LOGBOOK PXGT 6102

1. LOGBOOK PXGT 6102 Psychology of Learning LATIFAH MALEK pgc070008

2. Section ILOGBOOK Learning Events

3. INDEX Behaviorism Cognitivism Constructivism Event 1 Know thy classmates Know thy lecturer Know thy preference upload pre-test individual background profiling Event 2 My Memory Reply Reply blog correction think observe interest analyze Event 3 Expo Event 4 Terms Technology Submission reading understand apply Clicking anywhere within the presentation pages, will take you through my journey Clicking on INDEX will bring you back to this page.

4. Know thy.. Class members ? ? Liza Pat Aisah Susan Punitha Asma Khor Latifah Nazri Puni Fazue Zulaiha LaiLeng Amutha Index

5. Know thy.. Lecturer Firuz H. Hussin Index

6. Susan 23rd July ’56 Latifah 14th Sept ’62 LaiLeng 14th Apr ‘65 Amutha 16th Sept ’66 Aisah 12th Aug ’67 Punitha 4th Oct ‘67 Khor 3rd April ’69 Noralina 7th Feb ’73 Liza 21st Feb ’74 Pat 8th Dec ‘74 Zulaiha 25th Oct ’76 Asma 22nd Aug ’77 Fazue 22nd Oct 77 Nazri 18th Oct ’79 Puni 10th Nov ‘83 7 / 4 2 / 9 6 / 5 9 / 2 7 / 4 6 / 5 3 / 8 3 / 8 9 / 2 9 / 2 9 / 2 8 / 3 8 / 3 3 / 8 7 / 4 Know thy.. Learning style preference Active/Reflective Visual/Verbal Sensing/Intuitive Sequential/Global 6 / 5 8 / 3 10 / 1 7 / 3 8 / 3 8 / 3 9 / 2 10 / 1 10 / 1 10 / 1 10 / 1 10 / 1 10 / 1 10 / 1 9 / 2 2 / 9 8 / 3 5 / 6 5 / 6 9 / 2 7 / 4 7 / 4 6 / 5 7 / 4 5 / 6 11 / 0 10 / 1 2 / 9 6 / 5 7 / 4 1 / 10 9 / 2 5 / 6 4 / 7 7 / 4 4 / 7 10 / 1 7 / 4 2 / 9 6 / 5 8 / 3 7 / 4 5 / 6 7 / 4 2 / 9 Index

7. theory.. uploaded pre-test We were encouraged to upload the pre-test as a pre-requisite for this class. To fill up the test we were motivated to learn how to use the smartboard to get our signature in jpeg. We insert our best smile. The reaction from friends who took the time to read and view our effort reinforces the behavior. Increases the behavior of using technology. Theory: Positive reinforcement. Index

8. theory.. getting acquainted Knowing each others’ background, work and family, made us more aware of individuals limitation and expectation. We strive to assist, support and advice our partner to be successful together. Be prepared for class, imprint exemplary behaviors. Theory: Learner readiness. Imprint. Model. Index

9. theory.. learning style Since each person is an individual and unique, we set and plan our own strategy to ace this class. Constructing ideas based on knowledge available and new schema. Along the way our planning may fail, but our learning is not lost. Theory: Personalized Learning, Insight, Lifelong education. Index

10. My memory.. Blog entry… On 7/25/07, Latifah Malek <latifah.malek@...> wrote: Seems like the concensus is to do the Glossary together, and Asma and LaiLeng has started. So have I, however, as a groupmember participation I will add mine to Asma's Glossary file, if she doesn't mind. LaiLeng, Your comment on 'how little I know and remember after class lecture‘ made me think. Firuz's lectures work wonders in triggering my SENSORY memory. In fact I was able to give my ATTENTION to her lectures and actions. Within that ATTENTION period, I am able to initiate a transfer from SENSORY to SHORT-TERM MEMORY. However, most often than not, before Icould ENCODE it properly, Firuz would introduce and trigger another sensory so much so that it INTERFERES with my earlier process. (Zachmeister & Nyberg, 1982). If I am lucky I am able to ENCODE information automatically in LONG-TERM MEMORY, but.... I am not lucky. For me, every encoding of Psychology material requires hard work and effort, at least for now. And the more I read, I realize that, the fact that information is stored in long-term memory does not necessarily mean it can be easily RETRIEVED without extensive searching. Firuz may say something, and I will be searching and searching for it but could not properly RECALL even though I just know I had come across it before. Like when she sebut DeBono... I've heard of him even referred to his technique 10 years ago...but what???? According to Shimamura (1989) and Squire (1987) our long-term memory stores information in 3 category EPISOMIC, SEMANTIC and PROCEDURAL. Rasanya my SEMANTIC memory bank dah mula shrink with age. Index

