Concepts in Cognitive Psychology

Concepts in Cognitive Psychology Memory, Thinking, Attention, Perception, Language Cognitive psychology is primarily interested in the role of the mind and its conceptual functioning. As by way of communicating information to and from each other and understanding the external world through the process of labelling and categorising certain elements pertaining to that world, the cognitive approach to psychological investigation has been interested in the nature of language from its origins. Such conceptual structures as memory , thinking, attention, perception and language have been put into place informing much research relating to this school of psychology (Sternberg, 2006). The concepts associated with memory, thinking, attention, perception and language are prominent within the school of cognitive psychology are inter related across a multitudes of experiments. Memory can be seen as having a basis in the retrieval, store and recall of information and is commonly divided into the working memory model (or short term memory) and long term memory (or long term store) . Thinking is often associated with the way in which a process of logic is undergone by any subject. Attention is the mental ability to focus and apply thinking and memory, usually characterised in experiments as the. Perception is the way in which the individual may perceive any task and language is the underlying source of communicable information that externalises the subject of any culture. Research into the functioning and processes of semantic memory suggested a key model that was a primary source in the formation of the memory system. This was called the working memory. This model of the working memory, which is a system and procedure whereby information is internalised and subsequently turned into stored long term memory, was believed to be more than just a simple function involving storage and retrieval. At its procedural stage, we can see from the concept of the short term memory model that the process is broken into a schematic procedure in which stimuli, such as words, signs or symbols are encoded and stored within the memory. At this point it is believed to be rehearsed in the mind before being either rejected through forgetting or being accepted into the long term store, probably due to the perception of its significance (Waugh Norman, 1965). Due to its limited capacity, the working memory is believed to incorporate this forgetting procedure due to the effect s of either decay (unrehearsed code) or displacement (rejection due to irrelevance) of the encoded stimuli (Bjork, 1970). However, although many studies have indeed indicated that this model is accurate in terms of the basic procedure of memory, it can not be considered as fully accounting for other important phenomena as the effects of rehearsal are not always found to be defining (Craik Watkins, 1973). For instance, primacy and recency effects that are found in many free recall tests are suggested as being due to the length of rehearsal time spent on the initial words presented to individuals, whilst also finding that fewer words present to displace the more likely the encoding of the latter words presented (Murdoch, 1972). In terms of memory, this research into the phenomenon of primacy and recency effects indicated that slow presentation of words would increase primacy performance, but would have no effect on recency performance (Murdoch, 1972). This indicated that the more tim e permitted to information rehearsal, the stronger the likelihood would be for that information to enter the long term store, whilst contrastingly, the faster that the information was presented to the individual the more likely it was for that individual to forget. What this research suggests is that the working memory model requires an engagement with a target stimuli rather than just mere exposure alone, which suggests a strong relationship with the perception of language and the nature of thought processes (Nickerson Adams, 1979). Further study on the effects of primacy and recency with relation to language indicated that individuals required subjects to identify early and late acquired nouns presented in noise (Young Ellis, 1980). Subsequent findings from these studies indicated that early acquisition of words were recognized more accurately than words acquired at a more recent stage of language acquisition, when the words were matched on frequency, image-ability, concreteness , familiarity and letter length. However, they did not examine the full effect of frequency and the identification of words matched onto age of acquisition or other factors. Subsequently, further research suggested that high frequency words were more intelligible when heard in white noise than words of lower frequency, using lists uncontrolled for age of acquisition (Broadbent, 1971). Essentially, this meant that language and attention were fundamental factors in determining the process of memory. Another important phenomenon regarding the role of language and attention within memory is chunking. This phenomenon indicates the role that thinking plays, in particular the encoding of language meaning. This is the phenomena in which the individual categorises an array of information and configures it as one chunk. For instance, the numbers one, nine, four and five could be stored as one whole chunk as opposed to four individual units when rehearsed under one set of information known as nineteen forty five; a key cultural date. What we can see in this phenomenon is the construct of perception. Essentially, because no significance is placed upon the individual’s prior knowledge or their difference in experience, we can see that the memory model can not account for chunking alone. For example, the chunking of one, nine, four and five would more likely be stored if this