Metacognition Student Achievement Essay Example for Free

Metacognition Student Achievement Essay Metacognition has generally been described as thinking about one’s own thoughts. The realization that a human being cannot exist in isolation of his inner self, that he is constantly probing that dam of his very essence to evaluate situations and resolve the never-ending puzzles that daily confront him. Kornell (2009), has described metacognition as self-reflection and conscious awareness. An even more elaborate definition is that given by Serendip (2009). He defines it as â€Å"a reflective practice that helps one discern general patterns in one’s own views and abilities†. Whichever definition one feels comfortable with, it cannot be said to be superior to the other, because metacognition deals with the intangible and cannot be weighed on a scale. It has, however, been the subject of widespread research all over the world. Psychologists are now asking themselves, what causes that tip of the tongue experience, when you are sure you know someone’s name but cannot recall it? Or what is at play when one conveys a feeling of uncertainty? Why is it that humans are able to have certain cognitive abilities that animals apparently do not have? For example, if asked what year America gained independence, one may readily recall with certainty, or one may say with complete uncertainty that he does not know. The answer may also lie in between, showing a certain degree of uncertainty by replying, for example, I think it was 1776. Whatever answer one gives, it demonstrates an ability to question one’s memory and experience. According to studies that have been done, this ability can be improved. Thus, the science of metacognition is now rampant, with studies being carried out on the cognitive abilities of monkeys, children, students, and ways in which they can be improved. Metacognition 2 One study which was carried out to test the cognitive abilities of rhesus monkeys, was that conducted by Kornell, Son Terrace (2007). In this trial, the monkeys were initially trained to select a given picture from a sample of six pictures by touching the image on a touch-screen monitor. After this training period, they were shown six sample pictures which were then simultaneously removed and replaced with nine, one of the previous six being among them. As soon as they selected the sample they thought was among the previous six, they were required to bet on their choice by depressing an icon on the screen for certainty, with a reward of redeemable food tokens, or loss of tokens, if wrong. A further icon for a low risk bet was also there. After carrying out this experiment for a suitable period of time, they concluded that the monkeys would invariably only bet when they were sure that they knew the correct answer. The researchers were therefore of the opinion that the monkeys were guided by a cognitive ability. They also tested two monkeys on metacognitive control. This is the ability to use metacognitive ability to influence behavior. An example would be requesting for a hint when one is unsure of an answer, a common trait with humans. In this trial, two monkeys were presented with a few sample pictures to place in a certain order. They were also availed of onscreen visual hints if they needed. The penalty for using the hints was a less appetizing banana flavored pellet, instead of the more attractive MM candy. As the test progressed, it became apparent that the monkeys were using the hints less and less, and would only resort to them when they were sure that they did not know the right answer. This ability to have control over one’s metacognitive ability had been tested on humans for many years, and it was only now that it was becoming clear that it was also present in animals. However, how prevalent this is among them, cannot be clear and it cannot be generalized from this study that only involved rhesus monkeys. Metacognition 3 Smith Washbum (2005) have taken animal research a notch higher and carried out trials that probe the memory, referred to as monitoring the memory. In the test, animals which were given various tasks to do based on what they had done before, declined to engage in the more difficult tasks, a result that was the same as similar tests carried out on humans. The animals were selective and seemed to have the same analogous capacity as human. There was no doubt that they were using their metacognitive abilities to seek in their memories, and when they remembered that the task was arduous, they declined to take the test. Kornell Terrace (2007) also carried out some trials seeking to find out if monkeys benefited from learning. They did this with two rhesus monkeys which were given two problem sets to solve. In one difficult set, they were given hints to assist them after a suitable training period. In the other set, they were given no hints. The number of hints they used to solve the problem set steadily declined over time, the performance, however, did not change, it stayed the same. The monkeys were solving the problem with skills they had acquired from the hints and were using them less and less because they had â€Å"learned†. This is fascinating and opens up very interesting questions about the training of animals. There are other areas of animal metacognitive behavior which have been studied. Hampton, R (2009), carried out studies on rhesus monkeys to determine if they made decisions when they had