An Experiment Proposal

An Experiment Proposal

Abstract

Eating is an important activity in our body since it provides human satisfaction besides providing essential body elements such as vitamins, minerals and salts. In this regard, eating is a consistent basic activity that makes it a behavioral activity. The experiment proposed will ascertain if the brain is interconnected with the stomach more so when a person is angry. The research questions include: Does one experience hunger when he starts to imagine food or feel a food aroma? Can human being induce hunger when he/she starts to imagine about food? Does eating mitigate food imagination?  The experiment will adopt two theoretical approaches to explain this experiment, including the implicit theories and brain formation that explain the basis of image formulation when people lack food. The design involves adopting an approach that will determine the formation of a mental picture or social imagination when one experiences hunger. It is a quasi and practical methodology where one person asked what he exhibits when he is hungry. The experiment will adopt a rigorous procedure where a person will be questioned about his feelings and experiences when he goes without food for a while. In addition, the person will be enquired about induced hunger more so about his perceptions and feelings towards it. The experiment’s hypothesis is that the brain image resulted is due to hunger results in psychological actions such as stress, anger, headache and anxiety.

An Experiment Proposal

Research Questions Descriptions and its Relation to Cognitive Process

Food is a necessary component in the human body. People should get consistent meals for the proper execution of body functions. In this regard, we usually develop a consistent habit that we must eat at a particular time in every meal. This is because the brain is interconnected with the stomach such that when we miss the food, we experience hunger, an action called automatic response. However, human beings can also develop induced responses related to food. This happens when they create a food image in the brain before the actual meal. This implies that they will be hungry before the normal time for taking time, for instance, if they feel hungry at 11 am, yet the actual dinner is often taken at 1 pm. This implies that human beings formulate imagination of the prior food they usually take that makes them feel hungry (Semrud-Clikeman, 2012). The incorporation of these skills will enhance visual processing, where we will experience hunger, which is mainly attributed to food absence imagination.

The research questions for the proposal include:

1. Does one experience hunger when he starts to imagine food or feel a food aroma?
2. Can human being induce hunger when he/she starts to imagine about food?

• Does eating mitigate food imagination?

The research questions consider the cognitive processes and understanding in various ways. The research question ascertains the mental processes experienced by human beings when regarding mental pictures of food. In this regard, the research questions ascertain whether we utilize processes such as thinking, judging, knowing, remembering, and problem solving when we feel hunger (Lafraire et al., 2016). The research questions are necessary and important to determine the execution of normal brain functions that develops habitual pictures. The application of cognitive processes depicts that we can think and conceptualize critically about the necessities attributed to hunger.

Proposal’s Literature Review

Cognitive progress is an important concept in human beings. This section presents the information known about cognitive progress and growth in human beings. It begins with the presentation of important terms that will significantly contribute to the emerging advances in understanding mind development and its implications to conceptualize the food limitations that create images in the brain (Lafraire et al., 2016). The past studies on the early development of cognitive processes have enhanced the researcher’s understanding that a developing mind is active, insightful and competent during the early ages more so when the body lacks essential needs. For instance, we participate in intuitive interpretations of the computation similarities in speech voices that they come across.  In addition, we come up with succinct and complicate theories to give an explanation of the object’s actions and human characteristics. The formulated theories form a basis for our causal learning framework and a better understanding of the social and physical needs. This capacity for hybrid attention might be a basis that enables human beings to benefit from the knowledge transmitted to the brain when essential needs such as food are not availed at the right moment.

Human beings can also respond to cues remitting the communications schemas. The pedagogical resulted is not human-related, as it becomes complicated in kid’s sensitivity to impart pedagogical guidance in parent’s speech directed to them (Lafraire et al., 2016). We often depend on what they acquire from others that helps them formulate ideas and theories that guide them. In this regard, the integration of associations and social integration to cognitive progress is parallel to how the brain and the mind grow and develop imaginations, respectively, which is essential for this proposal. This implies that we learn the applicable cues such as communication and the surrounding environment, which helps them to apply the cognitive skills when we develop imaginations attributed to lack of food.