11. My memory.. Blog entry… Puni replied.. Re: Memory....stay, will you? Hi everyone, Latifah you have mentioned that your semantic memory shrink. since I have learned basics of neuroscience, I think I could share my ideas. As far as I know, semantic memory is memory of meanings of understandings, concepts which not related to any specific event or experience. well, generally aging has effects on STM. Cortex part in brain responsible for formation of memories. I don't know which part of cortex stores semantic memory. When you are aging, your brain also aging. And the process of producing connections / linkages between the areas becomes less effective. It may cause the retrieval process slow. However when you are aging your long term memory is actually grow stronger. That is why our grandma can actually tell about her childhood stories, but if we ask where she put her glasses….i doubt that she could answer soon. When I was in university I used to note that students who are from matriks or form 6 or diploma, could do better in questions which require you to memorize and write but have difficulties in answering questions which require students to think critically. But it goes "sebaliknya" for adult learners. They could answer well in questions which require learners to give opinions or critiques, but cannot answer the factual questions. I believe it is because adults store more schemas in their long term memory than young ones which gained from experiences.In order to avoid our children to experience this kind of difficulties, we should train their short term memory from young. It's because in young ages, the neurons in brain very active, and as children engage in learning or exposed to any learning experience, the connections between neurons in brain will be strengthened. Index

12. My memory.. Blog entry… Punitharajen replied too.. Re: Memory....stay, will you? Hai, Just add few things....! semantic memory is a part of memory that allows us to name and categorize everything we sense. Similar to building the tower, if we can't remember what an object is, we might not have the information stored in our brain(schema)—a lack of content. Alternatively, we might not be able to put our pieces of knowledge together—a breakdown in the process. Semantic memorycan be described as a large network of nodes, and of pathways connecting the nodes. Semantic Network - the collection of interrelated concepts and their pathways in semantic memory. Nodes: A point or location in the semantic space, which roughly corresponds to a concept or a simple fact about a concept.***** Majority of forgetting occurs immediately after stop actively learning. To overcome : i. overlearning ii.studying over several shorter time blocks better than cramming into ane longer time block. See you all tomorrow.. punitharajen Index

13. theory.. FrOG ? Active sharing. Thinking out-loud. Feedback. This create an alternative and conducive environment to learning. Negative comments are dreaded. “once bitten twice shy” Theory: Law of Effect, Reflex (as in emotional response) Index

14. theory.. ooo… silap To have friends learning with you and correcting you opens up more avenues to search further, ignites motivation and reinforces knowledge. Theory: Disequilibrium, ZPD Index

15. theory.. think before you speak To be understood…we were advised to utilize proper psychological terms, proper referencing and appropriate learning stage and environment. Theory: cognitive development, genetic epistemology. Index

16. EXPO.. a day at DTC Dugongremains Jangkaan Masa Depan CILI SOS: Collaborative Immersion-based Live-project Industry-Linked System of Service-Learning Water consumption study Index

17. theory.. view the posters We went around the EXPO area visiting stalls, viewing posters, learning by examples. There are good ones and horrific ones that were noted. Several attracts the visual stimulus, gets our attention reaction. While we ponder and observe, and imprint in mind to imitate in the future. Theory: Stimulus, Reaction, Observation, Encode into memory. Index

18. theory.. eye catcher A correct combination of layout, pictures, colors in the design, would attract viewers and maintain interest. Advertising. Things that looked nice is not necessarily better. Theory: Gestalt psychology, Perception, Chunking. Index

19. theory.. analyze The best choice for person A may not be best for B. Individual preferences. One has to choose the right combination of product vs. requirement. Product of choice should address target audience. Theory: bad choice creates distortion, good ones are metacognitive. Index

20. Task 1.. Psychology terms Lots of reading is required to extract the meaning of terms, whose is it and when? Compile these information to package as our own glossary of psychology in learning terms. Most work together while others were still dazed. It felt like being in a whirlwind. A few were discouraged while others hang on and try to give support... Index

21. Task 1.. Technology Guess what its not just the terms...there is more! Having a 4 months course compacted to 2 limits our individual learning pace. Other courses could have helped ease the burden of techno barriers, sadly… timing is off. Just when we were about to reach an equilibrium, the learning environment changed….! you have been warned Index

