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Javier E

Noam Chomsky on Where Artificial Intelligence Went Wrong - Yarden Katz - The Atlantic - 0 views

  • If you take a look at the progress of science, the sciences are kind of a continuum, but they're broken up into fields. The greatest progress is in the sciences that study the simplest systems. So take, say physics -- greatest progress there. But one of the reasons is that the physicists have an advantage that no other branch of sciences has. If something gets too complicated, they hand it to someone else.
  • If a molecule is too big, you give it to the chemists. The chemists, for them, if the molecule is too big or the system gets too big, you give it to the biologists. And if it gets too big for them, they give it to the psychologists, and finally it ends up in the hands of the literary critic, and so on.
  • neuroscience for the last couple hundred years has been on the wrong track. There's a fairly recent book by a very good cognitive neuroscientist, Randy Gallistel and King, arguing -- in my view, plausibly -- that neuroscience developed kind of enthralled to associationism and related views of the way humans and animals work. And as a result they've been looking for things that have the properties of associationist psychology.
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  • in general what he argues is that if you take a look at animal cognition, human too, it's computational systems. Therefore, you want to look the units of computation. Think about a Turing machine, say, which is the simplest form of computation, you have to find units that have properties like "read", "write" and "address." That's the minimal computational unit, so you got to look in the brain for those. You're never going to find them if you look for strengthening of synaptic connections or field properties, and so on. You've got to start by looking for what's there and what's working and you see that from Marr's highest level.
  • it's basically in the spirit of Marr's analysis. So when you're studying vision, he argues, you first ask what kind of computational tasks is the visual system carrying out. And then you look for an algorithm that might carry out those computations and finally you search for mechanisms of the kind that would make the algorithm work. Otherwise, you may never find anything.
  • "Good Old Fashioned AI," as it's labeled now, made strong use of formalisms in the tradition of Gottlob Frege and Bertrand Russell, mathematical logic for example, or derivatives of it, like nonmonotonic reasoning and so on. It's interesting from a history of science perspective that even very recently, these approaches have been almost wiped out from the mainstream and have been largely replaced -- in the field that calls itself AI now -- by probabilistic and statistical models. My question is, what do you think explains that shift and is it a step in the right direction?
  • AI and robotics got to the point where you could actually do things that were useful, so it turned to the practical applications and somewhat, maybe not abandoned, but put to the side, the more fundamental scientific questions, just caught up in the success of the technology and achieving specific goals.
  • The approximating unanalyzed data kind is sort of a new approach, not totally, there's things like it in the past. It's basically a new approach that has been accelerated by the existence of massive memories, very rapid processing, which enables you to do things like this that you couldn't have done by hand. But I think, myself, that it is leading subjects like computational cognitive science into a direction of maybe some practical applicability... ..in engineering? Chomsky: ...But away from understanding.
  • I was very skeptical about the original work. I thought it was first of all way too optimistic, it was assuming you could achieve things that required real understanding of systems that were barely understood, and you just can't get to that understanding by throwing a complicated machine at it.
  • if success is defined as getting a fair approximation to a mass of chaotic unanalyzed data, then it's way better to do it this way than to do it the way the physicists do, you know, no thought experiments about frictionless planes and so on and so forth. But you won't get the kind of understanding that the sciences have always been aimed at -- what you'll get at is an approximation to what's happening.
  • Suppose you want to predict tomorrow's weather. One way to do it is okay I'll get my statistical priors, if you like, there's a high probability that tomorrow's weather here will be the same as it was yesterday in Cleveland, so I'll stick that in, and where the sun is will have some effect, so I'll stick that in, and you get a bunch of assumptions like that, you run the experiment, you look at it over and over again, you correct it by Bayesian methods, you get better priors. You get a pretty good approximation of what tomorrow's weather is going to be. That's not what meteorologists do -- they want to understand how it's working. And these are just two different concepts of what success means, of what achievement is.