chunk correlated with a significant date or number already maintained in the individuals learned experience, such as a soldier who saw the end of the Second World War (Ericsson et al, 1980). Therefore, seeing memory as language alone does not take into account the reality that prior meaning vastly reduces the significance of time taking in memory, as rehearsal is reduced due to recognition of former learned categories in relation to semantic structures held in the mental lexicon. This would suggest that prior learning, familiarity, chunking, categorisation as well as rehearsal can determine the success of word recognition of different lexical constructs. Subsequently, Baddeley suggested a notion of limitation within the working memory, which indicated that encoding stimuli (or information) and storing memory was a system of varying depths of processing (Baddeley, 1992). Situating all five factors as one inter related mechanism we can see then a notion of a mental lexicon from which all language can be understood, constructed, learned and articulated via communication and understanding (Aitchison, 2003). Subsequent inquiry into such a word store has created an appreciation of certain phenomena relating to how individuals understand and articulate language. This has become a very useful resource for research into anything involving the nature of language within the cognitive realm. One such piece of research was conducted by Collins and Quillian, who constructed a model of semantic memory storage and retrieval that was imperative to language. This was called the hierarchy of semantic memory (Collins Quillian, 1969). We can see from this model how memory and language inter relate. In their model, it was suggested that individuals would store memory in sets and would retrieve knowledge judgements according to the familiarity of a certain concept and it s association to certain definers regarding any particular concept. In further studies, it was established that semantic distance was based upon the strength of the perceived relationship between one concept and its hierarchal group (Rosch, 1973). Essentially, knowledge was seen as being stored in the structure of a mental lexicon and concepts were recognised and categorised due to the specific and relevant qualities and properties that it accorded to in the mental lexical structure (Conrad, 1972). This conceptual notion forms the basis for perception as information is seen as belonging to certain defining features held by the knowledge of the individual. The assumption was that the farther you moved up this hierarchy of conceptual information, the more the defining features would decrease (Loftus, 1973). For instance, a Robin would be more strongly accorded to the hierarchy of birds than a flightless bird, such as a chicken, as the defining variable of flight was recognised (Rips e t al, 1974). It was believed that if something were to disturb this hierarchal structure of word storage, then incorrect recall would become present (Loftus, 1973). Subsequently, this suggests that cognition is governed by perception as well as memory and word meaning. Essentially, the conceptual construction of this mental lexicon gives us good indication as to how words are conceptualised, understood and recognised by the individual. This avenue of research requires the investigation into thinking and learning in relation to perception. The role of perception with relation to thinking formed the interest of the seminal cognitive psychologist Bruner, whose studies investigated the nature of learning. He famously devised a test to measure and explore the nature in which people constructed and comprehended meaning. Bruner’s findings suggested that there was an intelligent procedure in operation during learning that performed by way of a hypothesis testing. This form of logical thinking was indicated as being understood through stages of either acceptance or rejection of similarities and categories based upon an intelligent process of trial testing (Bruner et al, 1956). Bruner gave a sample of individuals various sets of pictures, each portraying a variety of different and similar shapes. The different categories of shapes were considered as the conditions of the experiment. Some of the pictures in the conditions shared the same number of shapes; some of them shared the same colour of shapes while others shared t he same number of borders surrounding the shapes. However, in each condition the shapes were marginally different; none were identical. From the findings of these studies, Bruner was able to discern that there were two forms of learning that could be identified. These were dubbed successive and conservative scanning (Bruner et al, 1956). Successive scanning was deemed the type of learning that used a thinking process that involved trail testing that attempted one hypothesis at a time before either accepting or rejecting similarities. However, conservative scanning was believed to indicate a deeper form thinking that categorised certain classes of type before carrying out the acceptance or rejecting of any hypotheses. It was concluded that the latter thought process was a much faster and more efficient process than the former. What is crucial here is that these thought processes have little to do with language or memorised knowledge. However, not everyone within the field of the cogn itive psychology accepts this notion of thinking. Many researchers and theorists related to the field of thinking and perception have argued that categories are an innate knowledge rather than a learned one and so the use of language and memory are not essential to thinking (Fodor Chomsky, 1980). The main implication in this idea is that empirical category learning may not be done with the rejection of hypothesis but with the rejection of the externally governed conceptualisation