Group items tagged

Presence is widely accepted as the key concept to be considered in any research involving human interaction with Virtual Reality (VR). Since its original description, the concept of presence has developed over the past decade to be considered by many researchers as the essence of any experience in a virtual environment. The VR generating systems comprise two main parts: a technological component and a psychological experience. The different relevance given to them produced two different but coexisting visions of presence: the rationalist and the psychological/ecological points of view. The rationalist point of view considers a VR system as a collection of specific machines with the necessity of the inclusion of the concept of presence. The researchers agreeing with this approach describe the sense of presence as a function of the experience of a given medium (Media Presence). The main result of this approach is the definition of presence as the perceptual illusion of non-mediation produced by means of the disappearance of the medium from the conscious attention of the subject. At the other extreme, there is the psychological or ecological perspective (Inner Presence). Specifically, this perspective considers presence as a neuropsychological phenomenon, evolved from the interplay of our biological and cultural inheritance, whose goal is the control of the human activity. Given its key role and the rate at which new approaches to understanding and examining presence are appearing, this chapter draws together current research on presence to provide an up to date overview of the most widely accepted approaches to its understanding and measurement.

Teens who use Facebook more often show more narcissistic tendencies while young adults who have a strong Facebook presence show more signs of other psychological disorders, including antisocial behaviors, mania and aggressive tendencies.

Daily overuse of media and technology has a negative effect on the health of all children, preteens and teenagers by making them more prone to anxiety, depression, and other psychological disorders, as well as by making them more susceptible to future health problems

Facebook can be distracting and can negatively impact learning. Studies found that middle school, hig

"The cult of the selfie celebrates regular people," says Pamela Rutledge, Ph.D., faculty director of the media psychology program at the Massachusetts School of Professional Psychology.

"There are many more photographs available now of real people than models." And posting selfies is an empowering act for another reason: It allows you to control your image online.

But let's be real: The most common selfie is the one where you look cute, partially because it's a quick way to get positive comments about your appearance. "If I feel pretty, I take one," says Maryland native Paris, 23. "When other people Like it, it's a mini boost of confidence.

une 23, 2008 -- A symptoms checklist, combined with a blood test, can catch 80% of ovarian cancer in its earliest, most curable stages, a new study suggests.

"The symptom index and the CA125 test each finds 50% to 60% of women with early disease," Andersen tells WebMD. "But when they're combined, if either one is positive, we might be able to identify 80.6% of women with early stage ovarian cancer. Women with early stage disease have good chance of a cure -- it's just that right now, we don't find many of them in time.

The symptoms that warn of ovarian cancer aren't, in themselves, very specific. They may seem to be gastrointestinal or psychological rather than gynecological in nature.

Of the five traits, it was a person’s openness to experience that was best communicated by their top 10 list of songs, followed by extraversion and emotional stability

