Thesis Statement for the Integrative Literature ReviewIn this assignment, you will create the thesis statement for your Final Assignment. The thesis is the statement of your perspectives on the litera

Running head: INTEGRATIVE LITERATURE REVIEW DOMAINS 0

Integrative Literature Review Domains

Heather Yant

PSY 699 Master of Arts in Psychology Capstone

Instructor: Wallace Smith

10/2/18

Integrative Literature Review Domains

This integrative literature review will be based on four Contents Domains; let me give an input on these domains that will provide a framework for a psychologist in conducting research and analyzing behavior. The fields include: - the Biological domain, Cognitive domain, Developmental domain and Social and personality domains

Domain 1: Biological or Biopsychology

The biopsychology is the application of biology to study of mental process and behavior. The biopsychology explores how biology influences individual behaviors (De Jong, 2002) The psychologist interested in understanding an individual behavior through biological perspective consider several domains that include sensory and motor system, sleep, drug use, and abuse, ingestive behavior, neurodevelopment, the plasticity of the nervous system and biological correlates of psychological disorders. The biological perspective focus on an individual's immediate cause of actions based on the physiology of human and other animals but evolution psychologist found their focus on the ultimate biological origin of the behavior.

Resources

De Jong, H. L. (2002). Levels of explanation in biological psychology. Philosophical Psychology, 15(4), 441-462.

Deacon, B. J. (2013). The biomedical model of mental disorder: A critical analysis of its validity, utility, and effects on psychotherapy research. Clinical psychology review, 33(7), 846-861.

Frith, C. (2005). The quest for consciousness: A neurobiological approach. American Journal of Psychiatry, 162(2), 407-407.

Kreibig, S. D. (2010). Autonomic nervous system activity in emotion: A review. Biological psychology, 84(3), 394-421.

Marshall, P. J. (2009). Relating psychology and neuroscience: Taking up the challenges. Perspectives on psychological science, 4(2), 113-125.

Miller, G. A. (2010). Mistreating psychology in the decades of the brain. Perspectives on Psychological Science, 5(6), 716-743.

History of Biopsychology Contents domains

The biological psychology is a significant part of the history of modern scientific psychology, and it is dated back to Avicenna (980-1037C.E) a physician of Canon medicines. The domains were known as physiological psychology, and it was used to treat illness. The Avicenna point of view about mood disorder is that it was caused by humidity in the brains that contributed to mood disorder and the effects of happiness were influenced by increased moisture in mind (Deacon, 2013). This domain started to be used in Europe and North America and still, is the area that is widely used for research and instruction in many countries.

Evaluate the reliability, validity, and generalizability of the research findings

The resources listed offer a comprehensive explanation of the interaction between neurosciences, genetics, and psychology in explaining individual behavior. The resources included entails opinion from a different researcher. The allies' researcher contains comparative psychology, evolutionary psychology, and evolutionary biology. The information is the resources include divergent opinion whereby some researchers agree on some concepts, and others agree that there is an underlying misconception of using neurosciences to understand human behavior (Marshall, 2009). Therefore the resources fit well to the integrative literature review because one can analyze critiques and offer to findings from the information derived from the resources. Article authored by De Jong, (2002) critiques the approach of localizing the psychological function via neuroimaging and the role of genetics in psychopathology.

The essential part of the science

The resources and information in the domain of biological is derived from Neuroscience, genetics, psychopharmacology and evolutionary biology as it explains how science domains are making inroad towards explaining and studying the behavior of human with the nervous system. The biological domains have an inter-leveled relation in the philosophy of psychology as well as in philosophy of biology. To understand human being non-species such as rats are used for studying because the researcher assumes that the organism shares the same biological similarities. Therefore the experimental literature is based on sciences and acts as an essential part of understanding human behaviors that are depicted through study contacted using non-species organism.

Domain 2: Cognitive

Under cognitive domains, psychologist focuses their full attention on understanding the mind and mental processes that underlie behavior. The psychologist focuses on cognitive psychology in studying cognition, thoughts, and their relationship to individual experiences and activities. The psychologists have diverse interest whereby some may focus on problems solving while others focus on languages to memory. In this domain, psychologists focus on perception, thinking, intelligence and memory.

Resources

Arguello, P. A., & Gogos, J. A. (2009). Cognition in mouse models of schizophrenia susceptibility genes. Schizophrenia Bulletin, 36(2), 289-300.

Bering, J. M. (2003). Towards a cognitive theory of existential meaning. New Ideas in Psychology, 21(2), 101-120.

Nuechterlein, K. H., Robbins, T. W., & Einat, H. (2005). Distinguishing separable domains of cognition in human and animal studies: what separations are optimal for targeting interventions? A summary of recommendations from breakout group 2 at the measurement and treatment research to improve cognition in schizophrenia new approaches conference. Schizophrenia Bulletin, 31(4), 870-874.