information, or sought information when ignorant and immediately made a decision. The results were quite revealing. They carried out two sets of tests. In one test, the monkeys witnessed food being inserted into some opaque test tubes. These tests were referred to as the seen trials. In the other test, the food was inserted into test tubes without their knowledge. Metacognition 4 The monkeys were then required to identify the tubes which had food in them. In trial after trial, they would first look down the tubes to ascertain if the food was there and if it was, they selected the tube. What was evident from these tests is that the monkeys sought information first, by peering down the tubes, when ignorant, and only immediately selected the correct tubes without investigating, when they knew the food was there. That means they knew when they knew and only sought information when they knew that they did not know. This is a characteristic which is prevalent among human children, orangutans and rhesus monkeys. It is, however, not clear with capuchin monkeys when they were exposed to a similar trial about a decade before. There is room for more research on animals. According to Smith Washbum, a lot needs to be investigated regarding the gifts different animals have. For example, monkeys and dolphins seem to exhibit more cognitive abilities than pigeons, whose reactions appear to be more stimulus based. Further research in this area can yield very important information which may stimulate a whole spectrum of research into cognitive abilities of different animal specie. Additionally, there is a lot of room into studies on the ability or lack of ability of animals to make quantitative judgements, for example, their mood. Metacognitive abilities is also a subject of importance in developing learning capabilities for children. Loh, A (2009), has made suggestions on methods to use to improve metacognition learning for children as young as two year olds. Since parents spend the most amount time with children of this age, they are best placed to practice the techniques recommended by Loh. He says that children should be encouraged to think about their thinking process in order to develop their intellect and intelligence. Children should be engaged, soon after an activity, to gauge their Metacognition 5 thinking process and the techniques they used for a task. Immediately after this activity, they should be asked certain questions, for example : 1. They should be asked about the process they used to achieve the result. This way, they will recall the steps and learn the process. 2. What strategies did they use? This will engage them actively in the thinking process by beginning to adopt strategic thinking of alternative techniques they can use to achieve better results. 3. What do they think about the end result? Is it good or bad? This will help them to evaluate their work. 4. Offer them puzzling tasks that have more than one solution. This exposes them to cognitive conflicts 5. Engage them in debates and discussions with other children 6. Allow them to practice reciprocal teaching where they form groups and one child teaches members of his group. 7. Once they engage on a task, allow them to continue undisturbed. Help them with clues if they get stuck. Further, they can be assisted with questions that will incline them to probe their mind even more, for example, what they learned from the task and what they found difficult. Additionally, they can be probed to find out if they have a next goal and what will help them to achieve it. Metacognition 6 There has been more research in the field of metacognitive abilities of children. Young children’s understanding of mental life, or â€Å"theory of mind†, is an area that is currently being explored by various scientists. According to science daily (2008), a new study had made a link between theory of mind as assessed in kindergarten children and their metacognitive abilities in elementary school. Early theory of mind competencies positively influenced metacognitive abilities acquired later. 174 children between the ages of three and four were used as study subjects to investigate this relationship. Wolfgang Schneider, P. H. D. , of the University of Wurzburg, who carried out the trial, said that knowledge from this research can be used to develop training programs for young children. For all the progress that has been done on metacognition in animals and children, none can rival that of learners. The Elementary Teachers Federation of Ontario (2009), says that students with metacognitive needs have difficulties in setting priorities and planning their tasks. Additionally: 1. They are poor at strategizing in order to accomplish a task methodically 2. They procrastinate and are unable to start their work. 3. They are inattentive and make careless mistakes. 4. They are not able to identify their faults or know how to seek help. With these type of students they recommend the following teaching strategies : 1. Teachers should tutor them on how to plan and show them the scoring rubric for the assignment. 2. They should be taught on estimation of time needed to complete a task. 3. They should be assisted with think-aloud strategies. Metacognition 7 4. They should be cajoled to get engaged actively in their work by asking them how they are doing the work and how they will remember to solve the problem. 