Connection 1 Consciousness Consciousness refers to our subjective awareness of

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Connection 1
Consciousness
Consciousness refers to our subjective awareness of

Connection 1
Consciousness
Consciousness refers to our subjective awareness of ourselves and our environment. As the textbook discusses, consciousness allows us to experience sensations, thoughts, and feelings (Spielman et al., 2022). The TED talks also explored theories about the purpose and origins of consciousness. For example, Antonio Damasio proposed that consciousness emerged to direct attention to important stimuli and plan future actions.
I believe consciousness serves an adaptive function, allowing us to model and understand ourselves and the world around us. As social beings, consciousness supports self-reflection, imagination, and communication. We can think abstractly, anticipate future needs, and solve problems. Consciousness gives us a sense of personal identity and continuity over time.
My own experiences certainly feel rich with consciousness. I experience a stream of perceptions, thoughts, and emotions. I can reflect on my internal state, make plans, and communicate my ideas to others. For example, I consciously pursued psychology to understand the human mind better. I imagine possible careers, weigh alternatives, and take purposeful steps towards my goals. When I teach or counsel others, I must be acutely aware of my thoughts, feelings, and actions from moment to moment.
In conclusion, consciousness allows us to adapt, connect, and thrive creatively. While neuroscience continues to unravel its biological basis, the subjective experience of consciousness is a profound and defining aspect of our humanity. Our inner awareness shapes our personal growth and relationships. Consciousness enables us to learn, create, love and find meaning in our lives.
Connection 2
Essay on Prompts That Describe the Function of the Mind
We have a mind to create meaning and purpose for the world around us. The mind can code and decode events using multiple cognitive processes. It plays a central role in shaping how individuals examine the world and their environment (McDowell, 2016). For example, I am a Muslim. The religious framework in my mind establishes a set of beliefs and values that I must follow to create purpose and meaning in my actions. We associate behaviors with stimuli through the development of a Contingency. Individuals use past experiences and outcomes to associate given behaviors with specific stimuli. They create contingencies that shape how they react to similar situations in the future (Timberlake et al., 1982). For example, I always work hard to meet performance targets to get a bonus payment. The stronger the contingency the greater the likelihood we act when that stimulus is present. The more a behavior is connected to a stimulus through constant exposure and occurrence, the more people are likely to display the same behavior when facing the same stimulus (Spielman et al., 2020). For example, whenever I exceed the speed limit I get served with a speeding ticket. I always drive within the set speed limit to avoid getting a speeding ticket.
We generalize stimuli and responses so that we can behave in many different situations. Generalization enables people to apply the knowledge and experiences gained from a previous situation to a similar or related context in the future. It is vital in helping individuals identify trends and navigate different situations (McDowell, 2016). For example, learning a mathematic concept to solve a specific problem helps me handle related questions in an exam. We form concepts about stimuli to consolidate cognitive resources and use less brain to get the same behavior. Individuals categorize stimuli based on their features, eliminating situation-based cognitive processing of each stimulus (Spielman et al., 2020). Minimal mental effort is required to achieve similar behavior. For example, when I see my boss smiling and eager to start conversations, I know he is happy. We apply concepts to the real world through algorithms and heuristics to solve problems. Algorithms are systematic procedures with a defined end. On the contrary, heuristics refers to practical rules that offer plausible solutions (Timberlake et al., 1982). When people categorize stimuli, they use algorithms and heuristics to handle real-world issues. For example, I always sort items on my desk and schedule to understand how to prioritize them.
Some people seem to be more intelligent than other people. People have varying cognitive abilities. For example, I get elected or appointed to lead teams because I demonstrate sound decision-making. We learn so much in the first five years of life. The concepts that we get stick with us forever. Early childhood development is pivotal in an individual’s life (McDowell, 2016). The knowledge and ideas people learn during this period shape their perspectives. For example, as a toddler, I learned about sadness and happiness from my elder sister. Our Emotions are stimuli that become conditioned through experience. People’s emotional reactions are connected to a stimulus that occurred in the past (Spielman et al., 2020). For example, an accident earlier in my life caused a traumatic experience that increases my fear for speed. Our motivation is a combination of emotional arousal and problem solving in our prefrontal cortex. The prefrontal cortex handles cognitive processes that collaborate with rewards from emotional responses to enhance motivation (Timberlake et al., 1982). For example, I always ensure I undertake appropriate budgeting, planning, and strategizing to achieve my performance targets to get a salary increase.
Connection 3
Attitudes are formed by friendly impacts. For example, assuming society values congruity, people could foster perspectives that line up with cultural standards. Then again, on the off chance that an individual deliberately dismisses predictability, their demeanor could mirror a craving for uniqueness.
Besides, in group development, individuals frequently structure bunches in light of shared interests or values. The elements inside a gathering can impact what is thought of as “typical” conduct inside that particular setting. Thirdly, oblivious obedience can prompt congruity inside a group, stifling individual disputes. On the off chance that an individual goes against the gathering’s “normal” view, they might feel strain to adjust or confront social dismissal.
A leader- a follower can moreover assume fundamental parts in forming standards. A charming leader can impact the group’s meaning of business as usual, while supporters add to the aggregate character.
The fifth point is a counter-attitudinal way of behaving. Taking part in ways of behaving in opposition to one’s perspectives could happen because of prevalent burdens or the longing to fit in. For instance, somebody could take on specific political perspectives to line up with their gathering.
Moreover, cognitive dissonance, the distress from clashing perspectives can persuade people to change their convictions or ways of behaving to decrease mental disharmony. This cycle can add to similarity or deviation from the apparent standard.
A leader- a follower can moreover assume fundamental parts in forming standards. A charming leader can impact the group’s meaning of business as usual, while supporters add to the aggregate character.
The fifth point is a counter-attitudinal way of behaving. Taking part in ways of behaving in opposition to one’s perspectives could happen because of prevalent burdens or the longing to fit in. For instance, somebody could take on specific political perspectives to line up with their gathering.
Moreover, mental cacophony, the distress from clashing perspectives can persuade people to change their convictions or ways of behaving to decrease mental disharmony. This cycle can add to similarity or deviation from the apparent standard.
In self-serving predisposition and knowing the past inclination, people might ascribe victories to inner variables and disappointments to outer elements. Knowing the past predisposition can influence the view of what was unsurprising or typical after an occasion has happened.
Besides, in apprehension about disappointment and the need for accomplishment, social assumptions and social standards can impact a singular’s feeling of dread toward disappointment and drive for accomplishment. For instance, social orders that esteem achievement could push people to adjust to high accomplishment standards.
Connection 4
A “broken mind” usually means mental health problems or illnesses. It symbolizes the derailment of the thinking, feelings, or actions that influence well-being. To overcome this, therapy or counseling should be sought. The aim of therapeutic approaches such as psychoanalysis, behavior therapy, cognitive-behavioral theory, and also medication is the elimination or reduction of symptoms. Healing also requires a supportive environment, understanding of mental health issues, and reducing the stigma around it (Spielman et al., 2020). Understanding the challenges of mental health conditions, individualized treatment programs, and an integrating perspective – biological psychology and socio-cultural factors are required for recovery.

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