Pfammatter, M., Brenner, H. D., Junghan, U. M., & Tschacher, W. (2011). The importance of cognitive processes for the integrative treatment of persons with schizophrenia.

Sönmez, V. (2017). Association of Cognitive, Affective, Psychomotor and Intuitive Domains in Education, Sönmez Model. Universal Journal of Educational Research, 5(3), 347-356.

Wineburg, S. S. (1991). Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83(1), 73.

History of Cognitive Contents domains

Cognitive psychology involves a remarkable set of new technologies in psychological science. The human published inquiry on cognition is traced back to Aristotle de Memoria. The intellectual origin of cognitive psychology began with approaches to the psychological problem at the end of the 1800s and early 1900s in the work of Wundt, Cattle and Williams. Cognitive use and application began in the mid-1950s after it was altered by behaviorism in the 20th century. In this period researchers began to develop theories of mind based on complex representation and computational procedures. Towards 1960, cognitive psychology became predominant practiced in more than sixty universities in North America and Europe as they established the cognitive psychology program.

Evaluate the reliability, validity, and generalizability of the research findings

The resources listed above offer a broad understanding of the historical transformation of cognitive domains, the practices of cognitive in treatment schizophrenia disorder and association of cognitive, affective, psychomotor and intuitive domains in education. Research conducted by Sönmez, (2017) reveals that there is a positive correlation between cognitive, psychomotor, effective and intuitive learning outcomes. Based on the outcome of this article it is clear learning outcomes that are connected to cognitive, aspects such as thoughts when thinking, their relationship to individual experiences, activities, problems solving, language, memory, intelligence, and forthmore the information outlined in this resource may be used to develop a curriculum that fit students' competences.

The article authored by Arguello, & Gogos, (2009) reveal that cognitive deficit is the core feature of psychiatric disorder can contribute substantially to functional outcome. The article authored by Pfammatter, Brenner, Junghan, & Tschacher, (2011) reveal that cognitive processes are the common interest in neurobiological, psychosocial research paradigm of schizophrenia hence allowing for integrative modeling of this complex disorder. Therefore the resources are reliable and valid to offer information that can be used for analyzing, review, critiques and in suggestion findings.

The essential part of the science

The cognitive domains essential part of the sciences is because it involves understanding human brains and connection between intuitive learning, psychomotor and brain process to arrive at a certain outcome. The use of neurobiology and genetic in understanding how genes can illuminate the products of disease-associated genetics variant affects brain function and ultimately alter an individual behavior (Arguello, & Gogos, 2009). The research can be used to improve cognitive data from mutant's models of rare and common genetic variants associated with schizophrenia (Arguello, & Gogos, 2009).

Domains 3: Developmental

Developmental is a scientific psychology that studies development across a lifespan. The psychologists are interested in physical maturation. The psychologists focus on changes in cognitive skills, moral reasoning, social behavior, and other psychological attributes. The early developmental psychologist focuses primarily on changes that occurred through reaching adulthood, providing enormous insight into the different physical, cognitive and social capabilities that exist between very young children and adults. Piaget school of thoughts is used in understanding changes in infancy and childhood as a child grows towards adulthood states. The developmental perspectives also focus on learning and behaviorism. The development in learning and conditioning is derived from Ivan Pavlov, John B Watson, Edwards Lee Thorndike, and B.F Skinner.

Resources

Bergman, L. R., & Andersson, H. (2015). The person and the variable in developmental psychology. Zeitschrift für Psychologie/Journal of Psychology.

BRYANT, P., & GOSWAMI, U. (2012). Children’s cognitive development and learning. In The Cambridge Primary Review Research Surveys (pp. 161-189). Routledge.

Cicchetti, D., & Rogosch, F. A. (2002). A developmental psychopathology perspective on adolescence. Journal of consulting and clinical psychology, 70(1), 6.

Giudice, M. D., Gangestad, S. W., & Kaplan, H. S. (2015). Life history theory and evolutionary psychology. The handbook of evolutionary psychology, 1-27.

Mascolo, M. F. (2008). The concept of a domain in developmental analyses of hierarchical complexity. World Futures, 64(5-7), 330-347.

Mok, M. M. C., Zhu, J., MCINERNEY, D. M., & Or, A. (2014). Growth in mathematics cognitive and content domains: A 6-year longitudinal study. Assessment and Learning, 3, 129-159.

History of developmental Contents domains

Psychological development entails cognitive, emotional, intellectual and social capabilities and functioning over the course of the lifespan, from infancy through old age. During the 19th century to 20th-century psychologist based their research on child psychology. Towards the mid-1950s the developmental psychologist changes their interest relationship between personality variable and child rearing. This was the time cognitive theories were adopted for example Jean Piaget and behavioral theories of B.F Skinner. These two scholars were interested in a child’s development from child to adolescence age group. Erik Erikson stated that there were adult's stages that needed to be considered in child development.

