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Im Funny

What do you mean conversation 2013 - 0 views

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shared by Im Funny on 26 Apr 13 - No Cached
  • Im Funny on 26 Apr 13
     
    What do you mean conversation 2013
franstassigny

Lacan était un imbécile ...Jacques Lacan Was a Fool by George Elerick - 0 views

fr.calameo.com/...001343388da74ce295ba7

shared by franstassigny on 27 Jan 13 - No Cached
  • franstassigny on 27 Jan 13
     
    Elerick attempts to interpret what it means to be a Christian in light of Lacan's famous, but asinine, proposition: "I think where I am not, therefore I am where I do not think." What should be immediately present to everyone who reads the proposition is that it is self-contradictory, for it at once denies the possibility of the individual subject to think itself (or re-present itself to itself) by affirming an inexorable fact about the Self, thereby speaking in absolute and universal terms and negating itself. In other words, if Lacan is right about the nature of the individual self/ego, then he is simultaneously wrong. And if he is wrong, which he is, then why bother with the man anymore?
thinkahol *

YouTube - The Psychology of Religion-Steven Pinker (part I) - 0 views

www.youtube.com/watch

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shared by thinkahol * on 03 Sep 10 - Cached
  • thinkahol * on 03 Sep 10
     
    In an illustration more typical of Pinker's cultural taste, he quotes the opening scene of Woody Allen's movie Annie Hall, when the young Alvy Singer tells a psychiatrist that he won't do his homework because the universe is expanding. If the universe is going to fall apart, he says, what is the point of human existence? "What has the universe got to do with it?" his mother wails at him. "You' re here in Brooklyn! Brooklyn is not expanding!" That kind of reductionism is confusing two levels of analysis," Pinker says. "We have meaning and purpose here inside our heads, being the organisms that we are. We have brains that make it impossible for us to live our lives except in terms of meaning and purpose. The fact that you can look at meaning and purpose in one way, as a neuro-psychological phenomenon, doesn' t mean you can' t look at it in another way, in terms of how we live our lives." The collection of genes known as Steven Pinker made the point most forcibly in How The Mind Works, where he explained his own decision not to have children - which apparently runs counter to the demands of evolution - and says that if his genes don't like it, "they can take a running jump." http://www.guardian.co.uk/Archive/Article/0,4273,3926387,00.html Steven Pinker
thinkahol *

What Makes Right-Wing Mobs Tick? | Psychology Today - 0 views

www.psychologytoday.com/...hat-makes-right-wing-mobs-tick

What Makes Right-Wing Mobs Tick? | Psychology Today

shared by thinkahol * on 31 Oct 10 - No Cached
  • thinkahol * on 31 Oct 10
     
    A lot of heavyweight thinkers have offered explanations of the irrationality of modern political behavior--you know, behavior like Medicare recipients at town halls screaming about the evils of government-run health care or otherwise reasonable people likening Obama's plan to Nazi eugenics. George Lakoff theorizes that conservatives interpret reality through metaphors and meta-narratives modeled after authoritarian family structures. Drew Westen argues that they interpret facts according to emotionally based investments in conclusions they already hold, bypassing cortical centers of reason altogether. These and other analyses are powerful and helpful. But they aren't satisfying to me because they aren't specific enough to account for the passionate urgency and self-destructiveness of the right-wing rejection of a program that will obviously benefit them.
Leyla Bonilla