of the external world. Studies relating to word recall have highlighted the role of attention in the role of psychological research. In one such piece of research the ability to read words was indicated by letter identification and visual configurations (McClelland Johnson, 1977). Other research has indicated the use of non literal cues in the recognition of word (Marchbanks Levin, 1965). In either case, we can see that an attentional basis for word recognition. More contemporary research into the relationship between word recognition and the effects that peer groups had within the educational learning structure indicated that there was a significance of both memory and the symbolic structure of the mental lexicon within the recognition of words that could be applied to the acquisition of knowledge (Fuchs Fuchs, 2005). It would seem that from the results involving lexical decision tasks that the more a child is familiar with the semantic construct of words the more likely they are in recognising the wor ds without error or side effects. Particular attention has focused upon the possibility that the numerous amounts of previously reported effects of word frequency in attentional tasks might actually result from confounded effects of the age of acquisition as the two variables are related. Subsequently, high frequency words tend to be learned earlier in life than low frequency words, so that sets of words selected as being of high or low frequency of occurrence tend also to be sets of words which are acquired early on or more recently. There has been evidence put forward suggesting that the age at which a word is acquired during a child’s development affects performance throughout life. Essentially, the earlier that the process of word acquisition is incorporated the more successful it will be in producing meaning. It would seem that the later the words are acquired, even when attentional factors such as frequency of usage and word image-ability are controlled, the poorer the memory and articulation will be (Brown and Watson, 1987). The effects of frequency can be understood in the interaction activation model of McClelland and Rumelhart (1981). This suggested that there is a node for each familiar word in this connectionist stimulation of word recognition. Each node was believed to have an activation level which varied from cycle to cycle and a resting level which is determined by the node’s level of activation over a long period of time. The node for a high frequency word was believed to be constantly activated. This was effective by having a higher resting level than the node for a low frequency word, which rarely received this activation. Studies have revealed that the age of acquisition is known to affect object naming speed, yet not the speed with which pictures of objects can be classified into semantic categories in the mental lexicon (Morrison Ellis, 1992). The naming of words was then followed by a delayed cue which has also been established as being unaffected by the age of acquisition (Morris on Ellis, 1995). This strongly indicates that the effect of language does not accord to the process of articulation, but to a process of deductive reasoning. However, research by Brown and Watson (1987) has suggested that the phonological output representations of early acquired words are more complete than those for later acquired words and can be accessed more easily. We can see from our analysis of the five key components regarding cognitive psychology and the way in which they inter-relate with one another philosophically and practically that they apply to the psychology of everyday life. Whether it is the perception of birds, the recognition of a word or concept, the thought process that delivers a solution to a problem or simply the recall of a particular number, such as a bank sort code or telephone number, the roles of memory, thinking, attention, perception and language are fundamental components in the psychological study of cognition. It is difficult to conceive of a world without these five components working together. Without perception we would not be able to conceive of a world or understand the processes in which we experience the external environment and inform our knowledge of it. Without language we would not be able to categorise the various constructs that we encounter in the world, exchange our experiences of them or recognise the amount of information that we do. Without memory we would not be able to retain any information or experience that we had gathered about the world or be able to determine what in our immediate experience was relevant and considered vastly significant from what was not. Without attention we would not be able to discern between the varying contexts in which we experience language and information about the environment or acquire specific knowledge and without thinking and understanding thought processes we would not be able to solve problems, reason, make decisions, extract symbolic meaning or even conceive of mental imagery or spatial awareness. These factors are then, vastly significant in the understanding of both cognitive psychology and ourselves and although distinctions between these five components is necessary for both academic knowledge and practical application, they are best seen as factors that inter-relate and are prevalent to studies and practices of cognitive psycho logy. Bibliography Atchison, J., (2003) Words in the Mind: An Introduction to the Mental Lexicon Sydney: Blackwell Publishing. Baddeley, A.D. (1992) Is Working Memory Working? The Quarterly Journal of Experimental Psychology, 44A, 1-31 Broadbent, D, E., (1971) Decision and stress. London: Academic Press. Brown, G. D. A., Watson, F. L. (1987). First in, first out: Word learning age and spoken word frequency as predictors of word familiarity and word naming