5. Teachers should be specific in their assignments to students by providing scoring rubrics for each question and how they have been calculated. However, Pierce (2004), dealt even deeper in metacognition for students. He was of the opinion that study strategies were generalized and teachers did not teach them in class. They assumed that students had already learned them. When they taught a strategy, students used the same strategy taught for all subjects. According to him, students needed to acquire three types of knowledge in order to improve their metacognitive abilities. These are : 1. Declarative knowledge which is having at their grasp factual information, for example, speed is distance divided by time taken. 2. Procedural knowledge which is knowing how to do something. Using the previous example of speed, they should know the formula for speed and the steps required in its calculation. 3. Conditional knowledge – This is knowing when to use a certain procedure and why one strategy is better than another. In applying the three types of knowledge for study strategies for example, students need declarative knowledge to know that a high school history textbook is different from an article analyzing the same textbook. They need procedural knowledge to take notes from such a textbook and conditional knowledge to know when such notes should be taken. According to Pierce, study techniques improve learning but are hardly ever taught. Additionally, many students do not internalize success as caused by ability and effort. Metacognition 8 Lippman, Danielsson Linder (2005), differed slightly with some researchers of metacognition. They claimed that most studies taught metacognitive skills and then measured the effects of training. Instead, they should quantify the use of metacognition. In a study that they carried out at an American university, their aim was to find out how much metacognition is used in a laboratory and how the setup encourages the use of metacognition. Three groups of students were used and their proceedings videotaped and their verbal comments recorded. In one group, students were given a set of instructions to follow. The same was done for the second group and in addition, they were expected to explain their reason. The third group was given a question to answer and expected to explain, in a presentation, the method they had used to get results. In analyzing the results, Lippman et al (2005) saw no difference in the amount of metacognition in the different groups. However, the most important finding was that there was a difference in how metacognition made students change their behavior in tackling the lab assignments. For example, in the third group, the verbal exchanges revealed that the use of metacognition made the students more creative. This was a different approach as was the one used by Mevarech Kramarski (2003). In this study, 100 eighth graders, studying algebra in four classrooms, were divided into two groups. One group was exposed to cooperative learning and also given metacognitive training. The other group was given cooperative learning but without metacognitive training. At issue was mathematical modeling and problem solving skills. After tasks to perform were given, the results showed that the group which had been given metacognitive training did outperformed the other that only had a cooperative setting. There was significant difference with the two groups with regard to planning, processing and reflection. They concluded that the cooperative Metacognition 9 setting is not enough to enhance modeling skills. Metacognitive skills are important in how to approach a problem, how to control and monitor the solution and how to reflect on the final answer. As a result of such studies, Mevarech Kramarski (2003) designed the learning tool called IMPROVE, whose letters stand for : Introducing the new material Metacognitive questioning Practicing Reviewing Obtaining mastery on higher and lower cognitive processes Verification Enrichment and remedial The important thing in IMPROVE is the approach in problem solving. Students are able to approach a scenario with a systematic method which first and foremost addresses the question of what is the issue at hand. They then investigate to find out how different the problem is from others and what the best strategies are to solve it. As can be seen from all the studies mentioned, metacognition is an area of development that has a lot of room for growth. Animals which have been shown to have metacognitive abilities can be researched further in order to discover if this is something widespread within the animal kingdom, and if not, then what actually determines metacognition of a species. With children too, the theory of the mind is interesting and further studies should be carried out to determine if there are other areas of their lives that can benefit from improved research on Metacognition 10 metacognition. For example, are high levels of metacognition genetic? Does diet affect levels of metacognition? What role does disease play in metacognition? It would also be interesting to see new research in the study techniques of students. More than anyone else, their place in society is critical because they take over reins in business, government and the civil society within only a few years after leaving college. Their overall performance in school is therefore a top priority. Of serious concern should be when study techniques should begin to be taught and how they would be standardized. Additionally, quantifying