PsyBlog: How to Improve Your Self-Control - 0 views

www.spring.org.uk/...-improve-your-self-control.php

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shared by Leyla Bonilla on 06 Oct 08 - Cached
  • It never ceases to amaze just how different two people's views of exactly the same event can be: one person's freedom fighter is another's terrorist.
  • why they maintain good physical health
  • Research reveals that people find it much easier to make decisions that demonstrate self-control when they are thinking about events that are distant in time, for example how much exercise they will do next week or what they will eat tomorrow (Fujita, 2008). Similarly they make much more disciplined decisions on behalf of other people than they do for themselves. People implicitly follow the maxim: do what I say, not what I do.
  • ...9 more annotations...
  • how they maintained their physical health. Naturally they responded with things like: "Go exercise". In other words they focused on means rather than ends, the actual process.
  • low-construal thinking condition (thinking about means rather than ends
  • Those participants who had been encouraged to think in high-level, abstract terms demonstrated greater self-control in enduring the discomfort of the handgrip in order to receive more accurate personality profiles.
  • Participants tended to put answer such as: "To do well in school." This got them thinking about ends rather than means - the ultimate purpose of physical health.
  • Global processing. This means trying to focus on the wood rather than the trees: seeing the big picture and our specific actions as just one part of a major plan or purpose. For example, someone trying to eat healthily should focus on the ultimate goal and how each individual decision about what to eat contributes (or detracts) from that goal.
  • Abstract reasoning. This means trying to avoid considering the specific details of the situation at hand in favour of thinking about how actions fit into an overall framework
  • Someone trying to add more self-control to their exercise regime might try to think less about the details of the exercise, and instead focus on an abstract vision of the ideal physical self, or how exercise provides a time to re-connect mind and body.
  • Categorising tasks or project stages conceptually may help an individual or group maintain their focus and achieve greater self-discipline.
  • avoid thinking locally and specifically and practice thinking globally, objectively and abstractly, and increased self-control should follow.
  • Leyla Bonilla on 06 Oct 08
     
    avoid thinking locally and specifically and practice thinking globally, objectively and abstractly, and increased self-control should follow.
Leyla Bonilla

I'm Sorry, I Don't Know, I Can't … | ThinkSimpleNow.com - 1 views

thinksimplenow.com/...the-power-of-language

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shared by Leyla Bonilla on 24 Aug 08 - Cached
  • Do you find yourself saying the words I’m sorry or I don’t know often? Did you know that this over-sighted language pattern is actually limiting our potential to happiness and ultimately getting what we want?
  • If our conscious mind is indeed “in control” as we believe, then why do we sign up for gym memberships after new years and never go? Why it is that even after we’ve decided on something we really want (like a new hobby), we fail to take action on it?
  • While our conscious mind is the captain of our ship, our unconscious mind is the guys in the engine room, making the ship run. The ship moves because of the work done by these engine room guys. They listen to the commands from the captain, without question. They are exceptional at taking commands and executing them. Since the conscious mind has limited capacity and can only become aware of a very limited set of information, our unconscious mind only surfaces what we consider important. How does the unconscious mind know what’s important? It doesn’t. The unconscious mind determines this based on the frequency of commands it receives of the same topic from the conscious mind.
  • ...18 more annotations...
  • Each time we have a conscious thought, or we verbalize words aloud, or see a scene in our imagination, it gets fed into our unconscious mind. Like a command from the captain, whether it is our intention or not, the command gets executed in some form; it leaves an impression on the unconscious mind.
  • At times, even for the smallest decision, we would shrug and say “I dunno”. Why? Because it’s an easy answer. We don’t have to think.
  • I recommend we reserve the words I’m sorry to situations when we really mean it, and need it to express our genuine feelings.
  • There is a difference between truly not knowing something and believing that you don’t know something. There’s also the connotation that you do not have the ability to decide or to learn something new. These words are repeated so causally that we start to rely on them out of laziness and habit.
  • if we repeatedly say I’m sorry each time we reply to emails after 2 days, then we’ve programmed ourselves to feel guilt whenever we do not respond to emails immediately.
  • Replace “I don’t know” when making a decision with an alternative phrase. Come up with a list of such alternatives. Here are some ideas: “Give me a moment, I have not decided yet.” “Let me think about it.” “I am evaluating my options.” “Hmmm. Let me see…” Action: List out the options and their pros and cons.
  • Being indecisive sends a similar message to the people around you. We tend to trust and rely on people who are decisive. It is a character strength; especially in business.
  • What we repeatedly do becomes our habits. And if we make a habit out of indecisiveness on small decisions, how will we react when we need to make important decisions in life, in business, or in relationships?
  • Consider the following scenario: Person A: “Where is the salt?” Person B: “On the kitchen shelf.” Person A: “I don’t see it.” Person B walks to where person A is standing, reaches over where person A is looking, and pulls out the salt bottle. It was right in front of person A. Have you been in such a scenario? I certainly have. Did person A truly not see the salt? Or did person A believe that she did not see the salt? Bingo!
  • Remember that our unconscious mind takes commands directly from our words? When we tell ourselves that we do not see something, we are passing the message to our unconscious mind in the form of a command. It proceeds accordingly and makes a note to stop passing anymore messages to the conscious mind when salt bottles are seen. Isn’t that funny?
  • When you want to say “I don’t remember where I put the keys?”, rephrase the question to “If I could remember, what would they be?”
  • Instead of saying “I don’t know how to.”, rephrase to “I have not learned how to do that yet, but I can learn.“
  • When we say I can’t do something, we’ve just declared impossibility as a definite answer. We are telling ourselves that we will never be able to do it, because we lack the necessary capabilities.
  • By saying we can’t do something, we are suggesting that we do not have the ability to learn, that we have given up, that we lack the potential that other gifted humans possess.
  • By saying we don’t have the time, we are impressing upon ourselves that we are very busy, making us feel important. It is an illusion. Yes, we may have a very full schedule, but when we say we don’t have time, it usually means that we just don’t want to do it. Not having enough time is an excuse. If it was important enough, we’d find the time
  • For starters, you don’t have to do anything! You know that. The world will not come to an end if you don’t do something (in most cases). We feel like we have to for one of two reasons: It brings you pleasure/benefit. ie. Something you enjoy doing. It reduces pain. ie. Losing a job or friendship, or an excuse not to do something else.
  • We are in control of our lives, and instead of saying I have to, replace it with I want to, or I am doing something because here are the benefits it brings me.
  • If you don’t want to do something, instead of giving people excuses starting with “I’d love to but, I have to…“, just gracefully say “Thanks for the invite, but I am resting at home tonight.” Or “Thank you. I have plans tonight. Maybe next time.
thinkahol *