latency. Memory Cognition, 15, 208-216. Bruner, J, S., Goodnow, J, J., and Austin, G, A., (1956) A Study of Thinking New York: John Wiley and Sons. Bjork, R, A., (1970) Positive Forgetting: The Non-Interference of Items Intentionally Forgotten. Journal of Verbal Learning and Verbal Behaviour, 9, 255-68. Chomsky, N., and Fodor, J, A., (1980) Statement of the Paradox, in Piatelli Palmarini, M. (ed.). Collins, A, M., Quillian, M, R., (1969) Retrieval Time from Semantic Memory. Journal of Verbal Learning and Verbal Behaviour, 8, 240-47. Craik, F, I, M., Watkins, M, J., (1973) The Role of Rehearsal in Short Term Memory. Journal of Verbal Learning and Verbal Behaviour, 12, 599-607. Ericsson, K, A., Chase, W, G., Faloon, S., (1980) Acquisition of a Memory Skill. Science, 208, 1181-1182. Marchbanks, G., Levin, H., (1965) Cues by which children recognize words. Journal of Educational Psychology, 56 (2), 57-61. McClelland Johnson (1977) The role of familiar units in perception of words and nonwords. Perception and Psychophysics, 22, 249-261. McClelland Rumelhart (1981) An interactive activation model of context effects in letter perception: Part 1. An account of basic findings. Psychological Review, 88, 375–407. Morrison, C, A., Ellis, A, W., (2000) Real age of acquisition effects in word naming and lexical decision. British Journal of Psychology, 91, 167-180. Murdoch, B., (1962) The Serial Position Effect of Free Recall. Journal of Experimental Psychology, 64, 482-488. Nickerson, R, A., Adams, M, J., (1979) Long-Term Memory for a Common Object. Cognitive Psychology, 11, 287-307. Rosch, E, H., (1973) On the Internal Structure of Perceptual and Semantic Categories. In Moore, T, E., (Ed.) Cognitive Development and the Acquisition of Language. New York: Academic Press. Sternberg, R, J., (2006) Cognitive Psychology (4th ed) Belmont: Thomson Waugh, N, C., Norman, D, A., (1965) Primary Memory. Psychological Review, 72, 89-104.

Coke’s 1999 Issue Essay

What seemed like an isolated incident of a few bad cans of Coca-Cola at a school in Belgium turned into near disaster for the soft drink giant’s European operations. In June 1999, Coke experienced its worst nightmare a contamination scare resulting in the recall of 14 million cases of Coke products in five European countries and huge blow to consumer confidence in the quality and safety of the world’s most recognizable brand. After the initial scare in Bornem, Belgium, Coke and Coca – Cola Enterprises (CCE), a thought they had isolated the problem. Scientists at the CCE bottling plant in Antwerp found that lapses in quality control had led to contaminated carbon dioxide that were used in the bottling of a recent batch of Coke. Company officials saw the contamination as minor problem and they issued an apology to the school. At the same time that the problems were being dealt with in Antwerp, things were breaking down at Coke’s Dunkirk, France, bottling plant. In Belsele, 10 miles from Bornem, children and teachers were complaining of illnesses related to drinking Coke products. The vending machines at the school were stocked with Coke from the company’s Dunkirk plant’s practices were being questioned. What initially seemed like an isolated incident was now a crisis. Immediately following the second scare, Belgium’s Health Minister banned the sale of all precuts produced in the Antwerp and Dunkirk plants. Things got worse when Coke gave an incomplete set of recall codes to a school in Lochristi, Belgium, resulting in 38 children being rushed to the hospital. Immediately following this incident, French officials banned the sale of soft drinks produced in the Dunkirk plant. It was believed that fungicide on wooden shipping pallets were the cause of the illnesses at the Dunikrik plant. On June 15th, 1999, 11 days after the initial scare in Bornem, Coke finally issued an explanation to the public. Most Europeans were not satisfied. Coca – Cola officials used vague language and often contradicted one another when making statements. France’s Health Minister, Bernard Kouchner, stated, â€Å"That a company so very expert in advertising and marketing should be so poor in communication on this matter is astonishing.† After three weeks of testing by both Coke officials and French government scientists, it was concluded that the plants were safe and that there was no immediate threat to the health of consumers. Coke has destroyed all of the pallets in Dunikirk and tightened quality control on CO2. How could this happen to the company that is revered worldwide for its quality control and the superiority of its products? Coke has spent decades building its reputation overseas and the European market now represents 73% of total profits. While the scare has had some effect on Coke’s profits in Europe, the company is more concerned with damages to its reputation and consumer confidence in its products. Many critics say that Coke’s slow response time, insisting that no real problem existed and belated apology have severely damaged the company’s reputation in Europe. Some would disagree and feel that Coke handled the situation as best it could. â€Å"I think that Coke acted in a responsible, diligent way,† says John Sitcher, editor of Beverage Digest. â€Å"Their first responsibility was to ascertain the facts in a clear and unequivocal way. Any as soon as Coke knew what the facts were, they put out a statement to the Belgium people.† The character and quality of a company can often be measured by how it responds to adversity. Coca-Cola believes that this crisis has forced the company to reexamine both its marketing and management strategies in Europe. Coke executives in Brussels are predicting that the company will double its European sales in the next decade and that this setback will only make the company stronger. Wall Street analysts seem to agree. Only time will tell.