22. Task 1.. Submission Hold on…. one more thing!! Softcopies and hardcopies are to be submitted. Pity those who have to realign webpages info to suit printable version…. So be it….. I give up !! Index

23. theory.. reading Research. Read. Discuss. Share. This is the check and balance process of acquiring knowledge. It has to be done…!! You get whacked for plagiarism…. Theory: IP. Intellectual property? Ooops... Information processing. Drive Reduction Theory. Learner readiness. Observational learning. Punishment Index

24. theory.. understand With awareness of new term comes the process of incorporating it with existing knowledge base, its accommodation and equilibrium of new found knowledge set. The technology becomes a friend. Theory: Cognitive Development. Index

25. theory.. use it By using the terms, providing examples and applying it to daily scene, knowledge reconstructs itself and are better encoded into memory. Use all knowledge gathered (psychology, technology, desktop publishing) for grades. Theory: Level 5 Bloom Taxanomy. Index

26. Section IIADDITIONAL NOTES ..and other events..

27. index • Pre-test • Messages • Bloom Taxanomy • View on EXPO • In the kitchen • Kupas mengupas • Grand shift • It happens • Reference

28. Pre-test question If you could ask any question now, what would it be? Following are members response…. I find that most of us are concerned about the course and are determine to put our best foot forward. (Learner readiness) Index

29. Pre-test question • Khor : (blank) • Nazri : (blank) • Zulaiha: I rather confused this moment… • Aisah: Not now…. maybe I will have a lot in the future. • Norliza : None that I can think of right now. • Asma: None that I can think of right now. OK no rushing, take Baby steps Index

30. Pre-test question • Patricia: Is there difficult for me to get an “A’s” in this subject? • Fazue: Is it going to be a tough semester? • Susan: How do I apply all this to my current work practices? • Noralina: Bagaimana nak ingat semua teori, banyak sangat!!!!!!!! • Amutha: I have a good background in IT and currently pursuing MEd in Curriculum Development. How would I use or apply best in this course. Only time will tell Index

31. Pre-test question • LaiLeng: How can I learn and better equip myself with new technologies skills on my own? • Puni: My long time aim is to be a well-known researcher in education field. Can you advise me on how to prepare myself to be a researcher and what are the prospective areas that I could explore? I am particularly interested in examining relationship between human cognition and multimedia learning. • Punitharajen: Bagaimana menganalisa sesuatu isu ? Saya tidak tahu menganalisa secara kritikal. Saya ingin bantuan ... • Latifah: Name three things that are dear to you. Several questions were answered Index

32. messages.. saying hello.. • July 15 • -- In MIT2006PXGT6102@yahoogroups.co.uk, <bonnroz@...> wrote:>Hi FiruzSpelling your name wrongly could be due to the fact that I'm a globallearner meaning that I listened to your name but not check yourwritten name so did not look at the details.. that could perhapsexplain the error.....> susan, • first REAL message • AHAaaa.... • the very FIRST intellectual psychological message in this class this semester.... • you mentioned the word GLOBAL LEARNER... • i challenge you to EXPAND your message... • please SHARE your knowledge with the others... • what is GLOBAL LEARNER? • what is the psychology behind it??? • and EVERYONE ELSE... • please CONTRIBUTE to this topic discussion... • congratulations susan... • you are the FIRST to post a REAL message in this class.. • now, keep adding.... • firuz :) First intellectual psychology message.. from SUSAN Index

33. messages.. and other hellos…. • July 17 • Dear Punitha,Firuz and all,As you said Firuz always response our on-line discussion by askinganother leading question, it reminded me of the socratic method.Answering us by asking questions.She also told us she won't be free to look at our discussion,psychologically it worked on me thinking that I do not have to do anywork till the next class.(I am making a generalization as in classicalconditioning behaviourism theory)) It made me nervous to see so manyinteresting discussion are in progress.Lai Leng Socratic Method declared Index

34. Bloom Taxanomy discussion… One can reach high level on one topic while only attain a lower level on another. On 7/21/07, jungle_b <jungle_b@...> wrote: • Hi frenz,I'm Patricia.... I have a question about this concept.In my class, I always use mind map to explain the writing part and my student get use to it. They know how to look for info in a composition and draw it in a mind map way. Are they using the stage 4 of the Bloom concept? Index

