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markfrankel18

How Birds and Babies Learn to Talk : The New Yorker - 0 views

  • Few things are harder to study than human language. The brains of living humans can only be studied indirectly, and language, unlike vision, has no analogue in the animal world. Vision scientists can study sight in monkeys using techniques like single-neuron recording. But monkeys don’t talk. However, in an article published today in Nature, a group of researchers, including myself, detail a discovery in birdsong that may help lead to a revised understanding of an important aspect of human language development. Almost five years ago, I sent a piece of fan mail to Ofer Tchernichovski, who had just published an article showing that, in just three or four generations, songbirds raised in isolation often developed songs typical of their species. He invited me to visit his lab, a cramped space stuffed with several hundred birds residing in souped-up climate-controlled refrigerators. Dina Lipkind, at the time Tchernichovski’s post-doctoral student, explained a method she had developed for teaching zebra finches two songs. (Ordinarily, a zebra finch learns only one song in its lifetime.) She had discovered that by switching the song of a tutor bird at precisely the right moment, a juvenile bird could learn a second, new song after it had mastered the first one. Thinking about bilingualism and some puzzles I had encountered in my own lab, I suggested that Lipkind’s method could be useful in casting light on the question of how a creature—any creature—learns to put linguistic elements together.
markfrankel18

Overpopulation, overconsumption - in pictures | Global Development Professionals Networ... - 1 views

  • How do you raise awareness about population explosion? One group thought that the simplest way would be to show people
Lawrence Hrubes

Is Bilingualism Really an Advantage? - The New Yorker - 1 views

  • Many modern language researchers agree with that premise. Not only does speaking multiple languages help us to communicate but bilingualism (or multilingualism) may actually confer distinct advantages to the developing brain. Because a bilingual child switches between languages, the theory goes, she develops enhanced executive control, or the ability to effectively manage what are called higher cognitive processes, such as problem-solving, memory, and thought. She becomes better able to inhibit some responses, promote others, and generally emerges with a more flexible and agile mind. It’s a phenomenon that researchers call the bilingual advantage.
  • For the first half of the twentieth century, researchers actually thought that bilingualism put a child at a disadvantage, something that hurt her I.Q. and verbal development. But, in recent years, the notion of a bilingual advantage has emerged from research to the contrary, research that has seemed both far-reaching and compelling, much of it coming from the careful work of the psychologist Ellen Bialystok. For many tasks, including ones that involve working memory, bilingual speakers seem to have an edge. In a 2012 review of the evidence, Bialystok showed that bilinguals did indeed show enhanced executive control, a quality that has been linked, among other things, to better academic performance. And when it comes to qualities like sustained attention and switching between tasks effectively, bilinguals often come out ahead. It seems fairly evident then that, given a choice, you should raise your child to speak more than one language.
  • Systematically, de Bruin combed through conference abstracts from a hundred and sixty-nine conferences, between 1999 and 2012, that had to do with bilingualism and executive control. The rationale was straightforward: conferences are places where people present in-progress research. They report on studies that they are running, initial results, initial thoughts. If there were a systematic bias in the field against reporting negative results—that is, results that show no effects of bilingualism—then there should be many more findings of that sort presented at conferences than actually become published. That’s precisely what de Bruin found. At conferences, about half the presented results provided either complete or partial support for the bilingual advantage on certain tasks, while half provided partial or complete refutation. When it came to the publications that appeared after the preliminary presentation, though, the split was decidedly different. Sixty-eight per cent of the studies that demonstrated a bilingual advantage found a home in a scientific journal, compared to just twenty-nine per cent of those that found either no difference or a monolingual edge. “Our overview,” de Bruin concluded, “shows that there is a distorted image of the actual study outcomes on bilingualism, with researchers (and media) believing that the positive effect of bilingualism on nonlinguistic cognitive processes is strong and unchallenged.”
Lawrence Hrubes