Differences and Similarities Essay

What are the differences in narrative and descriptive essays? This is a question many students ask. Having experienced writing both, I can tell that there are plenty of similarities as well as some very big differences between the two types of writings. Both narrative and descriptive essays provide great details. A narrative tells a story about an event, while descriptive creates a picture of a person, place, thing or event for the reader. I think that a descriptive essay gives a clearer picture of the story that’s happen or been created in someone life. A narrative essay often reflects your personal experiences, explaining what happened during some sort of experience. For example in the narrative essay â€Å"Homeless† the author was telling the story of how a women was homeless staying a bus terminal for several weeks and she had a home before but she lost it. The author explained the women explained â€Å"They were pictures of a house. It was like a thousand houses in a hundred towns, not suburb, not city, but somewhere in between, with aluminum siding and a chain-link fence, a narrow driveway running up to a one-car garage and a patch of backyard. The house was yellow.† The author was narrating the home that she once had before. This is what is meant by narrative essays have a purpose of telling the events to the reader. Narrative essay topics can include recounting an experience where you learned something significant, your first fight, your first job interview, or a frightening encounter. Narration is not always a personal experience, a book report can be consider a narrative since it spells out a plot. On the other hand descriptive essays uses sensory detail like sight, sound, smell and taste to describe a scene, person or feeling to the reader. In the descriptive essay â€Å"I want a wife† you can clearer visualize how the  man wanted his cloths to be kept up to part. For instance when the autho r said â€Å"I want a wife who will keep my cloths cleaned, ironed, mended, replaced when need be, and who will see to it that my personal things are kept in their proper place so that I can find what I need the minute I need it.† As you describe, you can create a three dimensional picture so the reader can experience the item, place, person or emotion along with the reading. Descriptive essay topics can include your favorite place, your basement, your bedroom, your best friend, an odd object that you own, an art exhibit, the best or worst teacher you ever had, your ideal job or your dream home. When it comes to the similarities between narrative and descriptive essay they have a lot in common. Just as in the narrative essay â€Å"Homeless† the author explained that â€Å"it’s not the size or location but pride of ownership†. Where as in the descriptive essay † I Want a Wife† the author explained † I want a wife who is a good nurturant attendant to my children, who arranges for their schooling, makes sure that they have an adequate social life with their peers, takes them to the park, the zoo, etc†. That writer was detailing what it was he wanted in a wife. Both wri ters were explaining specific details. Both narrative and descriptive essays should follow essay format with an introductory paragraph, body paragraphs and a concluding paragraph. At the end of the introduction, place a thesis, a sentence that explains the overall purpose of the paper. Give a reason for the narration or description in the thesis explaining why the event, person, place or thing is important enough to write about. In both, the thesis should express that you are telling a story because something was learned or that you are describing a place that creates a sense of clam in your life. Also, in both narration and description essay, including specific details in the body paragraphs to support the idea set forth in the thesis. However, there are some big differences between narrative and description writings. Narration often employs first person point of view, using words like â€Å"I† and â€Å"me†, while description do not. For example, the author of â€Å"Homeless† said â€Å"I’ve never been very good at looking at the big picture, taking the global view, and I’ve always been a person with an overactive sense of place, legacy of an Irish grandfather.† This is her using the word â€Å"I† explaining to the reader this is how she is. Another big difference between the two is that a narrative essay includes action,  but the descriptive essay does not. Narration follows a logical order, typically chronological. In contrast, description typically contains no time elements, so organize descriptive essays by some other reasonable means, such as how you physically move around in a space or with a paragraph for each of the senses you use to describe. When it comes to the descriptive essay â€Å"I want a wife† the author describes what he want his wife to do for him and the kids and the household by saying â€Å"I want a wife who will take care of my physical needs. I want a wife who will keep my house clean. A wife who will pick up after my children, a wife who will pick up after me.