For this response to reading, I endeavor to combine theory with a tone of comical rhetoric. After reading the text by Gardiner and Kosmitzki, the following questions emphasize information I pondered on from the writing:
1. Which came first, the chicken or the egg?
2. What message can children and adults learn about language from the movie, The Minions?
3. Is there a lesson we can learn from the marooned cast of Gilligan’s Island about “formal operational thinking” (2011, p. 137)?
The Chicken or the Egg?
The question of determining whether the chicken came before the egg, or the egg came before the chicken is an inquiry that may seem laughable; but in my opinion, it is a complex, revolving response, rather than an easy, conclusive one that …show more content…
In the television program, Gilligan’s Island, a cast of seven people were stranded on an island after a storm. With diverse backgrounds, knowledges, and skills, they did not grant the audience the satisfaction of seeing their escape for several episodes. Let us consider the audience as the ones evaluating the group’s cognition and critiquing the characters, those who dramatically represent different people that made a society. Although the members were able to survive in their environment, a combination of flawed logic caused them to mishandle many outlets to return to civilization, including: sinking a raft, failing to use a telephone to call for help, and falling short of creating a large balloon of helium to float them back to reality. Despite their ability to survive on the island, the one indicator of cognition that the audience stacked against the cast was if they could find a way off of the …show more content…
137).
I oppose capping intelligence according to stages. Instead, I believe the reality of Gilligan’s Island illustrates that cognition should not have a glass ceiling, but it becomes apparent when we analyze how fittingly people model the right forms of intelligence (fluid and crystallized), a concept derived by Horn and Cattell (2011, p. 141). The experience on the island in the television program shows the impairment of cognitive development when there is no conjunction between the two
1. Which came first, the chicken or the egg?
2. What message can children and adults learn about language from the movie, The Minions?
3. Is there a lesson we can learn from the marooned cast of Gilligan’s Island about “formal operational thinking” (2011, p. 137)?
The Chicken or the Egg?
The question of determining whether the chicken came before the egg, or the egg came before the chicken is an inquiry that may seem laughable; but in my opinion, it is a complex, revolving response, rather than an easy, conclusive one that …show more content…
In the television program, Gilligan’s Island, a cast of seven people were stranded on an island after a storm. With diverse backgrounds, knowledges, and skills, they did not grant the audience the satisfaction of seeing their escape for several episodes. Let us consider the audience as the ones evaluating the group’s cognition and critiquing the characters, those who dramatically represent different people that made a society. Although the members were able to survive in their environment, a combination of flawed logic caused them to mishandle many outlets to return to civilization, including: sinking a raft, failing to use a telephone to call for help, and falling short of creating a large balloon of helium to float them back to reality. Despite their ability to survive on the island, the one indicator of cognition that the audience stacked against the cast was if they could find a way off of the …show more content…
137).
I oppose capping intelligence according to stages. Instead, I believe the reality of Gilligan’s Island illustrates that cognition should not have a glass ceiling, but it becomes apparent when we analyze how fittingly people model the right forms of intelligence (fluid and crystallized), a concept derived by Horn and Cattell (2011, p. 141). The experience on the island in the television program shows the impairment of cognitive development when there is no conjunction between the two