Can Brain Science Be Dangerous? - NYTimes.com - 2 views

  • The idea that poverty can change the brain has gotten significant attention recently, and not just from those lay readers (a minority, according to recent research) who spend a lot of time thinking about neuroscience. Policy makers and others have begun to apply neuroscientific principles to their thinking about poverty — and some say this could end up harming poor people rather than helping. At The Conversation, the sociologist Susan Sered takes issue with “news reports with headlines like this one: ‘Can Brain Science Help Lift People Out Of Poverty?’” She’s referring to a June story by Rachel Zimmerman at WBUR, about a nonprofit called Crittenton Women’s Union that aims to use neuroscience to help get people out of poverty. Elisabeth Babcock, Crittenton’s chief executive, tells Ms. Zimmerman: “What the new brain science says is that the stresses created by living in poverty often work against us, make it harder for our brains to find the best solutions to our problems. This is a part of the reason why poverty is so ‘sticky.’”
  • “The new neuroscience offers wonderful possibilities regarding Alzheimer’s disease, epilepsy, brain injuries and much more,” writes Dr. Sered. “But scientific knowledge always develops and is utilized within social contexts.” She and others fear that, used incorrectly, neuroscience might spread the view that poor people are lesser than others, that they are irrevocably debilitated by their experiences with poverty — or, conversely, that if they fail to respond to programs that science says will help them, it must be their own fault.
  • Ms. Williams writes that many of today’s child-development ideas are very similar to those of the psychiatrist John Bowlby’s work on attachment theory. But, she notes, he developed his ideas through psychological observation, not brain scans. And she quotes Sebastian Kraemer, a psychiatrist: “If John Bowlby were alive today, he would say, this [neuroscience] does not add anything. People are just more persuaded by it, by the facts and the pictures.” People do seem to find neuroscience extremely persuasive, even when it’s wrong. And this may be part of what critics fear — that images and facts about the brain are so powerful, they can make us believe things we really shouldn’t.
Lawrence Hrubes

The Responsibility of Knowledge: Developing Holocaust Education for the Third... - 2 views

  • In a radio address in 1966 the prominent German philosopher, Theodor Adorno, declared his dissatisfaction with the state of Holocaust consciousness. He claimed that ignorance of the barbarity of the Holocaust is “itself a symptom of the continuing potential for its recurrence as far as peoples’ conscious and unconscious is concerned.” (Adorno, Education After Auschwitz). It is for this reason that he envisioned education as the institution which would be most responsible for instilling values in the masses so that they have the agency to oppose barbarism.  Adorno spoke not only of education in childhood, but “then the general enlightenment that provides an intellectual, cultural, and social climate in which a recurrence would no longer be possible.” Almost 40 years later, the Holocaust education is still important, not only to combat another genocide but also to provide a consciousness of human rights necessary in a world where such standards are becoming commonplace. Holocaust education is in a state of constant evolution. As generations grow up and new ones are born, as distance from the Holocaust increases, it is necessary to reform the methods in which its history is taught. As survivors die and the third generation slowly drifts out of the Holocaust’s shadow, education must be buttressed with an understanding of the applicable lessons and principles that may derive from the Holocaust. For this education to have any meaning, those mechanisms that allowed the Holocaust to take place must be fully understood. History must empower pupils with the understanding of various choices they must make and their ultimate impact on society. 
Lawrence Hrubes

Maps reveal schizophrenia 'hotspots' in England - BBC News - 0 views

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    "The lowest rate of schizophrenia prescriptions was in East Dorset. However, explaining the pattern across England is complicated and the research team says the maps pose a lot of questions. They were developed using anonymous prescription records that are collected from doctors' surgeries in England. They record only prescriptions given out by GPs - not the number of patients treated - so hospital treatment is missed in the analysis."
Lawrence Hrubes

Pawan Sinha: How brains learn to see | Video on TED.com - 0 views

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    "Pawan Sinha details his groundbreaking research into how the brain's visual system develops. Sinha and his team provide free vision-restoring treatment to children born blind, and then study how their brains learn to interpret visual data. The work offers insights into neuroscience, engineering and even autism."
Lawrence Hrubes

RULER | Yale Center for Emotional Intelligence - 0 views

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    "The Yale Center for Emotional Intelligence uses the power of emotions to create a more effective and compassionate society. The Center conducts research and teaches people of all ages how to develop their emotional intelligence."
Lawrence Hrubes

International School of Prague: Mission & Strategic Plan - 2 views

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    "Purposeful: In developing a deep impulse and capacity for life-long learning, we learn to make considered choices and work towards meaningful goals, which provide direction, focus and purpose to our lives."
Lawrence Hrubes