Guiding Theory Summary

Implicit theories

The main important discovery about growing minds in human beings their ability during the infancy to unite disparate observations or unconsolidated information in the conceptual systems. This implies that human beings are not passive observers since they formulate mental images when of habitual activities like eating (Gopnik & Wellman, 2010). In some cases, it can be easy to change a human being’s mindset by changing their behavioral perceptions. Human beings develop a behavioral aspect related to food that makes them feel hungry when food is not availed at the right time. The cognitive approach implies that human beings develop a schedule such that when they miss the food, they exhibit other psychological problems such as headaches and stress.

Brain Approaches

Individuals intuitively get a better understanding of their needs based on the execution of normal actions on a daily basis that guides their desires, goals, feelings, thoughts and brain conditions.  For instance, if a kid has not achieved her desires, he will try consistently and persistently to ensure their dreams come to the realization. According to (Lafraire et al., (2016), the important discovery is that human beings formulate their own map of brain actions from their early life stages. Their mind development progresses to improve the methodologies on how they respond to other people besides learning from them. In this regard, people will learn and understand what transpires in other people’s brains more so when they feel hunger. This is mainly depicted by a high level of emotions and feelings when they when hungry. In addition, they can exhibit the same when they develop perceived hunger before the normal time for taking meals.

Proposed Experiment

Design

The design involves adopting an approach that will determine the formation of a mental picture or social imagination when one experiences hunger. It is a quasi and practical methodology where one person asked what he exhibits when he is hungry. In this regard, an observation will be made to ensure he depicts important skills during the process, such as the formation of a mental picture about the food and associated aroma.

Procedure

The experiment will adopt a rigorous procedure where a person will be questioned about his feelings and experiences when he goes without food for a while. In addition, the person will be enquired about induced hunger more so about his perceptions and feelings towards it. In this regard, the person will be asked what he feels when mealtime is extended. Secondly, what are the feelings depicted when nice food is cooked in the adjacent. Lastly, a keen observation will be made to determine the psychological effects of hunger (Naughton, McCarthy & McCarthy 2015).  I will focus on observable characteristics such as anger, stress, and headache, among others.  In this regard, a person will develop a mental picture of the type of food often eaten attributed to the adoption of normal behavior. Also, hungry people usually exhibit high-level stress, anxiety and anger. This implies that human beings develop a cognitive approach attributed to developed behavior of normal eating routine. The brain’s stomach interconnects with the brain the gives impulses to the brain about its state. Concurrently, the same situation is achieved when a person formulated an induced hunger. The image created in the brain due to these occasions is the driver for these scenarios.

Hypothesis

The brain image resulted due to hunger results in psychological actions such as stress, anger, headache and anxiety.

This hypothesis is based on the fact that eating is a consistent behavior that results in image formation or imagination attributed to the time the food is always taken.

Explanation Prediction

The fact remains that eating habit results in cognitive behavior. People often develop a consistent behavior of the normal actions executed on a daily basis. This result in the execution of cognitive processes causes psychological scenarios.  This includes anger, stress and anxiety, which are usually depicted by a hungry person (Naughton, McCarthy & McCarthy 2015). In this regard, the execution of normal activities benefiting human bodies such as eating results in the formation of the mental picture in the brain. When a person lacks food, the stomach nerves trigger the brain, causing one to depict the highlighted psychological issues.

References

Baillargeon, R., Scott, R. M., & He, Z. (2010). False-belief understanding in infants. Trends in cognitive sciences, 14(3), 110-118.

Gopnik, A., & Wellman, H. M. (2012). Reconstructing constructivism: Causal models, Bayesian learning mechanisms, and thetheory. Psychological bulletin, 138(6), 1085.

Lafraire, J., Rioux, C., Giboreau, A., & Picard, D. (2016). Food rejections in children: Cognitive and social/environmental factors involved in food neophobia and picky/fussy eating behavior. Appetite, 96, 347-357.

Naughton, P., McCarthy, M., & McCarthy, S. (2015). Acting to self-regulate unhealthy eating habits. An investigation into the effects of habit, hedonic hunger and self-regulation on sugar consumption from confectionery foods. Food Quality and Preference, 46, 173-183.

Semrud-Clikeman, M. (2012). The role of inattention on academics, fluid reasoning, and visual–spatial functioning in two subtypes of ADHD. Applied Neuropsychology: Child, 1(1), 18-29.

Zucker, T. A., Cabell, S. Q., Justice, L. M., Pentimonti, J. M., & Kaderavek, J. N. (2013). The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills. Developmental Psychology, 49(8), 1425.