35. Bloom Taxanomy discussion… July 21 Re: [MIT2006PXGT6102] Bloom Taxonomy • I believe that's still a level 2-3, being able to identify and articulate it. But, if they are able to analyse it, then they are already using the level 4 of Bloom's taxonomy.Asma. Index

36. Bloom Taxanomy discussion… Re: Bloom Taxonomy Dear Pat and all...What I can understand here is that u condition your students to usemindmap to summarize an article?If this is the situation, I think I agree with Asma, they still inStage 2.... being able to identify the main points of the text.Transfering it into another form is not analysing (stage 4) thecontent of the text. If u analysing something, that means u should beable to think of other things which are leading to the same situationbeing mentioned in the text. In summarizing the text, u are notexpanding the idea, but u narrow down the idea without changing themain idea.Just a thought too... :) Aisah omar Index

37. 1 /2from senfa Bloom Taxanomy discussion… July 22 Re: [MIT2006PXGT6102] Re: Bloom Taxonomy • Hi, can i join in the discussion? I think it is level 2 (Comprehension), most (say 98%) of school contents / work in high school or even university are up until level 3 (Application). The online discussion here are for example, comprehension (level 2) and application of psychology theories (level 3). Some experiments in high school level do reach level 4 (Analysis). • The confusion occured because the vague meaning of "ANALYSIS"  which carries many meanings in our daily lives and in academics. In Bloom's meaning, it is to separate concepts into component parts so that its structure (the WHOLE) can be understood (in the course of trouble shooting). • Take for example:  • Senario: The green bean that your son grows dried up after germination • Your son happens to be interested in growing green beans. He looks for information in books and understands (level 1 and 2 :Knowledge and Comprehension) factors that decide plants' growth. From that understanding, he provides fertilizer and water to the plants in the right proportion (Level 3: Application). However, all his efforts failed (the plants died), he try to figure out each and every factor (is it too wet? too much fertilizer? not enough sunlight?). When he tries to think of each components to SOLVE his BIG problem, he is in (Level 4: Analysis). Index

38. 2 /2 from senfa Bloom Taxanomy discussion… • To better understand the concept analysis, remember this keyword word: LOGICS • But not all DEEP thinking is ANALYSIS • There are good reasons why Bloom sequenced the order this way (Analysis preceding Synthesis etc) but given different contexts, the lower level can be more difficult than the upper level. For example: understanding a psychology theory (level 2: Comprehension) is more difficult than creating a new recipe (level 5: Synthesis). but given the same context, his taxonomy is always true (you must understand cooking basics first before creating a new recipe) • The confusion is that people assume if something is difficult and demands deep thinking then it must be analysis or synthesis, well, it is not necessarily so. • Sadly, most work in our universities never go beyond the level 3 (Application) ... • Analysis thinking is an important  part in Experimental research design. • Senfa • P/s: this reply is in level 2, as i convey the meaning in my own language. If you are but parroting from the sources without digest it, that is at level 1. : ) Clarified Index

39. ++ view on Expo Expo revisited • July 28 • Dear friends,Firuz's class @ 11.00 am moved to Expo, Tunku Canselor Hall. Gather atFac. of Education booth.Manage to sms friends listed in database 2007 here at YGroup.Appreciate if the respective could sms and inform others not in thelist about the change of venue. Thank you.Regards,Fazurina Attention 6102 Index

40. ++ view on Expo Expo revisited Dear FriendsDuring my visit at EXPO, I noticed that all most all posters publishedby the Instructional Technology Department had very eye-catching andmeaningful acronyms such as "LOST" , "PLEaSE", "FrogLegs" , "Cili Sos"and etc.. These acronyms were explained very creatively in theposters. Eventhough the explanations are in small font-size, theGestalt effect which stimulate our senses, particularly our visualrecognition of figures had motivated me to look for deeper explanations.I also noticed most of the posters have the word "Action Research"!! Isthis means Action Research is the most appropriate research methodologyfor Instructional Technology...Can anyone give me more explanation onthis??Amutha Index

41. ++ view on Expo Expo revisited THE EXPO HAD arouse my curosity to obtain more info. The learner didnot gain enough INFORMATION ON THIS EXPO???Right now the learner going to ask a few series of questions?(socratic method)1. What is the AIM of this EXPO?2. Why we are invited to explored on the EXPO?3. Who is the target groups?4. Is it yearly event?4. Who responsible for the cost?5. Is it a outcome of the research finding for each DEPT?I do not enjoy thinking on my own on this questions, therefore I`amasking my team to share and interact ech other so that we can learntogether. As stated by Firuz, (is her slide) learning is a sosial andcollaborative activity. This is claimed by (Social ConstructivismVygotsky)I`ve been thinking every now and then how to construct my thinking ormy work regarding this learning experience in the EXPO!!!!. STILLCONTINUE TO THINK (Metacognition). Well the SCHEMA is there, but the(ASSIMILATION)is still in progress TO reach the stage of AccommodationI still needs to find out the solution by my self (self-regulationlearning)in order to construct the framework.Still in the stage ofDISEQUILIBRIUM.Khor Index

