Article 1: Communicative Climates and Prospects in Cross-Cultural Gerontology
The article examines various communication themes in cross-cultural gerontology. The exploration that involves a review of previous literature finds that communication between young and older people vary. For instance, while younger individuals tend to be overly accommodating towards the elderly, older people are generally non-accommodating towards younger people. Also, issues such as ambiguity and dialectical push/pull, and linguistic difficulties are evident in older generations. The research proposes communication strategies to help manage the identified communicative challenges in older people. They include avoidance of ubiquitous expressions, encountering unwanted remarks with thoughtful comments, exhibiting positive expressive tones, and avoiding age-related stereotyping.
The research is highly educative and insightful on the concept of communication practices among aging populations. Cases of older people being unaccommodating towards younger persons are common, and the reasons behind the behavior are usually unknown. The article sheds light on why this is, most of the time, the case. The non-accommodation marked by constant criticism is attributed to difference in ideological levels. As learned from the article, this usually happens when aging population perpetuates virtues of their ages towards the young. Another striking eye aspect of the study is the rationalization of the extreme accommodation young people display towards the elderly. This is shown through warmth, appropriate tones, keen listening and more.
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Article 2: The School Psychologist
The article investigates one of the most overlooked professions – school psychologist – in terms of what it entails, its history, vital theoretical models, practices, and services offered, advantages, and challenges. According to the researchers, a school psychologist is a certified psychologist who operates in a school setting and provides psychology services to students, teachers, administrators, and parents. Since its official conception in 1890, the field has tremendously grown to become what it is today. Unlike other professions, school psychologists rely on a diverse range of theories in determining suitable interventions. Notable benefits of school psychologists include enhancing relationships and effective communication between teachers and students. Its major challenge, however, includes being perceived as intruders and contributing to increased costs of running a school.
The school psychologist is a renown professional practice in many schools. As such, much is known about the profession. However, the article provides some new knowledge of the practice that is interesting — for instance, the extent of services offered within their practice. Initially, I knew that school psychologists offered only counseling and counseling-related services. This is, however, not the case. As the article points out, they can professionally attend to students with chronic cases such as those who have ADHD or other psychological disorders. Also, the idea that the kind of environment affects the outcome of their practice is new. For instance, a negative school environment will produce the challenges of the profession and a positive environment reflecting its benefits and advantages.
Article 3: Learning and Individual Difference
This exploratory research analyzes the relationship between the brain and aspects such as personality, intelligence, and creativity. The relationship between brain function/structure and the big five personality variables is evident in the article. It is in the sense that each of the facets of the big five personalities is associated with particular parts of the brain. In the same way, creative cognition is linked to functions and structure of the brain. The relationship between intelligence and brain, unlike creativity and personality, is highly defined as it is a critical function of the brain.
An exciting aspect of the study is the overview of a theoretical model linking restraint and exploratory adaptive behavior. This model explains how the differences in people, such as personality, creativity, and intelligence, influence their behaviors. According to the model, based on these factors, a person either displays restraint or exploratory behaviors. According to the researchers, restrain behaviors are associated with the default mode network (DMN) of the brain and exploratory behavior linked to cognitive control network (CCN).
References
Giles, H., & Dorjee, T. (2004). Communicative climates and prospects in cross-cultural gerontology. Journal of cross-cultural gerontology , 19 (4), 261-274.
Jung, R. E., & Chohan, M. O. (2019). Three individual difference constructs, one converging concept: adaptive problem-solving in the human brain. Current Opinion in Behavioral Sciences , 27 , 163-168.
Merritt, R. D. (2014). The school psychologist. Journal of Educational Psychology .