the use of metacognition as advocated for by Lippman (2005), needs to generate more study. If his research is anything to go by, then the approach to metacognition training must also address, not just the amount of metacognition ability gained, but also how it is channeled to productive use. This is an area that can prove very challenging and rewarding because teaching metacognition techniques is one thing, but being able to teach the type of techniques that can produce quantifiable measures cannot be easy. However, it is possible that the same metacognition graduates will discover new methods and strategies to impart more abilities in metacognition. Metacognition 11 References Elementary Teachers Federation of Ontario (2009). Metacognitive Skills. Retrieved on July 29, 2009 from http://www. etfo. ca/Multimedia/Webcasts/SpecialEducation/Pages/Metacognitive%20Skills. aspx Hampton, R (2009). Multiple demonstrations of metacognition in nonhumans: Converging evidence or multiple mechanisms? Retrieved on July 29, 2009 from http://psyc. queensu. ca/ccbr/Vol4/Hampton.pdf. Kornell, Nate (2009, February). Metacognition in Humans and Animals. Retrieved on July 29, 2009 from http://www3. interscience. wiley. com/cgi-bin/fulltext/122212734/HTMLSTART Lippmann, K. , Danielsson, A. Linder, C. (2005, August). Metacognition in the student Laboratory : Is increased metacognition necessarily better? Retrieved July 29, 2009 from http://www. anst. uu. se/rekun676/meta. pdf Loh, A (2009, July). Using Metacognition Learning to Make Children Smarter. Retrieved on July 29, 209 from http://www. brainy-child. com/articles/metacognition-learning.shtml Mevarech Z. Kramarski, B. ( 2003). Mathematical Modeling and Meta-cognitive Instruction. Retrieved on July 29, 2009 from http://www. icme-organisers. dk/tsg18/S32MevarechKramarski. pdf Metacognition 12 Mevarech, Z. Kramarski, B. (2003). Metacognitive Questioning and the use of Worked Examples. Retrieved July 29, 2009 from http://www. memory-key. com/StudySkills/IMPROVE. htm Peirce, W (2004, November). METACOGNITION: Study Strategies, Monitoring, and Motivation. Retrieved on July 29, 2009, from http://academic. pgcc. edu/~wpeirce/MCCCTR/metacognition.htm ScienceDaily (2008, August). Young Childrens Theory Of Mind Linked To Subsequent Metacognitive Development In Adolescence. Retrieved on July 29, 2009 from http://www. sciencedaily. com/releases/2008/08/080814154429. htm Serendip (2009). Metacognition. Retrieved July 29, 2009 from http://serendip. brynmawr. edu/exchange/wfrankli/ii09/metacognition Smith, D Washbum, D. (2005, February). Uncertainty Monitoring and Metacognition by Animals. Retrieved July 29, 2009 from http://www3. interscience. wiley. com/cgi-bin/fulltext/118706297/HTMLSTART

Counseling Theoretical Model Essay -- Psychology, Christian Counseling

There are many theoretical models of counseling. Often, a diverse approach or the use of several approaches is best for the resolution of problems. I utilize several different theories and strategies in my role as a counselor. However, it is the Individual personal theory and the Family theory model that anchors my orientation to counseling as a Christian counselor. Individual personal theory of counseling is very important for the successes of any therapeutic process that affects how I council. Personal perspective, how the world works, belief system, the way things interact, and how they actually are form the basis of working of all individuals in life. In order to have the best decision with respect to any therapeutic process, I have to understand deeply the personal theory of individual. This is believed to enhance the interaction of the client with a counselor and gives an integrated approach by me as a counselor. This understanding is also crucial to effective intervention with individuals who have different values compared to me as a counselor. Understanding the individual theory of the world also helps me as a counselor in the identification of weaknesses and strengths and areas of improvement. As a counselor, my personal orientations on the other hand are the influences like values, interests, compassion, and self-awareness among others , which influence the personal theory of counseling, discussed above. These personal orientations correspond with other approaches to therapy while others do not hence the understanding is important. Family systems theory bases its argument on the concepts that in order to understand the family effectively and efficiently, the whole family has to be assessed. The signs that are expres... ...The Individual personal Theory and the Family Theory Model is a very important procedure that must be taken seriously in order to ensure that it is successful. Individual personal theory of counseling together with the orientation of the therapist has a greater influence on the family therapy. This may be negative for example if the orientation of the therapist contravenes the values of the client as is evidenced by the Christian values discussed above. It is also important for the therapist to be aware of the needs and the uniqueness of the circumstances of the clients such as in domestic violence. However, an efficient strategy is capable of ensuring that these forces do not affect the process. Lastly, the environment and the diversity of the population that one is working with play an important role in family systems therapy and should be considered critically.