† He states know order as to how he wants it all done, he just know this is the way that he want his wife to be. In conclusion, Narrative and description writings have a similarities and difference. Both writings can be interesting to write and read about because the point of the writings is to grab the reader’s attention. On the other hand, both essays have different writing techniques to use to catch the reader attention. After getting a better understanding and examples in the similarities and differences between the two writings one will be more exciting to write on a topic then the other one. Depending on the style of the writer or what experiences and places or people that have encounter in your life this will determine which essay style you will choose. Like me if you enjoy painting a picture in someone head to make them feel like they can see, smell or even taste what your are writing about then descriptive essays is the way to go. References: Brady, J. (1971). I want a wife. Retrieved from http://bcs.bedfordstmartins.com/everythingsanargument4e/content/cat_020/Brady_I_Want_a_Wife.pdf Quindlen, A. (n.d.). Homeless. Retrieved from http://pers.dadeschools.net/prodev/homelesstext.htm Connell, C. M., & Sole, K. (2013). Essentials of college writing (2nd ed.). San Diego, CA: Bridgepoint Education, Inc.

i too sing America Essay - 985 Words

kishia jones 12104 nbsp;nbsp;nbsp;nbsp;nbsp;The voice of one person can send a profound sound into the hearts of people to help liberate one’s mind. That profound sound is seen through poetry. The creative structure and style of poetry creates a different form of writing that can either have rhythm, alliteration or have a direct message. In the poem â€Å"I Too Sing America†, by Langston Hughes had a significant message in that he desired to voice his expression on the issue of black oppression in America. Langston basic themes focused on the American Dream and the possibilities of hope and advancement were constantly present in his poetry. The tension between the unrealized dream and the realities of the black experience in†¦show more content†¦Langston Hughes died of cancer on May 22, 1967. His residence at 20 East 127th Street in Harlem, New York has been given landmark status by the New York City Preservation Commission. His block of East 127th Street was renamed quot;Langsto n Hughes Placequot;. nbsp;nbsp;nbsp;nbsp;nbsp;The poem I, Too, uses excellent language, imagery and strong sounds to express the poet’s feelings towards racism. I, Too is an anti-discrimination poem, which shows the injustice of racism. The title gives the reader a sense of what the poem might entail by stating that the author has a personal relationship with America. The poem is situated in America and describes a black man’s personal experience with racial discrimination. He is treated as if he is an embarrassment to the white people, and made to feel inferior to them. The poet is trying to show how America blanket her racial discrimination issues. He also wants to convey the importance of racial equality. He wants the reader to understand that this is not just a personal experience, but a voice of his people. The tone changes throughout the poem. In the first line, the tone is patriotic. The line, â€Å"I, too, sing America,† indicates that he is also an American. And symbolizes t hat he has a stand in the nation. In the next section, the tone is of anger and strength. The man is infuriated at how he is treated, but he knows he is strong enough to fight back. This is shown in the line, â€Å"But I laugh, and eatShow MoreRelatedI Too Sing America999 Words   |  4 Pagesrhythm, alliteration or have a direct message. In the poem I Too Sing America, by Langston Hughes had a significant message in that he desired to voice his expression on the issue of black oppression in America. Langston basic themes focused on the American Dream and the possibilities of hope and advancement were constantly present in his poetry. The tension between the unrealized dream and the realities of the black experience in America provided this insight to the black world. Langston HughesRead MoreAnalysis Of I Too Sing America733 Words   |  3 Pages â€Å"I, Too† written by Langston Hughes is a poem about America in times of prejudice and injustice. This poem conveys more than unequal treatment to those of color. Hughes utilizes imagery to create a mental picture for the reader of what it felt like to be an African American at