  • if you get more and more data, and better and better statistics, you can get a better and better approximation to some immense corpus of text, like everything in The Wall Street Journal archives -- but you learn nothing about the language.
  • the right approach, is to try to see if you can understand what the fundamental principles are that deal with the core properties, and recognize that in the actual usage, there's going to be a thousand other variables intervening -- kind of like what's happening outside the window, and you'll sort of tack those on later on if you want better approximations, that's a different approach.
  • take a concrete example of a new field in neuroscience, called Connectomics, where the goal is to find the wiring diagram of very complex organisms, find the connectivity of all the neurons in say human cerebral cortex, or mouse cortex. This approach was criticized by Sidney Brenner, who in many ways is [historically] one of the originators of the approach. Advocates of this field don't stop to ask if the wiring diagram is the right level of abstraction -- maybe it's no
  • if you went to MIT in the 1960s, or now, it's completely different. No matter what engineering field you're in, you learn the same basic science and mathematics. And then maybe you learn a little bit about how to apply it. But that's a very different approach. And it resulted maybe from the fact that really for the first time in history, the basic sciences, like physics, had something really to tell engineers. And besides, technologies began to change very fast, so not very much point in learning the technologies of today if it's going to be different 10 years from now. So you have to learn the fundamental science that's going to be applicable to whatever comes along next. And the same thing pretty much happened in medicine.
  • that's the kind of transition from something like an art, that you learn how to practice -- an analog would be trying to match some data that you don't understand, in some fashion, maybe building something that will work -- to science, what happened in the modern period, roughly Galilean science.
  • it turns out that there actually are neural circuits which are reacting to particular kinds of rhythm, which happen to show up in language, like syllable length and so on. And there's some evidence that that's one of the first things that the infant brain is seeking -- rhythmic structures. And going back to Gallistel and Marr, its got some computational system inside which is saying "okay, here's what I do with these things" and say, by nine months, the typical infant has rejected -- eliminated from its repertoire -- the phonetic distinctions that aren't used in its own language.
  • people like Shimon Ullman discovered some pretty remarkable things like the rigidity principle. You're not going to find that by statistical analysis of data. But he did find it by carefully designed experiments. Then you look for the neurophysiology, and see if you can find something there that carries out these computations. I think it's the same in language, the same in studying our arithmetical capacity, planning, almost anything you look at. Just trying to deal with the unanalyzed chaotic data is unlikely to get you anywhere, just like as it wouldn't have gotten Galileo anywhere.
  • with regard to cognitive science, we're kind of pre-Galilean, just beginning to open up the subject
  • You can invent a world -- I don't think it's our world -- but you can invent a world in which nothing happens except random changes in objects and selection on the basis of external forces. I don't think that's the way our world works, I don't think it's the way any biologist thinks it is. There are all kind of ways in which natural law imposes channels within which selection can take place, and some things can happen and other things don't happen. Plenty of things that go on in the biology in organisms aren't like this. So take the first step, meiosis. Why do cells split into spheres and not cubes? It's not random mutation and natural selection; it's a law of physics. There's no reason to think that laws of physics stop there, they work all the way through. Well, they constrain the biology, sure. Chomsky: Okay, well then it's not just random mutation and selection. It's random mutation, selection, and everything that matters, like laws of physics.
  • What I think is valuable is the history of science. I think we learn a lot of things from the history of science that can be very valuable to the emerging sciences. Particularly when we realize that in say, the emerging cognitive sciences, we really are in a kind of pre-Galilean stage. We don't know wh
  • at we're looking for anymore than Galileo did, and there's a lot to learn from that.
Javier E