WHERE GOOD IDEAS COME FROM by Steven Johnson - YouTube - 0 views

www.youtube.com/watch

WHERE GOOD IDEAS COME FROM by Steven Johnson - YouTube

shared by thinkahol * on 05 Oct 11 - No Cached
  • thinkahol * on 05 Oct 11
     
    One of our most innovative, popular thinkers takes on-in exhilarating style-one of our key questions: Where do good ideas come from? With Where Good Ideas Come From, Steven Johnson pairs the insight of his bestselling Everything Bad Is Good for You and the dazzling erudition of The Ghost Map and The Invention of Air to address an urgent and universal question: What sparks the flash of brilliance? How does groundbreaking innovation happen? Answering in his infectious, culturally omnivorous style, using his fluency in fields from neurobiology to popular culture, Johnson provides the complete, exciting, and encouraging story of how we generate the ideas that push our careers, our lives, our society, and our culture forward. Beginning with Charles Darwin's first encounter with the teeming ecosystem of the coral reef and drawing connections to the intellectual hyperproductivity of modern megacities and to the instant success of YouTube, Johnson shows us that the question we need to ask is, What kind of environment fosters the development of good ideas? His answers are never less than revelatory, convincing, and inspiring as Johnson identifies the seven key principles to the genesis of such ideas, and traces them across time and disciplines. Most exhilarating is Johnson's conclusion that with today's tools and environment, radical innovation is extraordinarily accessible to those who know how to cultivate it. Where Good Ideas Come From is essential reading for anyone who wants to know how to come up with tomorrow's great ideas.
thinkahol *

