Title 5: Given access to the same facts, how is it possible that there can be disagreement between experts in a discipline? Develop your answer with reference to two areas of knowledge.

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Other / Theory of Knowledge
Human sciences focus on the study of the mind, social constructs and interactions, and human behavior. Within human sciences, there is an abundance of disciplines, theories, and frameworks that are designed to analyze and evaluate human behavior. The previous concepts provide a rationale for the different ways and contributing factors of knowing. More specifically two ways of knowing that are present in human sciences are language and memory. Language is a way of using verbal and non-verbal cues to communicate with others. A more in-depth definition of language is the ability to comprehend why people behave, interact, and retain information the way that they do (Ramaekers and Suissa, 356). One of the human science disciplines that language has been a continuous research topic is in the field of psychology. Psychology is classified and defined as the study of the mind, but within this discipline, there are several conflicting suppositions, concepts and notions. To take it a step forward developmental psychology combines conjectures and conceptions about language and couples them with behavior. Language and psychology provide an understanding of how children learn from the teachings of their parents. An example of language in developmental psychology is the teaching children about manners and proper etiquette. My mother taught me to keep my elbows off of the table and to clean any mess that I made after eating at the table.

My caregiver gave me verbal instruction and took the opportunity to show me how to dispose of trash, wash dishes, and sanitize the dining room table.
Another way of knowing is the memory. Memory is recalling information that has been preserved and includes one’s experiences and the significance of a person’s reflection. From a sociological perspective, memory combines language and past events that a person may recollect, social interactions and experiences (Jedlowski 33). For instance, the sociological perspective would indicate that my ability to retain math information taught to me in the third grade is a result of the social interaction that I had with my instructor. On the contrary, a psychologist’s opinion may differ because I recalled information that is a contribution to my brain development. Psychology and sociology both have contradicting perceptions of knowing and how knowledge is acquired. I will further explore the difference between rational and non-rational areas within psychology and sociology. Logical psychological and sociological concepts include but are not limited to information that is reasonable or provable. Rationale information in psychology is concluded from research and exploration; whereas the same information is a derivative of social interactions and experience in sociology. Along with the precedent statements, the relationship between psychological and sociological language and memory facts and theories are definite. Exploration and life experiences motivate human sciences. Differences between shared access and the mutual perception of specifics exist because of various interferences’. Some differences stem from comprehension, cultures, traditions, and beliefs. It is necessary to further the previously mentioned concepts to develop a more comprehensive understanding of the field of psychology and sociology; and how both disciplines have conflicting views related to language and memory.
Rational and Non-Rational Psychological and Sociological Concepts
Language and memory are both areas of knowledge that are pertinent to human sciences because they provide the foundation for developing a comprehensive understanding of language skill growth, and memory creation and retention. Linguistics is rational in psychology because language development begins in one’s environment and through learning capabilities. For instance, at the age of 2, my mother would read me a bedtime story every night. After listening to the various stories and viewing the photographs that correlated with the stories, I learned how to read and understand language. The argument that “frequency, recency, and context are likewise the three most fundamental influences on human cognition, linguistic and non-linguistic alike” (Ellis 104) is a debatable subject in psychology. Furthermore, the language in the psychology field develops through the initial presentation, repetition, and the environment that an individual practices communication. It is considered irrational to expect for someone to automatically comprehend a new language that is unfamiliar to them. In sociology, language that is rational corresponds with traditions, beliefs, and social gain. Non-rational concepts are considered to be those standards, theories, and actions which exclude the language of learning in the field psychology and discourage social interactions and cohesiveness in sociology.
Memory is efficient in psychology by identifying two opposing systems in the brain, also known as the dual process theory. The dual process theory indicates that the brain has an implicit and explicit system. The implied system includes the unconscious section of the brain where experience, basic emotions, quick, and uncontrolled responses exist. On the contrary, the external system is where decision-making transpire correlates with one’s cognitive ability and is controlled (Evans and Stanovich 225). From a social perspective, language and the ability to verbally recall past events is an expression of memory. Irrational concepts that apply to sociology and memory stem from a conflict between individual memory and collective memory. Distinct memory relates to perceptions, which clash with one’s collective or ideal self. My traditions and beliefs influence my perceptions of the world and discrete memory. If my collective memory creates false memories of past experiences, this is considered to be irrational. Hence, rational notions in psychology and sociology are a result of the time, exposure, and antecedent of language.
Common Access and Perceptions
Joint access and perceptions in human sciences are about an individual’s exposure to a specific stimulus, social interactions, and other components that may affect personal experiences and shape their perceptions. In psychology, language influences the development of the brain, and in sociology, language plays a vital role in the way humans communicate with others. Along with the aforesaid, language also contributes to decision making based on exposure to customs, traditions, and social relationships. I celebrate holidays and have grown accustomed to certain familial traditions, music, food, and experiences through shared language with my family members. The interaction and customs that occur on an annual basis have molded the way that I perceive family, socializing with others, and my behavior also. Even in alternative settings I am team oriented and have a strong belief in group cohesion, and supporting others. This correlation has shaped my perceptions and actions in the diverse environment. Also, memories of my family experiences influence perceptions of life as well. Hence, mutual access in psychology and sociology are motivated to experience, exposure, engagement, and shaping of language and memories.
Conclusion
Differences and contrasting views of language and memory are present in psychology and sociology because of the different theories related to the stimulus or sources that influence the two areas of knowing. In psychology, language is influenced by the time, age, and source where language introduction and exposure occurred. On the contrary in sociology, language is about social interactions in various settings and environments. Memory influences perceptions through experiences, customs, and teachings of influential people in their personal lives. I believe that psychology and sociology help people and myself to develop a deeper understanding of one another in unique ways that natural sciences can not depict. Despite differences that each discipline presents, it is necessary for both to comprehend how the self, people’s environments, and experiences contribute to their understanding and development of language, memories, and worldviews.
Works Cited
Ellis, Nick C. “Cognitive perspectives on SLA: The Associative-Cognitive CREED*.” AILA Review (2006): 100-121.
Evans, Jonathan St. B. T and Keith E. Stanovich. “Dual-Process Theories of Higher Cognition: Advancing the Debate.” Perspectives on Psychological Science (2013): 223-241.
Jedlowski. “Memory and Sociology: Themes and issues.” Time and Society (2001): 29-41.
Ramaekers, Stefan and Judith Suissa. “What All Parents Need to Know? Exploring the Hidden Normativity of the Language of Developmental Psychology in Parenting.” Journal of Philosophy of Education (2012): 352-369.