The Power of Touch - The New Yorker - 0 views

  • At a home in the Romanian city of Iași, Carlson measured cortisol levels in a group of children ranging from two months to three years old. The caregiver-to-child ratio was twenty to one, and most of the children had experienced severe neglect and sensory deprivation. Multiple times a day, Carlson took saliva samples, tracking how cortisol levels fluctuated in response to stressful events. The children, she found, were hormonally off kilter. Under normal conditions, cortisol peaks just before we wake up and then tapers off; in the leagăne infants, it peaked in the afternoon and remained elevated. Those levels, in turn, correlated with faltering performance on numerous cognitive and physical assessments. Then Carlson tried an intervention modelled on the work of Joseph Sparling, a child-development specialist, and the outcomes changed. When half of the orphans received more touching from more caregivers—an increase in hugs, holding, and the making of small adjustments to clothes and hair—their performance markedly improved. They grew bigger, stronger, and more responsive, both cognitively and emotionally, and they reacted better to stress.
  • Touch is the first of the senses to develop in the human infant, and it remains perhaps the most emotionally central throughout our lives. While many researchers have appreciated its power, others have been more circumspect. Writing in 1928, John B. Watson, one of the originators of the behaviorist school of psychology, urged parents to maintain a physical boundary between themselves and their children: “Never hug and kiss them, never let them sit on your lap. If you must, kiss them once on the forehead when they say goodnight. Shake hands with them in the morning. Give them a pat on the head if they have made an extraordinarily good job on a difficult task.” Watson acknowledged that children must be bathed, clothed, and cared for, but he believed that excessive touching—that is, caressing—would create “mawkish” adults. An untouched child, he argued, “enters manhood so bulwarked with stable work and emotional habits that no adversity can quite overwhelm him.” Now we know that, to attain that result, he should have suggested the opposite: touch, as frequent and as caring as possible
  • And yet touch is rarely purely physical. Field’s more recent work has shown that the brain is very good at distinguishing an emotional touch from a similar, but non-emotional, one. A massage chair is not a masseuse. Certain touch receptors exist solely to convey emotion to the brain, rather than sensory information about the external environment. A recent study shows that we can identify other people’s basic emotions based on how they touch us, even when they are separated from us by a curtain. And the emotions that are communicated by touch can go on to shape our behavior. One recent review found that, even if we have no conscious memory of a touch—a hand on the shoulder, say—we may be more likely to agree to a request, respond more (or less) positively to a person or product, or form closer bonds with someone.
markfrankel18

Why are white people expats when the rest of us are immigrants? | Global Development Pr... - 0 views

  • Africans are immigrants. Arabs are immigrants. Asians are immigrants. However, Europeans are expats because they can’t be at the same level as other ethnicities. They are superior. Immigrants is a term set aside for ‘inferior races’.
markfrankel18

Timeline Outline View : HistoryofInformation.com - 1 views

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    While the explosion of information resulting from the Internet is undoubtedly compounding an old problem, the Internet has also brought us new tools to explore both the rapidly expanding universe of information and the history of information. Using these new tools, HistoryofInformation.com is designed to help you follow the development of information and media, and attitudes about them, from the beginning of records to the present.
Lawrence Hrubes

Underhill: Rubber Time - 1 views

  • We soon realized we were dealing with differing concepts of time. In our culture, time has substance. It is not to be wasted. It is a container to be filled. We maintain calendars and make schedules to manage separate blocks of time. We measure accomplishment by how well the allotted segments are used. We take appointments seriously, and see promptness as a virtue. Our language is full of adages urging us to use time wisely, "to fill the unforgiving minute with 60 seconds worth of distance run." Our approach to time, which developed after the invention of the mechanical clock, is probably one of the reasons why Europe, a stagnant and peripheral backwater in the year 1000, became the predominant culture by 1500. Our own industrial and scientific preeminence and material wealth is also rooted in efficient use of time. But we have paid a price. We think that with schedules we can control the future, but often find instead that we have become the prisoners of schedules. We are compulsive about filling blocks of time with useful activity and hurry like the Mad Hatter from appointment to appointment. We are frustrated when a task takes longer than the time we had planned. We interrupt work we have almost finished and stop activities we're enjoying because we're "running behind schedule." From this can come stress and alienation. Seeing reality as a series of segmented time compartments can blind us to the wholeness of life.
  • "Wasting time" for the Indonesian is a meaningless concept. Time is seen as a gentle river carrying everything along. Little effort is made to "manage" the flow. "Morning," "noon," "afternoon," "evening," divide the day adequately. Indonesians explain to Westerners that they live in "rubber time." Appointments, when made, are vague, provisional indications of intention. Harmonious interaction with other people in a flexible, spontaneous, unstructured context is the norm they seek. Interpersonal skills are valued and highly developed. This approach to time is reflected in their language. Verbs in Indonesian have no tense. A time indicator is used, if necessary, at the beginning of a thought, but the verb remains the same for the past, present, future, and pluperfect subjunctive.
markfrankel18