Evaluate the reliability, validity, and generalizability of the research findings

The resources authored by Mascolo, (2008), tend to think of development as a process that involves the transformation of a single, broad set of competencies in an organism, human or animal. The Piaget theory of cognitive development explains a child undergoes series of qualitative transformation in development. The article authored by Bryant, & Goswami, (2012), indicates that cognitive developmental neuroscience reveals powerful learning in all three domains from the earliest month of child life. Research conducted by Mok, Zhu, MCIERNEY, & Or, (2014) shows that students later mathematics achievement is strongly influenced by the previous achievement in the knowledge and the number domains. The resources provide reliable, valid information which arrives at the same conclusion. This article can be used to further more research on cognitive development and how to it affects early stages of learning in a child.

The essential part of the science

The domain is the essential part of sciences because it indicates the interrelation of various theories in the child development, for example, cognitive theories adopted by Piaget which is a commonly used school of thought by many developmental psychologists. The behavioral theories developed by B.F Skinner explain the social behavior and other psychological attitude and how they influence child development and learning. The cognitive abilities are explained from the neuroscience perspective and still encompasses the genetic make-up which is part of biological perspective which indicates that the domain is integrative to offer a wide understanding of the human behavior.

Domain 4: Social and personality

Social psychology is the scientific studies that examine people thoughts, feelings and behavior and how it is influenced by actual, imagined or implied the presence of others. The psychologists in these domains are more concerns about feelings, thoughts, beliefs, intention and goals and how these factors influence how people interact with others. The key focus is on how people interpret the situation and how these interpretations influence their thoughts, feelings, and behavior. Personality psychology studies how people think to feel and behave in a particular situation. An individual is uniquely created and showcase different traits that are not easily changed nor altered.

Resources:

Angleitner, A. (1991). Personality psychology: Trends and developments. European Journal of Personality, 5(3), 185-197.

Gurven, M., Von Rueden, C., Massenkoff, M., Kaplan, H., & Lero Vie, M. (2013). How universal is the Big Five? Testing the five-factor model of personality variation among forager-farmers in the Bolivian Amazon. Journal of personality and social psychology, 104(2), 354.

Kandler, C., Riemann, R., Angleitner, A., Spinath, F. M., Borkenau, P., & Penke, L. (2016). The nature of creativity: The roles of genetic factors, personality traits, cognitive abilities, and environmental sources. Journal of Personality and Social Psychology, 111(2), 230.

Lanning, K. (2017). What is the relationship between “personality” and “social” psychologies? Network, community, and whole text analyses of the structure of contemporary scholarship. Collabra: Psychology, 3(1).

Park, G., Schwartz, H. A., Eichstaedt, J. C., Kern, M. L., Kosinski, M., Stillwell, D. J., ... & Seligman, M. E. (2015). Automatic personality assessment through social media language. Journal of personality and social psychology, 108(6), 934.

Spengler, M., Damian, R. I., & Roberts, B. W. (2018). How you behave in school predicts life success above and beyond family background, broad traits, and cognitive ability. Journal of personality and social psychology.

History of Social and personality Contents domains

Social psychology began in the United States in the twentieth century. The first pioneer to publish a study on these areas was Norman Triplett in 1898 on the social facilitation. During 1930, other psychologists such as Kurt Lewin, Fled from Germany to the United States and they were instrumental in developing the field as something separate from the behavioral and psychoanalytic schools that were dominant during that time. In the 1940s and 1950s, the social psychologist Kurt Lewin came up with an experimental approach to studying behavior, creating social psychology as a rigorous scientific discipline.

Evaluate the reliability, validity, and generalizability of the research findings

The resource outlined above indicates that they are reliable and valid in analyzing social and personality domains. The article authored by Spengler, Damian, & Roberts, (2018) suggest that student characteristic and behavioral patterns in school are related to real life outcomes after controlling for Socioeconomic status (SES), Intelligence Quotient (IQ), and broad personality traits. This indicates that there were no correlations of personal behavior in influencing students' performance. The article authored by Kandler, Riemann, Angleitner, Spinath, Borkenau, & Penke, (2016), provide a deeper understanding of the structure and sources of creativity. The study indicates that cognitive abilities and specific personality traits reflect important ingredient of creativity. The article authored by Park, Schwartz, Eichstaedt, Kern, Kosinski, Stillwell, & Seligman, (2015), indicates how languages in the social media can be harnessed to create valid and reliable measures of personality. The articles are integrative because they can be used for critiques, for analyzing to understand an individual condition much better.

The essential part of the science

This domain is the essential part of sciences because it indicates the interrelationship of an individual personality, social life and how it affects individual behavior. The article added above is part of an experimental study which is conducted to learn certain behavior in school children, social media effects on personality and languages enhancement. The study of this domain is essential in understanding how people feel, think, intentions and goals people have and how those goals may be influenced by social interaction or by individual personality. The social factor is said to influence individual behavior and feeling more than personality.

References