Psychology: The Science Of Human Nature

Ekman, however, was fascinated by the mystery of nonverbal communication. He wanted to understand why some people had little trouble decoding the feelings of others, almost as if they were reading an open book, whereas others fell for one con artist after another. His motto was: trust your eyes, not conventional wisdom. The widespread belief then was that facial expressions arose simply from cultural learning: a child in a given culture learned the faces that accompanied particular emotions by observing people, and over time different cultures developed different expressions. Even renowned researchers such as anthropologist Margaret Mead were unconvinced of the existence of a universal repertoire of expressions, as Charles Darwin had proposed in his book The Expression of the Emotions in Man and Animals, published in 1872 but subsequently ignored.

March 17, 2009 in Biology | 11 comments | Post a comment E-mail   |   Print   |   Text Size    Building the 21st-Century Mind A professor of cognition and education reveals the five minds you need for success, how to make better decisions, and why ethics are critical.

Howard Gardner is a professor of cognition and education at the Harvard Graduate School of Education. He’s also the author of over 20 books and several hundred scholarly articles. Gardner is probably best known in educational circles for his theory of multiple intelligences, which is a critique of the notion that there exists but a single human intelligence that can be assessed by standard psychometric instruments. His most recent book, Five Minds for the Future, offers some advice for policy-makers on how to do a better job of preparing students for the 21st century. Mind Matters editor Jonah Lehrer chats with Gardner about his new book, the possibility of teaching ethics and how his concept of multiple intelligences has changed over time.

Our findings show that interpersonally coordinated actions are preceded and accompanied by between-brain oscillatory couplings," says Ulman Lindenberger. The results don't show whether this coupling occurs in response to the beat of the metronome and music, and as a result of watching each others' movements and listening to each others' music, or whether the brain synchronization takes place first and causes the coordinated performance. Although individual's brains have been observed getting tuning into music before, this is the first time musicians have been measured jointly in concert.

In a study published recently in the Journal of Neuroscience, UCLA neurology professor Paul Thompson and colleagues used a new type of brain-imaging scanner to show that intelligence is strongly influenced by the quality of the brain's axons, or wiring that sends signals throughout the brain. The faster the signaling, the faster the brain processes information. And since the integrity of the brain's wiring is influenced by genes, the genes we inherit play a far greater role in intelligence than was previously thought.

The new paper by Hajszan and colleagues at Yale University suggests that in learned helplessness, an animal model for depression and PTSD, stress-related reductions in synapses in the hippocampus are directly related to the emergence of depression-like behavior.  These data help to make the case that stress-related changes in the structure of nerve cells may have important behavioral consequences,

Attention training helps subjects practice how not to focus on threatening words or on photos of threatening faces

anxiety disorder to achieve remission. The disorder, estimated to affect 6.8 million U.S. adults, involves constant, exaggerated worries about impending disasters regarding health, money or other issues.

A similar form of attention guidance, directed by psychologist Norman Schmidt of Florida State University in Tallahassee, provided marked relief for many patients diagnosed with social anxiety disorder. About 15 million U.S. adults struggle with this condition, which is characterized by a debilitating dread of everyday social situations and a fear of being watched and judged by others.

a standard set of questions they would like answered: can you really divide people up into a particular set of categories? Are the tests for these categories reliable; if you take the test twice will you come out the same both times? Are the categories you are trying to use related to how people learn? If you use a theory of learning styles, do people learn better? Can you use learning styles to predict who will benefit most from particular styles of instruction? Does using a learning styles system - any system - for teaching have other effects on learners or teachings, such as making them more confident or making them expend more effort? These questions stem from the way academic psychologists systematically approach topics: we like to establish the truth of psychological claims. If someone comes to us with a theory about learning styles we want to know (a) if learning styles really exist, (b) if they really are associated with better learning and also (c) if, when learning styles are taken into account, learning is better because of something about the specific learing style theory rather than just being a side effect of an increase in teacher confidence, effort or somesuch.

Using a learning style theory is great, but you lose a lot of flexibility and potential for change if you start to believe that the theory is based on proven facts about the way the world is, rather than just being a useful set of habits and suggestions which might, sometimes, help guide us through the maze of teaching and learning.

If you now look

One-shot learning is unusual. Most learning happens over a far longer time-scale,

It is because learning has this tendency to make itself invisible that teaching is such a difficult and noble tradition.

If you think I'm cherry picking, these are actually fairly typical.