Birds of Feathers Stick Together

I have never hunted day in my life,or even liked to watch hunting shows. But wen I saw a commercial for the television show Duck Dynasty, I had to watch just because it looked so hilarious. Now I watch the show every time its on, even the ones that I have seen over and over and still laugh just like its the first time seeing it. Duck Dynasty is for anyone that likes duck hunting,comedy,drama,and life lessons. Duck Dynasty focuses on a reality television hit on A&E Wednesday nights at 10:00 pm. Duck Dynasty's third season ‘s final episode brought in a 9. 6 million in viewers compared to American Idol, who had a 3. million in viewers in their last episode (James Hibber) . That makes Duck Dynasty the highest viewed reality television show. Phil Robertson established the family business. He crafted the first duck call in 1973, In a small run down shed out back of his home in Louisiana. Willie, Phil s' son with his business degree took and turned the small low budgeted operation and turned it in to a multimillion-dollar business the Duck Commander. Before the guys of Robertson family starter the Duck Commander business, they filmed their own hunts and sold them on video tapes. The Robertson family was also on the outdoor channel on a show called â€Å"BENELI PRESENTS DUCK COMMANDER† back in the 80's. Phil told ABC news †We use to have a reality show but it was just a bunch of rednecks shooting duck†. Patriarch Phil and Willie are only two of the Dynasty’s family members. Jase titled(Willies brother)and Jep(Willies other brother) also help with the family business. Jase is the COO of the company he he runs the manufacturing of the parts, Jase fabricates the calls making sure each one is finely hand tuned. Jase is always trying to pull some kind of shenanigan over Willies head and trying to get out of work. His motto is duck hunting,family,and god. Jep helps put the duck calls together, he is the editor and cameraman for the family business. He is able to think like a hunter behind the camera to catch excellent footage for their Duck Men DVD. Jep is Miss Kay baby . Miss Kay, Phil's wife is the head of the family. What Miss Kay says goes. Miss Kay is a little bit of aunt Bee and a hint of Roseann to spice thing up. She thinks her cooking is a gift and should be shared,so most nights she will cook up a big feast for the whole family, sometimes for the entire neighbor hood. Wives of Jase, Willie and Jep have to infuse a bit of sanity to the proceedings. Then we have Si the crazy uncle, Phil's youngest brother and best friend . Si has the job of fashioning the reeds, the most important part of a duck call is the reed its what makes the duck sound. Si is a Vietnam war vet who loves to tell crazy unbelievable stories and say thing like â€Å"HEY†ADN â€Å"JACK†. Duck Dynasty is part of up coming category titled Redneck television thrown in to the mass of My Redneck Vacation , But the two's comparisons can can only go so far. Yes both shows have southern accents and redneck past times. Redneck vacation focuses on an extended southern family, that takes their southern hospitality and traditions to the uppity lifestyle of the Hamptons, but still highlights on how they can manage to get along despite the differences in culture. Redneck vacation has salty language ,violence,and drinking is visible . The show makes fun of rednecks as opposed to showing its lifestyle. Duck Dynasty also features the family being a little out of the ordinary to most of its viewers tuning in. We watch the Robertson's tromp threw the backwoods hunting duck, fishing, blowing tings up like beaver damns. But what saves Duck Dynasty from the Redneck Vacation fate, Is Dynasty's characters are in on the joke so that no one is getting hurt. Some of the situations at hand may seem to be fashioned for television and everyone know it and seem to play their positions well. As you watch the show you might fall down laughing at the family's redneck phenomena, but you may also be a little jealous of them . The Robertson's do pick on one another but only out of family admiration. They all give a helping hand and enjoy sharing astonishing meals; They never shy from their religious belief . No its not a perfect show bathroom humor is not uncommon with this clan, We do hear some references to sex mainly when Phil is giving one of the grand-kids a lecture. After sitting down and watching the show it didn’t make me want to go out and hunt duck,blow things up or even eat squirrel brain stew. But it did make me want to pull a chair up to the Robertson's table and exchange laugh’s with the family instead of at them .

Analysis Of Edgar Allan Poe s The Raven - 1232 Words

Edgar Allan Poe: The Raven Literature is a very powerful tool that is used to make a huge impact on society or in someone’s perspective. As complex as the world, literature can appear in many forms using unique vernacular that expresses human endeavors. In some cases, social reform is Transcendentalism is an American literary, philosophical movement, promoting the idea of independent progress. The central idea is the optimistic viewpoint of humanity. People, men and women equally, have knowledge about themselves and the world around them that transcends or goes beyond what they can see, hear, taste, touch or feel. A transcendentalist is a person who accepts these ideas without the influence of religion as a way of understanding life relationships. Emerson was a Harvard-educated essayist and lecturer and is recognized as our first truly American thinker. In his most famous essay, The American Scholar, he