How your memories can be twisted under social pressure | KurzweilAI - 0 views

www.kurzweilai.net/-twisted-under-social-pressure

How your memories can be twisted under social pressure | KurzweilAI

shared by thinkahol * on 11 Jul 11 - No Cached
  • thinkahol * on 11 Jul 11
     
    Listen up, Facebook and Twitter groupies: how easily can social pressure affect your memory? Very easily, researchers at the Weizmann Institute and University College London have proved, and they think they even know what part of the brain is responsible. The participants conformed to the group on these "planted" responses, giving incorrect answers nearly 70% of the time. Volunteers watched a documentary film in small groups. Three days later, they returned to the lab individually to take a memory test, answering questions about the film. They were also asked how confident they were in their answers. They were later invited back to the lab to retake the test. This time, the subjects were also given supposed answers of the others in their film-viewing group (along with social-media-style photos) while being scanned in a functional MRI (fMRI) that revealed their brain activity. Is most of what you know false? Planted among these were false answers to questions the volunteers had previously answered correctly and confidently. The participants conformed to the group on these "planted" responses, giving incorrect answers nearly 70% of the time. To determine if their memory of the film had actually undergone a change, the researchers invited the subjects back to the lab later to take the memory test once again, telling them that the answers they had previously been fed were not those of their fellow film watchers, but random computer generations. Some of the responses reverted back to the original, correct ones, but get this: despite finding out the scientists messed with their minds, close to half of their responses remained erroneous, implying that the subjects were relying on false memories implanted in the earlier session. An analysis of the fMRI data showed a strong co-activation and connectivity between two brain areas: the hippocampus and the amygdala. Social reinforcement could act on the amygdala to persuade our brains to replace a strong memory wi
Hypnosis Training Academy

Interview With A Hypnotist: HypnoThoughts Founder Scott Sandland Shares How To Set Up A... - 0 views

hypnosistrainingacademy.com/t-sandland-pain-control-master

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shared by Hypnosis Training Academy on 06 Jun 17 - No Cached
  • Hypnosis Training Academy on 06 Jun 17
     
    How do you know if a hypnotherapy niche is right for you? Other than actually giving it a try, the most practical alternative is to talk with someone who works in the field. And, who else would be the right candidate than the founder of HypnoThoughts Scott Sandland to advise you on how can you set up a dental and medical hypnosis practice. Check out this month's interview with Igor Ledochowski, where Scott shares the unbelievable story of how he discovered hypnosis. Scott also dives into what you can achieve through dental hypnosis, what hypnosis can offer to people struggling with addiction and why this niche is not for everyone. He also shares plenty of advice on how to help you get started in this field of hypnotherapy. To listen to Part 1 of this powerful interview, visit HypnosisTrainingAcademy.com.
pubrica

Clinical Psychology: psychopathology by systematically examining the history, classific... - 0 views

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shared by pubrica on 04 Jul 20 - No Cached
  • pubrica on 04 Jul 20
     
    What do we think? What do we feel? How do we react to a particular situation? How do we define it? How To Examine Whether Someone Is A Patient Of Mental Illness Or Not? How To Do A Patient's History Examined Systematically? The main classes of mental illness : Cause and Treatment of psychological disorder: Detailed Information: https://bit.ly/2VGGP1Q Reference: https://pubrica.com/services/physician-writing-services/ Why pubrica? When you order our services, we promise you the following - Plagiarism free, always on Time, outstanding customer support, written to Standard, Unlimited Revisions support and High-quality Subject Matter Experts. Contact us : Web: https://pubrica.com/ Blog: https://pubrica.com/academy/ Email: sales@pubrica.com WhatsApp : +91 9884350006 United Kingdom: +44-74248 10299
pubrica

Clinical Psychology Examining the history, classification, causes and treatment of psyc... - 0 views

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shared by pubrica on 07 Jul 20 - No Cached
  • pubrica on 07 Jul 20
     