The Signal and the Noise: Why So Many Predictions Fail-but Some Don't: Nate Silver: 978... - 0 views

  • Nate Silver built an innovative system for predicting baseball performance, predicted the 2008 election within a hair’s breadth, and became a national sensation as a blogger—all by the time he was thirty. The New York Times now publishes FiveThirtyEight.com, where Silver is one of the nation’s most influential political forecasters.
  • Silver examines the world of prediction, investigating how we can distinguish a true signal from a universe of noisy data. Most predictions fail, often at great cost to society, because most of us have a poor understanding of probability and uncertainty. Both experts and laypeople mistake more confident predictions for more accurate ones. But overconfidence is often the reason for failure. If our appreciation of uncertainty improves, our predictions can get better too. This is the “prediction paradox”: The more humility we have about our ability to make predictions, the more successful we can be in planning for the future.
  • the most accurate forecasters tend to have a superior command of probability, and they tend to be both humble and hardworking. They distinguish the predictable from the unpredictable, and they notice a thousand little details that lead them closer to the truth. Because of their appreciation of probability, they can distinguish the signal from the noise.
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  • Baseball, weather forecasting, earthquake prediction, economics, and polling: In all of these areas, Silver finds predictions gone bad thanks to biases, vested interests, and overconfidence. But he also shows where sophisticated forecasters have gotten it right (and occasionally been ignored to boot)
  • This is the best general-readership book on applied statistics that I've read. Short review: if you're interested in science, economics, or prediction: read it. It's full of interesting cases, builds intuition, and is a readable example of Bayesian thinking.
  • The core concept is this: prediction is a vital part of science, of business, of politics, of pretty much everything we do. But we're not very good at it, and fall prey to cognitive biases and other systemic problems such as information overload that make things worse. However, we are simultaneously learning more about how such things occur and that knowledge can be used to make predictions better -- and to improve our models in science, politics, business, medicine, and so many other areas.
oliviaodon

Updated Brain Map Identifies Nearly 100 New Regions - The New York Times - 0 views

  • On Wednesday, in what many experts are calling a milestone in neuroscience, researchers published a spectacular new map of the brain, detailing nearly 100 previously unknown regions — an unprecedented glimpse into the machinery of the human mind.
  • While an important advance, the new atlas is hardly the final word on the brain’s workings. It may take decades for scientists to figure out what each region is doing, and more will be discovered in coming decades.
  • “This map you should think of as version 1.0,” said Matthew F. Glasser, a neuroscientist at Washington University School of Medicine and lead author of the new research. “There may be a version 2.0 as the data get better and more eyes look at the data. We hope the map can evolve as the science progresses.”
proudsa

Why Future MDs Need More ZZZs | Arianna Yanes - 0 views

  • In an environment where it is expected -- and sometimes even seems trendy -- to not get enough sleep, it has been hard to remain steadfast with my habits.
  • The National Heart, Lung, and Blood Institute recommends 7-8 hours of sleep per night for adults, with some variation from person to person. Insufficient sleep is associated with numerous chronic conditions including diabetes, cardiovascular disease, obesity, and depression.
  • getting sufficient sleep is not a luxury -- it is a necessity -- and should be thought of as a 'vital sign' of good health."
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  • Sleep deprivation has consequences for cognitive function, namely for attention and memory, two of the most crucial functions for any medical student.
  • If drinking alcohol before an exam is ludicrous, shouldn't an all-nighter be too?
  • The Institute of Medicine estimates that 50 to 70 million U.S. adults have a sleep or wakefulness disorder
  • If we do not find ways to make time for sleep now, we will face greater difficulty in finding balance when the hours become more demanding in our clinical years, in residency, and beyond.
  • "our ability to address and solve the problems we're facing as individuals and as a society.
  • "If sleep does not serve an absolutely vital function, then it is the biggest mistake the evolutionary process ever made."
proudsa

CDC Director Calls It 'Shameful' This Curable Disease Still Kills Millions - 0 views

  • "Drug-resistant tuberculosis threatens to reverse the gains that we've made. It's not just the threat overseas, it's the threat here,"
  • Drug-resistant tuberculosis knows no borders, and we risk turning the clock back on antibiotics and making it very difficult for us to stop tuberculosis from spreading around the world and in this country if we don't improve our control efforts.
  • We do prioritize addressing MDR-TB. We have done that for more than 20 years; that's why we've been able to drastically reduce U.S. cases of MDR-TB.
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  • How will you and the CDC help ensure a well-executed program?
  • Right, and one of the things that will help tuberculosis control is the test and treat approach, and increasing the proportion of HIV-positive people that are treated. The majority of TB cases currently occur before people are started on anti-HIV medicines.
  • Partly it's the characteristic of the bacteria: You require long-term treatment for many months, we don't have a vaccine as we do with measles or polio, but partly it's the nature of the control program.
  • Fundamentally, what happens with tuberculosis will depend on two things. First, how well we implement what we know today, and second, how quickly we get better tools to stop tuberculosis.
  • If we could figure out which of them are going to develop active TB and provide shorter, more effective treatments for them, then we might really be able to knock down tuberculosis cases.
maxwellokolo

