Tabula Rasa vs Innate Ideas

10 Strategic Points Template

Article Citation

Wigton (n.d.)

Point

Description

Location

(Page #)

Broad Topic Area

The efficacy of 19znf based on quantitative methods of measurement

p. 1-2

Lit Review

The literature review explores the background and history of the problem, discusses theoretical foundations and conceptual frameworks, and reviews relevant NF models. It identifies a need for an expanded theoretical/conceptual section

pp. 24+

Problem Statement

It is not known, by way of statistical evaluation of either clinical assessments or QEEG z-scores, if 19ZNF is an effective NF technique.

p. 62

Research Questions

R1a. Does 19ZNF improve attention as measured by the IVA assessment?

R1b. Does 19ZNF improve behavior as measured by the DSMD assessment?

R1c. Does 19ZNF improve executive function as measured by the BRIEF assessment?

R2. Does 19ZNF improve electrocortical function as measured by QEEG zscores such that the post z-scores are closer to the mean than pre z-scores?

p. 63

Sample

21 participants: cases which met the inclusion criteria of being a 19ZNF case, having both a pre and post QEEG assessment, as well as either an IVA, or a DSMD, or a BRIEF assessment, for both pre and post conditions.

p. 68

Describe Phenomena (qualitative) or Define Variables/Hypotheses (quantitative)

The instrument to measure attention was the IVA continuous performance test. Ha1a: The post scores will be higher than the pre scores for the IVA assessment.

The instrument to measure behavior was the DSMD. Ha1b: The post scores will be lower than the pre scores for the DSMD assessment.

The instrument to measure executive function was the BRIEF.

Ha1c: The post scores will be lower than the pre scores for the BRIEF assessment.

The instrument to measure the QEEG z-scores. Ha2: The post z-scores will be closer to the mean than the pre z-scores.

pp. 63-65

Methodology & Design

Quantitative, quasi-experimental research used a retrospective, one-group pretest-posttest design.

p. 66

Purpose Statement

To evaluate 19ZNF, in a clinical setting, using a retrospective one-group pretest-posttest research design.

p. 86

Data Collection Approach

gathering archived de-identified data, from closed case files, of a NF private practice. The process consisted of collecting the necessary data elements (i.e. subject demographics, assessment scales scores, and z-scores) into spreadsheets, for further analysis by statistical software (SPSS).

p. 63

Data Analysis Approach

Descriptive statistics on each of the sample groups; the means for the pre, post, and difference scores were also calculated, using t-tests.

pp. 79-81

Evaluation (Maximum 250-500 words)

The key points in the literature review focused on the background and history of NF, the theoretical foundations and conceptual frameworks for NF, and relevant NF models. It identified a need for an expanded theoretical/conceptual section and thus set the stage for 19znf. The variables under study consisted of: IVA, DSMD, BRIEF, QEEG z-scores. The problem focused on in this study was that it was not known, by way of statistical evaluation of either clinical assessments or QEEG z-scores, if 19ZNF was an effective NF technique. The quantitative design was based on quasi-experimental research using a retrospective, one-group pretest-posttest design. This design was appropriate because the variable needing to be measured had never been measured before in quantitative terms, so a retrospective, one-group pretest-posttest design was effective (Harris, McGregor, Perencevich et al., 2006). The instruments used to collect data were appropriate to the design and enabled the researcher to answer the research question. The problem statement informed the development of the purpose statement in the study by laying out the issue that needed to be addressed and allowing for the purpose of the study to follow naturally.

References

Harris, A. D., McGregor, J. C., Perencevich, E. N., Furuno, J. P., Zhu, J., Peterson, D. E., & Finkelstein, J. (2006). The use and interpretation of quasi-experimental studies in medical informatics. Journal of the American Medical Informatics Association, 13(1), 16-23.

Clear and distinct perceptions are those which would be described as self-evident—i.e., perceptions that cannot be doubted. Some examples of clear and distinct perceptions would be 1=1 or 1+1=2 or that I exist. Immediate perception represents thoughts that we are aware of having—i.e., conscientiousness, or an awareness of what we are thinking about. Actual experience is different in that it does not depend on our being aware of the thought processes during the experience. Actual experience is like the data that is obtained in an experiment or in a research study. It is not interpreted at the time or really meaningful in any comprehensible way. First, it has to be processed and then analyzed with immediate perception playing a role in the analysis for it to have any meaning for oneself or for others that can be communicated (Smith, 1995).

Thus, a clear and distinct perception is something that is perceived immediately and requires no reasoning or process of argument in order for its veracity or its reality to be understood and apparent. The object or subject is what it is and no logical delineation is required in order to prove it so. The proof is evident or rather self-evident. Immediate perception allows one to understand this because of the awareness that is possessed at the time of exposure to such clear and distinct perceptions. Actual experience, however, does not necessarily translate into clear and distinct perceptions or necessarily coincide with immediate perception. Perception may not even follow at all and actual experience may sit in oneself like a pile of unanalyzed data gathering dust on a shelf. Unless one takes the time to sift through, reflect on it, analyze it by whatever methods are appropriate or that one knows, the data obtained during actual experience may never be meaningful to one, though it can be.

Human beings may have a tabula rasa with regard to some things but they may also have innate knowledge with regard to others. For example, a human may possess innate knowledge about a moral order but have a tabula rasa when it comes to language. The language that is learned may be written on the individual’s blank slate but the innate knowledge will forever drive the person towards a knowledge of self and of truth unless it diverted or blocked or corrupted by some other input that kills the drive.

Locke’s argument does not negate the concept that humans have innate abilities such as instincts and intuition. Children demonstrate these instincts and intuition all the time, yet simultaneously they represent themselves as blank slates that indicate the extent to which children require instruction and guidance. The reconciliation is as self-evident in children as 1=1.