BBC News - UN mulls ethics of 'killer robots' - 0 views

  • So-called killer robots are due to be discussed at the UN Human Rights Council, meeting in Geneva. A report presented to the meeting will call for a moratorium on their use while the ethical questions they raise are debated. The robots are machines programmed in advance to take out people or targets, which - unlike drones - operate autonomously on the battlefield. They are being developed by the US, UK and Israel, but have not yet been used. Supporters say the "lethal autonomous robots", as they are technically known, could save lives, by reducing the number of soldiers on the battlefield. But human rights groups argue they raise serious moral questions about how we wage war, reports the BBC's Imogen Foulkes in Geneva. They include: Who takes the final decision to kill? Can a robot really distinguish between a military target and civilians?
Lawrence Hrubes

Passing My Disability On to My Children - The New York Times - 0 views

  • Occasionally, I come across the term “designer baby,” and I am reminded that some parents now have the option to screen or modify the genes of their unborn children to ensure or avoid certain traits. It always gives me a feeling of unease. Obviously, I did not take this route — partly because, at least with my son, I never had to actually make the decision. My third child, Eliza, was a late midlife accident. I chose to have her despite the possibility she would have XLH, but would I have made the same decision in a planned pregnancy or if given a choice much earlier in the process? I can’t help suspecting that because of advances in genetic mapping, genetic testing, the sheer range of prenatal choices, chances are that in a generation or two, there will be no one in the world who has XLH, no one who looks like me or my children — at least not in the so-called developed world — and I don’t know how to feel about that.
Lawrence Hrubes

If Animals Have Rights, Should Robots? - The New Yorker - 0 views

  • People projected thoughts into Harambe’s mind. “Our tendency is to see our actions through human lenses,” a neuroscientist named Kurt Gray told the network as the frenzy peaked. “We can’t imagine what it’s like to actually be a gorilla. We can only imagine what it’s like to be us being a gorilla.” This simple fact is responsible for centuries of ethical dispute. One Harambe activist might believe that killing a gorilla as a safeguard against losing human life is unjust due to our cognitive similarity: the way gorillas think is a lot like the way we think, so they merit a similar moral standing. Another might believe that gorillas get their standing from a cognitive dissimilarity: because of our advanced powers of reason, we are called to rise above the cat-eat-mouse game, to be special protectors of animals, from chickens to chimpanzees. (Both views also support untroubled omnivorism: we kill animals because we are but animals, or because our exceptionalism means that human interests win.) These beliefs, obviously opposed, mark our uncertainty about whether we’re rightful peers or masters among other entities with brains.
  • The big difference, they argue, is “sentience.” Many animals have it; zygotes and embryos don’t. Colb and Dorf define sentience as “the ability to have subjective experiences,” which is a little tricky, because animal subjectivity is what’s hard for us to pin down. A famous paper called “What Is It Like to Be a Bat?,” by the philosopher Thomas Nagel, points out that even if humans were to start flying, eating bugs, and getting around by sonar they would not have a bat’s full experience, or the batty subjectivity that the creature had developed from birth.
  • If animals suffer, the philosopher Peter Singer noted in “Animal Liberation” (1975), shouldn’t we include them in the calculus of minimizing pain? Such an approach to peership has advantages: it establishes the moral claims of animals without projecting human motivations onto them. But it introduces other problems. Bludgeoning your neighbor is clearly worse than poisoning a rat.
Lawrence Hrubes

You're an Adult. Your Brain, Not So Much. - The New York Times - 0 views

  • Leah H. Somerville, a Harvard neuroscientist, sometimes finds herself in front of an audience of judges. They come to hear her speak about how the brain develops.It’s a subject on which many legal questions depend. How old does someone have to be to be sentenced to death? When should someone get to vote? Can an 18-year-old give informed consent?
  • Eventually this reshaping slows, a sign that the brain is maturing. But it happens at different rates in different parts of the brain.The pruning in the occipital lobe, at the back of the brain, tapers off by age 20. In the frontal lobe, in the front of the brain, new links are still forming at age 30, if not beyond.“It challenges the notion of what ‘done’ really means,” Dr. Somerville said.
eviemcconkie