Home/Magazine Archive/July 2009 (Vol. 52, No. 7)/Are We Losing Our Ability to Think Critically?/Full Text News Are We Losing Our Ability to Think Critically? By Samuel Greengard Communications of the ACM, Vol. 52 No. 7, Pages 18-19 10.1145/1538788.1538796 Comments (3) View as: Print ACM Digital Library Full Text (PDF) In the Digital Edition Share: Send by email Share on reddit Share on StumbleUpon Share on Tweeter Share on Facebook More Sharing ServicesShare Society has long cherished the ability to think beyond the ordinary. In a world where knowledge is revered and innovation equals progress, those able to bring forth greater insight and understanding are destined to make their mark and blaze a trail to greater enlightenment. "Critical thinking as an attitude is embedded in Western culture. There is a belief that argument is the way to finding truth," observes Adrian West, research director at the Edward de Bono Foundation U.K., and a former computer science lecturer at the University of Manchester. "Developing our abilities to think more clearly, richly, fully—individually and collectively—is absolutely crucial [to solving world problems]." To be sure, history is filled with tales of remarkable thinkers who have defined and redefined our world views: Sir Isaac Newton discovering gravity; Voltaire altering perceptions about society and religious dogma; and Albert Einstein redefining the view of the universe. But in an age of computers, video games, and the Internet, there's a growing question about how technology is changing critical thinking and whether society benefits from it. Although there's little debate that computer technology complements—and often enhances—the human mind in the quest to store information and process an ever-growing tangle of bits and bytes, there's increasing concern that the same technology is changing the way we approach complex problems and conundrums, and making it more difficult to really think. "We're exposed to [greater amounts of] poor yet charismatic thinking, the fads of intellectual fashion, opinion, and mere assertion," says West. "The wealth of communications and information can easily overwhelm our reasoning abilities." What's more, it's ironic that ever-growing piles of data and information do not equate to greater knowledge and better decision-making. What's remarkable, West says, is just "how little this has affected the quality of our thinking." According to the National Endowment for the Arts, literary reading declined 10 percentage points from 1982 to 2002 and the rate of decline is accelerating. Many, including Patricia Greenfield, a UCLA distinguished professor of psychology and director of the Children's Digital Media Center, Los Angeles, believe that a greater focus on visual media exacts a toll. "A drop-off in reading has possibly contributed to a decline in critical thinking," she says. "There is a greater emphasis on real-time media and multitasking rather than focusing on a single thing." Nevertheless, the verdict isn't in and a definitive answer about how technology affects critical thinking is not yet available. Instead, critical thinking lands in a mushy swamp somewhere between perception and reality; measurable and incomprehensible. It's largely a product of our own invention—and a subjective one at that. And although technology alters the way we see, hear, and assimilate our world—the act of thinking remains decidedly human. Back to Top Rethinking Thinking Arriving at a clear definition for critical thinking is a bit tricky. Wikipedia describes it as "purposeful and reflective judgment about what to believe or what to do in response to observations, experience, verbal or written expressions, or arguments." Overlay technology and that's where things get complex. "We can do the same critical-reasoning operations without technology as we can with it—just at different speeds and with different ease," West says. What's more, while it's tempting to view computers, video games, and the Internet in a monolithic good or bad way, the reality is that they may be both good and bad, and different technologies, systems, and uses yield entirely different results. For example, a computer game may promote critical thinking or diminish it. Reading on the Internet may ratchet up one's ability to analyze while chasing an endless array of hyperlinks may undercut deeper thought.

Reading on the Internet may ratchet up one's ability to analyze while chasing an endless array of hyperlinks may undercut deeper thought.

what would a school look like in which the technology disappeared seamlessly into the everyday objects and artefacts of the classroom? This review is an attempt to explore this question. It maps out the recent technological developments in the field, discusses evidence from educational research and psychology, and provides an overview of a wide range of challenging projects that have attempted to use such 'disappearing computers' (or tangible interfaces) in education

Schraube’s materialized action approach combines Actor Network Theory with Critical Psychology. From the latter, Schraube uses the idea of objectification which argues that technology is always imbued with human intention. From the former, he takes the idea that technologies always act back upon humans. In short, the materialized action approach says that technologies and humans have a mutually constitutive relationship, but this relationship is lopsided. Although both humans and technologies each act upon the other, humans take the primary position. Humans construct technologies in response to human problems. They build into these technologies cultural values and intentions. Technology is the material form of human action, but one without definitive consequences.

Drawing upon recent work in psychology, linguistics, neuroscience, artificial intelligence, robotics, human-computer systems, and beyond, Supersizing the Mind offers both a tour of the emerging cognitive landscape and a sustained argument in favor of a conception of mind that is extended rather than "brain-bound." The importance of this new perspective is profound. If our minds themselves can include aspects of our social and physical environments, then the kinds of social and physical environments we create can reconfigure our minds and our capacity for thought and reason.

The paper presents a framework for understanding AR learning from three perspectives: physical, cognitive, and contextual. On the physical dimension, we argue that physical manipulation affords natural interactions, thus encouraging the creation of embodied representations for educational concepts. On the cognitive dimension, we discuss how spatiotemporal alignment of information through AR experiences can aid student's symbolic understanding by scaffolding the progression of learning, resulting in improved understanding of abstract concepts. Finally, on the contextual dimension, we argue that AR creates possibilities for collaborative learning around virtual content and in non-traditional environments, ultimately facilitating personally meaningful experiences.

Loneliness as the Cause and the Effect of Problematic Internet Use: The Relationship between Internet Use and Psychological Well-Being.