42. ++ view on Expo Expo revisited Re: EXPO Hai Guys,I went to the EXPO on Friday..I could see alot of students walkingaround doing nothing.. At that time, I started to think as Khor.Ifit meant for students, the posters were too high for them tounderstand.They are still in level 1 & 2 (BLOOM)When designing a course, always keep in mind who the EXPO isintended for and how the information gained in the course will beutilized.Audience analysis is a must for the success of a program.That is the basic thing that we have to consider.Information to consider:1. What is the educational level of the audience (lower or upperdivision, or graduate)?2. For what purpose are they coming for the EXPO ?3. How will the learners use/apply the knowledge gained in the EXPO?4. What do the learners already know about the topic (Are there anyprerequisites? Is it an upper division course or a lower divisionintroductory/general knowledge course?)(Erping Zhu.(2007).Principle of Online Design:Instructional &Audience Analysis.Retrieved July 29, 2007, fromhttp://www.fgcu.edu/onlinedesign/designDev.html)It is only a small part in Analysis(ADDIE Model).WHO ARE THEIRAUDIENCE??? I think they failed to do that. Punitharajen Index

43. ++ view on Expo Expo revisited Re: EXPO Hi everyone,As Punitha mentioned, the information presented in the exhibition couldhave been difficult for them to assimilate. As i walked around, i foundmany students were seemed to be interested in science related posterssuch as dentistry, medicine, environment, astronomy. It partly becausethey have learned science in schools and when they saw the posters,they tried to accomodate the new information (making connections to theexisting schemas)in long term memory (gestalt theory). Puni Hi everyone,i would like to request if anyone has digital pictures of the posters,can u guys upload here? it could be helpful for those who would like toreview again those posters like me...well i didn't have a digi camerato take the pictures in exhibition. Puni Index

44. ++ view on Expo Expo revisited Re: [MIT2006PXGT6102] Re: EXPO Hi all,Fazu and I have taken some photos during the exhibition. Will upload it into the class FrOG. Puni, I noticed the same thing, most of the school students seemed to be more interested in the sciences projects. Perhaps because most of the projects have something physical to be displayed and demonstration can be seen clearly.Some can even test out the demos (Modelling approach).However, I find that most of the exhibitors tried to fit in too much information into their posters making them seemed a bit crammed. Maybe they tried to convey the info using the deductive reasoning approach, but it may not be effective for an exhibition, especially if there's no exhibitor to provide explanation.I like posters of projects that explain the step-by-step approach. It helps me organise my thoughts and understanding, maybe I am a Serialists. Is that good? Would that limit my creativities? Asma. Index

45. ++ view on Expo Expo revisited Hi All,The activity we did in the Expo Hall, is a very constructivismapproach of class. Experiencing the diploma and basic degree,education is traditionally framed as "an act of depositing, in whichthe students are the depositories and the teacher is the depositor"(Paolo Freire, 1969) where we were to "receive, memorize and repeat"(Paolo Freire, 1969). Constructivism is a learning process where thelearners construct their own understanding and knowledge of the worldthru action and reflection. Here Firuze used active techniques likeEXPERIMENTS; we went round the hall to experiment our schema of allthe theories and model we looked into b4), we also experienced theREAL-WORLD EXAMPLES by studying the issues, the studies done by theresearches, we also did some discussion with our classmates andexibitors in order to solve some arguments, in fact on the way backto class, we also had some knowledge sharing activities about thethings we saw in the hall. In other words, constructivism helps thelearner to experiment the knowledge, seek for information, talk aboutwhat we did and to realize how our understanding is changing. But didU all AWARE that b4 we go on with our task, Firuz did guide us tobuild our own PREEXISTING CONCEPTIONS? She did mention a few posterand compare with some other. …..continue next page please Index