    What do we think? What do we feel? How do we react to a particular situation? How do we define it? How To Examine Whether Someone Is A Patient Of Mental Illness Or Not? How To Do A Patient's History Examined Systematically? The main classes of mental illness : Cause and Treatment of psychological disorder: Detailed Information: https://bit.ly/2VGGP1Q Reference: https://pubrica.com/services/physician-writing-services/ Why pubrica? When you order our services, we promise you the following - Plagiarism free, always on Time, outstanding customer support, written to Standard, Unlimited Revisions support and High-quality Subject Matter Experts. Contact us : Web: https://pubrica.com/ Blog: https://pubrica.com/academy/ Email: sales@pubrica.com WhatsApp : +91 9884350006 United Kingdom: +44-74248 10299
alvaeastham987

Buy Google Ads Account - Real, Cheap, Aged, Spent ⚡️ - 0 views

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shared by alvaeastham987 on 19 Jul 23 - No Cached
  • alvaeastham987 on 19 Jul 23
     
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shared by alvaeastham987 on 19 Jul 23 - No Cached
  • alvaeastham987 on 19 Jul 23
     
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Buy Verified Revolut Account - 100% USA UK CA Revolut - 0 views

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shared by alvaeastham987 on 19 Jul 23 - No Cached
  • alvaeastham987 on 19 Jul 23
     
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thinkahol *

Michael Lewis on the King of Human Error | Business | Vanity Fair - 0 views

www.vanityfair.com/...michael-lewis-201112.print%22

Michael Lewis on the King of Human Error | Business Vanity Fair

shared by thinkahol * on 11 Nov 11 - No Cached
  • Kahneman has a phrase to describe what they did: “Ironic research.”
  • thinkahol * on 11 Nov 11
     
    The book was originally titled Thinking About Thinking. Just arriving in bookstores from Farrar, Straus and Giroux, it's now called Thinking, Fast and Slow. It's wonderful, of course. To anyone with the slightest interest in the workings of his own mind it is so rich and fascinating that any summary of it would seem absurd. Kahneman walks the lay reader (i.e., me) through the research of the past few decades that has described, as it has never been described before, what appear to be permanent kinks in human reason. The story he tells has two characters-he names them "System 1" and "System 2"-that stand in for our two different mental operations. System 1 (fast thinking) is the mental state in which you probably drive a car or buy groceries. It relies heavily on intuition and is amazingly capable of misleading and also of being misled. The slow-thinking System 2 is the mental state that understands how System 1 might be misled and steps in to try to prevent it from happening. The most important quality of System 2 is that it is lazy; the most important quality of System 1 is that it can't be turned off. We pass through this life on the receiving end of a steady signal of partially reliable information that we only occasionally, and under duress, evaluate thoroughly. Through these two characters the author describes the mistakes your mind is prone to make and then explores the reasons for its errors.
nat bas