that time. Symbolism is utilized to represent America and its people as well. He wrote the poem from the perspective of a slave in the Jim Crow South. To give some background information on Langston Hughes he lived throughRead MoreComparison Of I Too Sing America1000 Words   |  4 Pages Walt Whitman once wrote the poem I Hear America Singing to show just how beautiful America can be with the countrys hardworking citizens singing songs of their craftsmanship and the good people doing their good work. On the other side of this coin, Langstan Hughes wrote the poem I, Too, Sing America in a response to Whitmans I Hear (America Singing). I, Too (,Sing America) seems to be the exact opposite of I Hear speaking of the more shameful side of America that Americans try to hide away.Read MoreI Too Sing America Analysis852 Words   |  4 PagesSinging America Langston Hughes has cited Walt Whitman as one of his greatest influences he has had, and some believe that Hughes wrote I, Too, Sing America in response to Whitmans I Hear America Singing. Hughes builds on to Whitmans poem by writing his poem along the same lines and basics as Whitmans. Both poems talk about the way people work hard, how they sing America, and the way they are so content and never complain. All the characters work all day and they sing America, meaning theyRead MoreAnalysis Of `` I, Too, Sing America ``942 Words   |  4 Pageslives have been ruin by this one act. Hughes skill in representing deep emotion and impacting the reader while still depicting very real situations serves to promote his plea for change (Gohar, 151). Another poem that discusses inequality is â€Å"I, Too, Sing America†; however, this poem takes a slightly more positive perspective. This poem begins on a somber note as the narrator states that he is forced to eat in the kitchen rather than at the dining table with the white people. Still, the narrator keepsRead More Invisibility in I, Too, Sing America Essay1110 Words   |  5 PagesInvisibility in I, Too, Sing America Ralph Ellisons novel Invisible Man, focuses around the main character (whom we only know as Narrator) claiming himself as invisible. The narrator does not refer to himself as invisible in the light that nobody can physically see him, but instead that nobody sees him for what kind of person he truely is. The poem, I, Too, Sing America, written by Langston Hughes, also focuses around the invisiblity (but in more of an indirect way) of a black slave.Read MorePoem Analysis On I, Too, Sing America 1611 Words   |  7 PagesDai Yueh Cheng Dr. Smedley English 1B 9 March 2015 Poem analysis on â€Å"I, Too, Sing America† In the poem â€Å"I, Too, Sing America† by Langston Hughes, he envisions a greater America, a more inclusive America where all the races can proudly represent themselves as American citizens. Hughes was a leader of Harlem Renaissance, and had tremendous pride of his race as an African American. However, during that time period, African Americans were being considered as second-class race, and they were being segregatedRead MoreI Too, Sing America By Langston Hughes925 Words   |  4 PagesTashi Wangyal Prof. Hendrickson English 102 29 June 2017 Futurist-The Langston Hughes In his poem â€Å"I, too, sing America,† Langston Hughes has positively predict that there will be no racial segregation, inequality, injustice, and discrimination in society for African Americans in the near future. Whereas it is also true that African Americans have suffered a lot during the twentieth century. Hughes is correct in his prediction that he foresees racial equality in society and African Americans areRead MoreAnalysis Of The Great Gatsby And I Too, Sing America979 Words   |  4 Pagesexpress their opinions through underlying themes in their stories thus allowing writers to be spokespeople of their times. From The Great Gatsby to The Crucible to â€Å"I, Too, Sing America,† each author has expressed the values, critiques of society and traits of their times through their stories and poems. During the early 1920’s, America experienced a post-war economic growth, which increased the average income of an American home. This allowed big businesses to rise and the growth of the AmericanRead More`` I Too, Sing America And Countee Cullen s Incident1542 Words   |  7 Pageshappening. African Americans missed out on numerous opportunities because whites felt as if they should not have them. Because this was such a common event during the Jazz Age, it was often written about in literature pieces. Langston Hughes’ poem â€Å"I, Too, Sing America† and Countee Cullen’s â€Å"Incident† display these limitations put on a specific race (African Americans), and show how the country has somewhat grown away from that. These works were set during the 1920s and 1930s, during a time called the Harlem