favor the sub-vocabulary skills necessary for comprehension while girls favor the fluidity and sub-phonic skills necessary for the mechanics of reading. The study points out the different advantages that each genre brings to the learning of reading.