Understanding the Anxious Mind - NYTimes.com - 0 views

www.nytimes.com/...04anxiety-t.html

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shared by nat bas on 03 Oct 09 - No Cached
  • But some people, no matter how robust their stock portfolios or how healthy their children, are always mentally preparing for doom. They are just born worriers, their brains forever anticipating the dropping of some dreaded other shoe. For the past 20 years, Kagan and his colleagues have been following hundreds of such people, beginning in infancy, to see what happens to those who start out primed to fret. Now that these infants are young adults, the studies are yielding new information about the anxious brain.
  • Four significant long-term longitudinal studies are now under way: two at Harvard that Kagan initiated, two more at the University of Maryland under the direction of Nathan Fox, a former graduate student of Kagan’s. With slight variations, they all have reached similar conclusions: that babies differ according to inborn temperament; that 15 to 20 percent of them will react strongly to novel people or situations; and that strongly reactive babies are more likely to grow up to be anxious.
  • In the brain, these thoughts can often be traced to overreactivity in the amygdala, a small site in the middle of the brain that, among its many other functions, responds to novelty and threat. When the amygdala works as it should, it orchestrates a physiological response to changes in the environment. That response includes heightened memory for emotional experiences and the familiar chest pounding of fight or flight. But in people born with a particular brain circuitry, the kind seen in Kagan’s high-reactive study subjects, the amygdala is hyperreactive, prickly as a haywire motion-detector light that turns on when nothing’s moving but the rain. Other physiological changes exist in children with this temperament, many of them also related to hyperreactivity in the amygdala. They have a tendency to more activity in the right hemisphere, the half of the brain associated with negative mood and anxiety; greater increases in heart rate and pupil dilation in response to stress; and on occasion higher levels of the stress hormones cortisol and norepinephrine.
  • ...8 more annotations...
  • The physiological measurements led them to believe something biological was at work. Their hypothesis: the inhibited children were “born with a lower threshold” for arousal of various brain regions, in particular the amygdala, the hypothalamus and the hypothalamic-pituitary-adrenal axis, the circuit responsible for the stress hormone cortisol.
  • At age 4, children who had been high-reactive were four times as likely to be behaviorally inhibited as those who had been low-reactive. By age 7, almost half of the jittery babies had developed symptoms of anxiety — fear of thunder or dogs or darkness, extreme shyness in the classroom or playground — compared with just 10 percent of the more easygoing ones. About one in five of the high-reactive babies were consistently inhibited and fearful at every visit up to the age of 7.
  • By adolescence, the rate of anxiety in Kagan’s study subjects declined overall, including in the high-risk group. At 15, about two-thirds of those who had been high-reactors in infancy behaved pretty much like everybody else.
  • PEOPLE WITH A nervous temperament don’t usually get off so easily, Kagan and his colleagues have found. There exists a kind of sub-rosa anxiety, a secret stash of worries that continue to plague a subset of high-reactive people no matter how well they function outwardly. They cannot quite outrun their own natures: consciously or unconsciously, they remain the same uneasy people they were when they were little.
  • Teenagers who were in the group at low risk for anxiety showed no increase in activity in the amygdala when they looked at the face, even if they had been told to focus on their own fear. But those in the high-risk group showed increased activity in the amygdala when they were thinking about their own feelings (though not when they were thinking about the nose). Once again, this pattern was seen in anxiety-prone youngsters quite apart from whether they had problems with anxiety in their daily lives. In the high-risk kids, even those who were apparently calm in most settings, their amygdalas lighted up more than the others’ did.
  • Behaviorally inhibited children were much more likely to have older siblings: two-thirds of them did, compared with just one-third of the uninhibited children. Could having older siblings, he and his co-authors wondered, mean being teased and pushed, which becomes a source of chronic stress, which in turn amplifies a biological predisposition to inhibition?
  • high-reactive babies who went to day care when they were young were significantly less fearful at age 4 than were the high-reactives who stayed home with their mothers.
  • The predictive power of an anxiety-prone temperament, such as it is, essentially works in just one direction: not by predicting what these children will become but by predicting what they will not. In the longitudinal studies of anxiety, all you can say with confidence is that the high-reactive infants will not grow up to be exuberant, outgoing, bubbly or bold. Still, while a Sylvia Plath almost certainly won’t grow up to be a Bill Clinton, she can either grow up to be anxious and suicidal, or simply a poet. Temperament is important, but life intervenes.
  • nat bas on 03 Oct 09
     
    This is a good article that looks at how anxiety happens- it is more or less something you are born with, but you learn to live with, if you are intelligent about it. Liked it. Good writing.
Sarah Eeee

Ballastexistenz » Post Topic » "…knew the moment had arrived for killing the ... - 0 views