Brain Implant Eases Communication by Late-Stage A.L.S. Patient - 0 views

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    Researchers have designed a system that lets a patient with late-stage Lou Gehrig's disease type words using brain signals alone. The patient, Hanneke De Bruijne, a doctor of internal medicine from the Netherlands, received a diagnosis of amyotrophic lateral sclerosis, also known as A.L.S. or Lou Gehrig's disease, in 2008.
sissij

Common Science Myths That Most People Believe | IFLScience - 0 views

  • We only use 10% of our brains.ADVERTISINGinRead invented by TeadsADVERTISINGinRead invented by Teads It's true that there’s a great deal we don’t know about the brain, but we certainly do know that we use our entire brain.
  • Sugar makes children hyperactive. Attending any child’s birthday party where cake, ice cream, and sugary drinks about would make just about anyone a believer that sugar influences hyperactivity. There has not been much evidence to suggest that the so-called “sugar buzz” is actually real for children (aside from a small subset with an insulin disorder coupled with certain psychiatric disorders).
  • Antibiotics kill viruses.  This one pops up every cold and flu season. Antibiotics, by their very definition, kill bacteria.
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    This article really surprise me that some of my intuitions are wrong. I always thought that if we swallow the gum, then the gum will stick in our stomach and never go away. However, it will pass along as waste. This shows that for many people, some fields of science they learned about are usually second-handed. Many "scientific knowledge" we have are not first handed and they have been modified. Before we are using them as scientific knowledge, we need first to make sure that they are really science, not another myth. --Sissi (1/10/2017)
sissij

Flossing and the Art of Scientific Investigation - The New York Times - 1 views

  • the form of definitive randomized controlled trials, the so-called gold standard for scientific research.
  • Yet the notion has taken hold that such expertise is fatally subjective and that only randomized controlled trials provide real knowledge.
  • the evidence-based medicine movement, which placed such trials atop a hierarchy of scientific methods, with expert opinion situated at the bottom.
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  • each of these is valuable in its own way.
  • The cult of randomized controlled trials also neglects a rich body of potential hypotheses.
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    This article talks about the bias within Scientific method. As we learned in TOK, scientific method is very much based on experiments. Definitive randomized controlled trials are the gold standard for scientific research. But as argued in this article, are randomized controlled trials the only source of support that's worth believing? Advise and experience of an expert is also very important. Why can't machine completely replace the role of a doctor? That's because human are able to analysis and evaluate their experience and the patterns they recognize, but machines are only capable to organizing data, they couldn't design a unique prescription that fit with the particular patient. Expert opinion shouldn't be completely neglected and underestimate, since science always needs a leap of imagination that only human, not machines, can generate. --Sissi (1/30/2017)
Ellie McGinnis

