Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Copy of Myth Misconception

No description
by

Kerrie Jehu

on 16 September 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Copy of Myth Misconception

Myths and Misconceptions
Myth Misconception
Our daily lives are full of what we term "common knowledge" (Harvard, 2013), but of this, how much is modern academically accepted fact and how much is a myth or a misconception. Let's explore some.
Shock treatment
Shock Treatment is a misunderstood medical treatment that has a nasty history but has become a safe, modern, effective practice.(Shorter 2007)
As discussed by Charles Kellner in 2010, Shock Treatment is now termed, ECT Electroconvulsive Treatment.
ECT is the modern version that is being used with success for some of the most severe cases of depression, with patient consent in an orderly and medicinal way. A completely new form of treatment compared to the old 1950's version of treatment.
Hospitals that utilise ECT as a treatment are actively engaged in informing clients of their rights and the procedural method. The ECT is performed to a sedated and muscle-relaxed patient with consent. (Kellner 2010)
Suicide Threats
It is a common misconception that people who make suicidal threats are harmlessly attention seeking and should be ignored.(Tsai, Lin, Chang,Yu & Chou, 2011)
Grohol (2007) discuses how as many as 70% of suicide victims had discussed there plans with someone.
Suicide Threats can be dismissed by family as simply threats of little substance , a suicide threat should never be ignored. Grohol (2007) continues to discus other signs of suicidal risk factors including withdrawal from normal activities and aggression.
So where to now...
Truth finding
To become active learners and embrace critical thinking, one of our first challenges is to sort through our personal Myths and Misconceptions by seeking out the modern truth.
We can do this by using the constructivism model of learning and one of these first steps is accepting good information and reflecting on what we have learnt.(Atherton 2010)
By first evaluating what we know and comparing it to the body of work in the academic field and reflecting on what this new data means to us.
When looking at new information we should remain critical and where possible fact check and review new ideas.
Critical Thinking in process
Is it current?
Make sure the information is as new as possible , new technologies and new research often make old theories invalid.Metzger (2011)
Fact or opinion
Facts, have been researched and have been peer approved. There may be pending further review but at this time they are considered acceptable theory. Metzger (2007)
Is it comprehensive?
A comprehensive text is something that gives an overall view on a topic it has many aspects to consider. This is important so as not to give a skewed presentation of an idea.Metzger (2007)
Stamp of approval
Make sure your any information you accept as true can be validated. This is easy to do if it has already been through a rigorous peer approval process and has a stamp of approval from the governing body, or educational groups that support it. Metzger(2007)


Remember
Myths and Misconceptions are apart of who we are and we need to remain critical thinkers and protect our minds from these, we can use a sling of tools to assist in evaluating the credibility of our knowledge and not rely on what we assume. So next time you hear a statement - think-
is it a myth or is it a credible fact.
References
Atherton, J.S., (2010). Learning and teaching: constructivism in learning. Retrieved 11 February 2013 from http://www.learningandteaching.info/learning/constructivism.htm.

Baumeister, R. F., Hutton, D. G., & Cairns, K. J. ( 1990). Negative effects of praise on skilled performance. Basic and Applied Social Psychology, 11, 131– 148.

Burton, L.,Westen, D., Kowalski, R. (2012) Psychology (3rd ed.). Australia: John Wiley & Sons.

Charles Kellner, M. (2010, September 14). ECT Today: The Good It Can Do. Retrieved from psychiatrictimes.com: http://www.psychiatrictimes.com/ect-today-good-it-can-do

Grohol, J. (2007). Common Signs of Someone Who May be Suicidal. Psych Central. Retrieved on August 23, 2013, from http://psychcentral.com/blog/archives/2007/10/08/common-signs-of-someone-who-may-be-suicidal/

Herculano-Houzel, S. 2002. "Do you know your brain? A survey on public neuroscience literacy at the closing of the decade of the brain. " Neuroscientist.8 (2). 98-110.

Higbee, K. L., & Clay, S. L. (1998). College students’ beliefs in the ten-percent myth. Journal of Psychology, 132, 469–476.

Lilienfeld, S. L. (2010). The Top Ten Myths of Popular Psychology. Skeptic, 15(3), 36-43.

Metzger, M.J. (2007). Making sense of credibility on the web: Models for evaluating online information and recommendations for future research. Journal Of The American Society For Information Science & Technology, 58(13), 2078-2091.

Mueller, C, M., Dweck, C. S. (1998) Praise for intelligence can undermine children's motivation and performance
Journal of Personality and Social Psychology, 75(1), 33-52

Shorter E, Healy D. Shock therapy : a history of electroconvulsive treatment in mental illness. New Brunswick, NJ: Rutgers University Press; 2007

Tsai, W., Lin, L., Chang, H., Yu, L., & Chou, M. (2011). The Effects of the Gatekeeper Suicide-Awareness Program for Nursing Personnel. Perspectives In Psychiatric Care, 47(3), 117-125. doi:10.1111/j.1744-6163.2010.00278.x

Made with love by
Alison Budde
Belinda Lamrock
Chelsea Trimble

Swinburne Online Students
SLCO100- Learning and Communicating Online
Assessment 2A: Producing an online informational resource
TP2 2013


We only use 10% of our brain. Are you sure?
It is commonly thought that humans only use 10% of their brain power. A study of psychology major students showed that 32% of students agreed with this as did 6% of neurologists (Higbee & Clay, 1998, and Herculano-Houzel, (2002). However there is no evidence to support this myth. On the contrary evidence shows that humans use all of their brain. Magnetic resonance imaging and other scanning procedures have been able to pinpoint the use of each area of the brain with no area lying dormant (Burton, Western & Kowalski, 2012). Most tasks have been found to utilise many areas of the brain at one time. It has been shown that no area of the brain can be damaged without the patient experience some form of deficit. It is thought that the 10% myth stems from misinterpretations of scientific papers alluding to the level of laziness in the use of our brain and the limit humans place on their ability to be able to use brain. It is also thought that this myth may have stemmed from earlier times when imaging techniques weren’t yet invented and scientists may not have known what 90% of the human brain was used for (Lillienfeld, 2010).
Most parents will tell you that it is important to tell their child how smart, clever or talented they are following an achievement. However praising a child in this way can lead to a number of negative effects particularly when they feel the praise is insincere or when the praise leads to them feeling pressured to produce a winning performance again in future (Baumeister, Hutton, & Cairns, 1990). Telling a child that they are smart can lead them to trying to prove themselves over and over again to maintain their “smart” label and avoiding difficult tasks for fear of failure and being labelled as unintelligent. What is the answer? Children who are praised for their effort rather than a fixed label like “smart” attribute their achievements to hard work. If they don’t work hard and they don’t perform well, they attribute the outcome to their lack of effort. Students who are praised for their effort don’t attribute their poor performance to a fixed label like intelligence but their lack of effort. These students have been found to have a higher achievement motivation than those who are labelled smart, talented, clever or any other label (Mueller & Dweck, 1998).
Careful how you Praise your Child
Full transcript