urged Americans to stop looking to Europe for inspiration and imitation a nd be themselves. He believed that people were naturally good and that everyone s potential was limitless. He inspired his colleagues to look into themselves, into nature, into art, and through work for answers to life s most perplexing questions. His intellectual contributions to the philosophy of transcendentalism inspired a uniquely American idealism and spirit of reform. Dark Romanticism involves humans with disorderly mental state and a strong presence of ghosts or paranormalShow MoreRelatedAnalysis Of Edgar Allan Poe s The Raven 1602 Words   |  7 PagesJadon Vanderslice. Ms. Glass English 1213 5 February 2017 Poe Edgar Allan Poe, arguably one of the best poets ever, has wrote many great and deep-meaning poems, such as â€Å"Annabel Lee,† and â€Å"Dream Within a Dream.† Both putting off a rather dark image and goth-like elements, a way of writing Poe loved best. Mostly known for â€Å"The Raven†, Poe’s Poems all have real deep and mysterious meanings that make people think a bit more to figure it out. The way he expressed terror, the suspense, the heighteningRead MoreAnalysis Of Edgar Allan Poe s The Raven 1514 Words   |  7 PagesEdgar Allan Poe is a very well known writer who specifically liked to write poetry and short stories whose genres included mystery and horror. He’s well known for some of his most popular works such as The Raven, The Tell-Tale Heart, and Annabel Lee. Edgar Allan Poe has written many different pieces of literary work that make him unique from the rest. His literary works evoke deep thoughts and imagery. Poe was born in Boston, Massachusetts but mostly lived in Richmond, Virginia. Poe wrote his firstRead MoreAn Analysis Of Edgar Allan Poe s The Raven1954 Words   |  8 Pagesauthors, Edgar Allan Poe, Anne Bradstreet, and Emily Dickinson, had poems in which they explored the common theme of death. Their unique views on death, as reflected in their poems, tells us of the different ways people looked at death during their respective times. In this essay, I will explore and explain three poems of Edgar Allan Poe, and one from Anne Bradstreet and Emily Dickinson respectively, and then compare the differences between the three authors. In Edgar Allan Poe’s The Raven, he usesRead MoreAnalysis Of Edgar Allan Poe s The Raven Essay3338 Words   |  14 PagesIntroduction Edgar Allan Poe was an American author, poet, editor, and literary critic, also considered the part of the American Romantic Movement. He is best known for his short tales of mystery and macabre. Poe was one of the earliest American practitioners of the short story, and is generally considered as the inventor of the detective fiction genre. He was the first well known American writer who was known for trying to earn his living by writing, resulting in a financially difficult life andRead MoreAnalysis Of Edgar Allan Poe s The Raven And The Pit Essay1155 Words   |  5 PagesThe author Edgar Allan Poe is one of the most recognizable in American literature both by name and by work. He is famous for such pieces of literature as The Raven and The Pit and the Pendulum. He is most notable for his virtual invention of the detective/mystery genre as well as, in part, that of the horror genre. During the time of his life and activity in the world of American literature, the country was b eing swept by a new variety of thought known as Romanticism. 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Authors choose a certain technique on how they write their stories based on how they want the audience to feel and think when they read it, and also based off of their personal backgrounds. Edgar Allan Poe’s stories are described as â€Å"disturbing† with disturbed characters. His stories are meant to bring chillsRead MoreAnalysis Of Edgar Allan Poe s The Raven And The Fall Of The House Of Usher 896 Words   |  4 PagesEdgar Allan Poe is an extremely well known American writer and is famous for his horrific and mysterious works such as, â€Å"The Raven† and â€Å"The Fall of the House of Usher.† Poe was born in 1809 in Boston, Massachusetts in an era that seems to have many dark and ominous writers and pieces of literature originating from that time period. Poe is said to have launched the interest in many of the detective type stories that we read from modern day writers. â€Å"In the early 1800s, romanticism was the dominantRe ad MoreAn Analysis Of Edgar Allan Poe s The Raven And Fall Of The House Of Usher 1672 Words   |  7 PagesEdgar Allan Poe and Alfred Hitchcock both use suspense and fear in their pieces of work. The audience can see the way Edgar Allan Poe uses suspense in his pieces, â€Å"The Raven† and in â€Å"The Fall of the House of Usher,† and how Alfred Hitchcock uses similar techniques in his piece, Rear Window. These three pieces of work show how Edgar Allan Poe and Alfred Hitchcock are able to use and set up different aspects to create suspense and fear throughout their stories. In both Hitchcock’s and Poe’s piecesRead MoreBrianna Ruiz-Vannerson. Leonard Miller. Enc1102. Feb. 231548 Words   |  7 PagesMiller ENC1102 Feb. 23 2017 The Compelling Mind of Edgar Allan Poe Through: â€Å"Lenore† and â€Å"The Raven† Throughout the life of esteemed author Edgar Allan Poe, there have been many time that this extraordinary man’s life has been turned upside down with grief. His first encounter with this wretched demon was when he was no older than three years of age. The mother who birthed him dies and his father abandons them before her death (â€Å"Edgar Allan Poe†). He then is separated from his brother and sister