ballastexistenz.autistics.org/?p=380

autism kyriarchy discrimination firstperson

shared by Sarah Eeee on 06 Dec 10 - No Cached
  • How many of the emotional and social problems autistic people have are actually related to being autistic?
  • And as I got into school, I became as subject to bullying by teachers as I was by other students.
  • . I couldn’t understand why people hated me so much, I hadn’t done anything to them other than exist near them. And eventually I just went numb. Nothing the few people in my life who did treat me like a person could do, was enough to counteract the fact that in the majority of my life I was treated more like a target. The only way I could deal with it was to cut off the parts of me that knew what it was like to be treated like a person.
  • ...3 more annotations...
  • m telling it because assorted variants on these experiences are so close to universal among the autistic people I’ve known. How can you get a good idea of the social abilities or emotional range of a set of people who are treated like this from the moment we encounter other children, sometimes from the moment we encounter other people at all?
  • The myth of the refrigerator parent has been replaced with the myth of the refrigerator child, and many of our parents will believe the new refrigerator child myth.
  • The interesting part to me was that the social behavior of the children was not only often invisible to their parents, but often invisible to the people who worked at the Media Lab as well. I had to point out to them things like one child speaking to her mother and inquiring about her mother’s emotional state, another child’s affection, another child looking up at his mother’s face to gauge her feelings. We concluded that somehow through the camera person focusing on the mothers, combined with the mothers focusing on the camera people, the viewer’s focus was not on the social overtures of the children, who were then possible to describe as not engaging in social overtures even when they were very clearly affectionate, social, and concerned with their parents’ feelings.
    • Sarah Eeee
      Sarah Eeee on 06 Dec 10
       
      Key point: People don't recognize social behaviors when they come from autistic children. Instead of observing what they see, they only see what they expect. There is ample evidence for how this could happen from distraction studies (tell someone to focus on members of the blue team, and they'll miss the gorilla dribbling the ball).
  • Sarah Eeee on 06 Dec 10
     
    Interesting blog post considering the emotional impacts of having autism. The author questions whether some of the social difficulties considered diagnostic of autism are actually the result of discrimination. Definitely worth reading for anyone interested in autism and hearing from someone with autism.
Caramel Crow

Can Sports Save the World? (& what must be done beforehand) - Part I - 0 views

thesituationist.wordpress.com/...-part-1-in-a-multi-part-series

inter-group reconciliation politics psychology sports

shared by Caramel Crow on 13 Sep 08 - Cached
Sarah Eeee

*A Brain Scientist's Take on Writing*: What Mirror Images and Foreign Scripts Tell Us A... - 0 views

blog.liviablackburne.com/...mages-and-foreign-scripts.html

psychology neuroscience reading research

shared by Sarah Eeee on 22 Dec 10 - No Cached
  • For most adults in literate countries, reading is so well practiced that it’s reflexive. If the words are there, it's impossible not to read.
  • If you raise a child on a desert island, he'll learn to eat, walk, and sleep, but odds are he won't spontaneously pick up a stick and start writing. For most of human history, written language didn't even exist. Reading as a cultural invention has only been around for a few thousand years, a snap of a finger in evolutionary terms.
  • we’re very good at seeing, and the trick is just to retune that machinery to the demands of reading.
  • ...11 more annotations...
  • But even on a basic visual level, we have to somewhat reprogram our visual systems.
  • Mirror invariance, the idea that something flipped sideways is still the same object, is a core property of our visual systems, and for good reason.
  • What's the mirror image of b? Now it's a completely different letter: d.
  • Mirror reversal is overwhelmingly common in beginning writers, from the occasional flipped letter to whole words written as a mirror image. Kids do this spontaneously. They never actually see flipped letters in the world around them. It's as if their brains are too powerful for the task.
  • With practice however, we do retrain our brains to read
  • Does the brain of a reader look different from that of a nonreader?
  • Since blood flow is tied to brain activity, fMRI allows us to see the patches of brain involved in different tasks.
    • Sarah Eeee
      Sarah Eeee on 22 Dec 10
       
      Bit of an oversimplification, no?
  • They found that most participants did indeed have a brain region that responded more to words than objects.
  • This is rather remarkable, that the brain would develop a specialized area for an artificial category of images.
  • need more proof that this region developed as a result of learning to read.
  • If reading experience does alter the brain, you would expect English readers and English/Hebrew readers to have different brain responses to Hebrew. And this is indeed what Baker found. The bilingual readers had high activation for both Hebrew and English in their word region, while monolingual English readers only had high activation for English.
  • Sarah Eeee on 22 Dec 10
     
    Interesting & quick post on research into the neurological basis of reading.
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