46. ++ view on Expo Expo revisited • I have one SAD STORY to share with. I remember Firuz always mentionin our class how our SPM students are only tested on their LINGUISTICand LOGIC intelligences. And we look at our form 6 as the adolescencewho could do the FORMAL OPERATIONAL (Piaget, 1956). Since I am alsoone of the Marker for Microeconomy STPM, I realize that we also testedthe STPMers on those two intelligences. For example, when we markstudents answer sheets, we still have to refer to the guided answersupplied by MPM. If the keyword is there, then we penalized thestudent answer. So in class, in order to get the students to get A,we teach students on how to answer the exam question. Since thesyllabus of this Microeconomy plus Macroeconomy are very wide and canonly be covered in less that 1 ½ yrs, we tend to forget the otherintelligences students might have. So where goes the FORMALOPERATIONAL????? I agree that we let the form 6 to organize theirpersatuan as teachers only as an advisor but there are no realcontinuation and collaboration between class and social activities. Idid not realize until then that SOCIAL CONSTRUVTIVISM is a requirementin this fast growing world where knowledge, meaning, and understandingof the world can be addressed in the classroom from both the view ofindividual learner and the collective view of the entire class (Cobb,1995; Gredler, 1997). Thanks to this PXGT6102, that now I startedrehersing what we did during our 6102 with my students. Though theyare still in the process of ACCOMMODATING and ADAPTING the newimproving approach of teaching and learning, I can see the sun shinehere and there. • Liza Index

47. In the kitchen.. CHeF A reflection after our 'cooking' class last week...here' s something for you to munch. (and please CLEAN up after masak ! ) A packet of THEORY Drops of INSTRUCTION A dash of TRAINING A pinch of MENTORING Mix ACTIVELY in an INTERACTIVE LEARNING bowl, to obtain a good COLLABORATIVE consistency. Enhance with COOPERATIVE LEARNING essence. For best results, let rise in a warm METACOGNITIVE temperature. Bake for 7-12 mins in SHORT TERM MEMORY. Please REHEARSE as required until well done. This may be kept for life in an airtight LONG TERM MEMORY bank. Just remember, if you cannot find these ingredients, then dial ASK4HeLP. Otherwise you may ACTION RESEARCH for other recipes but do not forget to uncover you HIDDEN 'Dra'-CULA. The CHEF (Creative HomE Formula) Latifah BTW, Khor tak perlu faham.. This is my ADVANCE ORGANIZER Index

48. Kupas mengupas je.. practise Aug 20 • Lets look at this beautiful lady. I think she worries too much. Sheis married, have 2 children, is one of the top corporate member of anestablished company. One would think she would be on top of the worldwith happiness and joy. But she worries a lot.OK now, macam mana nak kupas bawang ni?1. She is beatiful, kept her figure and looks. According to theBehaviourist, under Laws of Associationism, she had experienced thatshe could maintain her figure and looks by keeping her appointment atthe gym, at the spa and her dentist.2. She's married and has children. Those would be several of thePHYSIOLOGICAL needs (largest, the base of the triangle) as identifiedby Maslow. She attains those needs including SAFETY needs too, whichis the second hierarchy.3. Being a top corporate member she should have attained thelevel of ESTEEM needs too, but according to Maslow, she would not.This is due to the fact that she is not fully equipped in herBELONGING needs. She worries that her husband might leave her.4. Why? Does she have any ground to worry? Based on her SCHEMA,and her OBSERVATION of other families, she thinks she does.5. ….?Ok now what? Where do I go from here. Dah habis ke kupas? Tak sampaipun one page….macamana nak pass class Firuz ni?Latifah Index

49. Kupas mengupas je.. practise Re: Kupas mengupas... > Lets look at this beautiful lady. I think she worries too much. She> is married, have 2 children, is one of the top corporate member of an> established company. One would think she would be on top of the world> with happiness and joy. But she worries a lot.>>> Let's look at this phrase"One would think she would be on top of the world with happiness andjoy."Its normal for anyone to think that a rich person / a person withestablished position would be leading a happy life. Thats the schemastored in our long term memory. I remember my parents used to tell methe statement when i was schooling (about 9 years). They tried to usepositive reinforcement. The repetition of the statement makes theschema permenently stored in long term memory (IP model). Puni IP = Information Processing; = Intelligent Property; = Internet Protocol. Index

50. Kupas mengupas je.. practise That is true Punitha, tapi what you imply is the perception of others for her. What about her perception of herself? How are we to help her to be able to recover herself. My intention was to try and explain her condition, so there could be a solution or set of solution to get her to highest level of Maslow. Latifah Maslow’s Hierarchical Needs Index