Dehumanisation is a human universal - David Livingstone Smith - Aeon - 3 views

  • phenomenon of dehumanisation.
  • We dehumanise other people when we conceive of them as subhuman creatures
  • psychological essentialism’ to denote our pervasive and seemingly irrepressible tendency to essentialise categories of things.
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  • People the world over segment the animal kingdom into species.
  • When we dehumanise others, we do not simply regard them as non-human. We regard them as less than human. Where does that come from?
  • Attributions of intrinsic value are intimately bound up with beliefs about moral obligation
  • we have developed methods to circumvent and neutralise our own horror at the prospect of spilling human blood.
  • You don’t have to be a monster or a madman to dehumanise others. You just have to be an ordinary human being.
  • A Midsummer Night’s Dream had no trouble understanding that though Bottom’s head looked like that of a donkey, he was really a human being ‘on the inside’, the donkeyish appearance concealing the human essence.
Lawrence Hrubes

What's in a Brand Name? - The New Yorker - 1 views

  • There are various ways a corporate name can seem apposite. In the case of existing words, connotations are crucial: a Corvette is a light, speedy attack ship; Tesla was an inventor of genius. Made-up names often rely instead on resonances with other words: Lexus evokes luxurious; Viagra conjures virility and vitality. Bad names bring the wrong associations to consumers’ minds. In the nineteen-eighties, United Airlines tried to turn itself into a diversified travel company called Allegis. The move was a fiasco. No less an authority than Donald Trump (whose faith in brand-name power is total) said that the name sounded “like the next world-class disease.”
  • A philosopher called Hermogenes argues that the relationship between a word and its meaning is purely arbitrary; Cratylus, another philosopher, disagrees; and Socrates eventually concludes that there is sometimes a connection between meaning and sound. Linguistics has mostly taken Hermogenes’ side, but, in the past eighty years, a field of research called phonetic symbolism has shown that Cratylus was on to something.
  • Remarkably, some of these phonemic associations seem to be consistent across many languages. That’s good news for multinationals: research shows that if customers feel your name is a good fit they’ll remember it better and even like it more.
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  • Over time, corporate naming has developed certain conventions: alliteration and vowel repetition are good. “X” and “z” are held to be memorable and redolent of speed and fluidity. The letter “x” occurs sixteen times as often in drug names as in other English words; “z” occurs eighteen times as often.
Lawrence Hrubes

Same but Different - The New Yorker - 0 views

  • Why are identical twins alike? In the late nineteen-seventies, a team of scientists in Minnesota set out to determine how much these similarities arose from genes, rather than environments—from “nature,” rather than “nurture.” Scouring thousands of adoption records and news clips, the researchers gleaned a rare cohort of fifty-six identical twins who had been separated at birth. Reared in different families and different cities, often in vastly dissimilar circumstances, these twins shared only their genomes. Yet on tests designed to measure personality, attitudes, temperaments, and anxieties, they converged astonishingly. Social and political attitudes were powerfully correlated: liberals clustered with liberals, and orthodoxy was twinned with orthodoxy. The same went for religiosity (or its absence), even for the ability to be transported by an aesthetic experience. Two brothers, separated by geographic and economic continents, might be brought to tears by the same Chopin nocturne, as if responding to some subtle, common chord struck by their genomes.
  • It’s one thing to study epigenetic changes across the life of a single organism, or down a line of cells. The more tantalizing question is whether epigenetic messages can, like genes, cross from parents to their offspring.
  • The most suggestive evidence for such transgenerational transmission may come from a macabre human experiment. In September, 1944, amid the most vengeful phase of the Second World War, German troops occupying the Netherlands banned the export of food and coal to its northern parts. Acute famine followed, called the Hongerwinter—the hunger winter. Tens of thousands of men, women, and children died of malnourishment; millions suffered it and survived. Not surprisingly, the children who endured the Hongerwinter experienced chronic health issues. In the nineteen-eighties, however, a curious pattern emerged: when the children born to women who were pregnant during the famine grew up, they had higher rates of morbidity as well—including obesity, diabetes, and mental illness. (Malnourishment in utero can cause the body to sequester higher amounts of fat in order to protect itself from caloric loss.) Methylation alterations were also seen in regions of their DNA associated with growth and development. But the oddest result didn’t emerge for another generation. A decade ago, when the grandchildren of men and women exposed to the famine were studied, they, too, were reported to have had higher rates of illness. (These findings have been challenged, and research into this cohort continues.) “Genes cannot change in an entire population in just two generations,” Allis said. “But some memory of metabolic stress could have become heritable.”
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