The Mammoth Cometh - NYTimes.com - 2 views

  • Brand helped to establish in 1996 to support projects designed to inspire “long-term responsibility.”
  • The theme of the talk was “Is Mass Extinction of Life on Earth Inevitable?”
  • the resurrection of extinct species, like the woolly mammoth, aided by new genomic technologies developed by the Harvard molecular biologist George Church.
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  • Just as the loss of a species decreases the richness of an ecosystem, the addition of new animals could achieve the opposite effect.
  • National Geographic Society hosted a larger conference to debate the scientific and ethical questions raised by the prospect of “de-extinction.
  • “De-extinction went from concept to potential reality right before our eyes,
  • “This may be the biggest attraction and possibly the biggest benefit of de-extinction. It would surely be very cool to see a living woolly mammoth.”
  • less scientific, if more persuasive, argument was advanced by the ethicist Hank Greely and the law professor Jacob Sherkow, both of Stanford. De-extinction should be pursued, they argued in a paper published in Science, because it would be really
  • They will replace chunks of band-tailed-pigeon DNA with synthesized chunks of passenger-pigeon DNA, until the cell’s genome matches their working passenger-pigeon genome.
  • Scientists predict that changes made by human beings to the composition of the atmosphere could kill off a quarter of the planet’s mammal species, a fifth of its reptiles and a sixth of its birds by 2050
  • This cloning method, called somatic cell nuclear transfer, can be used only on species for which we have cellular material.
  • There is a shortcut. The genome of a closely related species will have a high proportion of identical DNA, so it can serve as a blueprint, or “scaffold.”
  • By comparing the fragments of passenger-pigeon DNA with the genomes of similar species, researchers can assemble an approximation of an actual passenger-pigeon genome.
  • “We’ve framed it in terms of conservation,”
  • the genome will have to be inscribed into a living cell.
  • As with any translation, there may be errors of grammar, clumsy phrases and perhaps a few missing passages, but the book will be legible. It should, at least, tell a good story.
  • MAGE (Multiplex Automated Genome Engineering). MAGE is nicknamed the “evolution machine” because it can introduce the equivalent of millions of years of genetic mutations within minutes
  • Developmental and behavioral biologists would take over, just in time to answer some difficult questions. Chicks imitate their parents’ behavior. How do you raise a passenger pigeon without parents of its own species? And how do you train band-tailed pigeons to nurture the strange spawn that emerge from their eggs; chicks that, to them, might seem monstrous: an avian Rosemary’s Baby?
  • For endangered species with tiny populations, scientists would introduce genetic diversity to offset inbreeding.
  • They will try to alter the birds’ diets, migration habits and environment. The behavior of each subsequent generation will more closely resemble that of their genetic cousins.
  • “There’s always this fear that somehow, if we do it, we’re going to accidentally make something horrible, because only nature can really do it right. But nature is totally random. Nature makes monsters. Nature makes threats. Many of the things that are most threatening to us are a product of nature. Revive & Restore is not going to tip the balance in any way.”
  • For species threatened by contagion, an effort would be made to fortify their DNA with genes that make them disease-resistant
  • This optimistic, soft-focus fantasy of de-extinction, while thrilling to Ben Novak, is disturbing to many conservation biologists, who consider it a threat to their entire discipline and even to the environmental movement.
  • The first question posed by conservationists addresses the logic of bringing back an animal whose native habitat has disappeared. Why go through all the trouble just to have the animal go extinct all over again?
  • There is also anxiety about disease
  • “If you recreate a species genetically and release it, and that genotype is based on a bird from a 100-year-old environment, you probably will increase risk.”
  • The scientific term for this type of genetic intervention is “facilitated adaptation.”
  • De-extinction also poses a rhetorical threat to conservation biologists. The specter of extinction has been the conservation movement’s most powerful argument. What if extinction begins to be seen as a temporary inconvenience?
  • De-extinction suggests that we can technofix our way out of environmental issues generally, and that’s very, very bad.
  • How will we decide which species to resurrect?
  • Philip Seddon recently published a 10-point checklist to determine the suitability of any species for revival, taking into account causes of its extinction, possible threats it might face upon resurrection and man’s ability to destroy the species “in the event of unacceptable ecological or socioeconomic impacts.”
  • But the most visceral argument against de-extinction is animal cruelty.
  • “Is it fair to do this to these animals?” Shapiro asked. “Is ‘because we feel guilty’ a good-enough reason?” Stewart Brand made a utilitarian counterargument: “We’re going to go through some suffering, because you try a lot of times, and you get ones that don’t take. On the other hand, if you can bring bucardos back, then how many would get to live that would not have gotten to live?”
  • In “How to Permit Your Mammoth,” published in The Stanford Environmental Law Journal, Norman F. Carlin asks whether revived species should be protected by the Endangered Species Act or regulated as a genetically modified organism.
  • He concludes that revived species, “as products of human ingenuity,” should be eligible for patenting.
  • The term “de-extinction” is misleading. Passenger pigeons will not rise from the grave
  • Our understanding of the passenger pigeon’s behavior derives entirely from historical accounts.
  • There is no authoritative definition of “species.” The most widely accepted definition describes a group of organisms that can procreate with one another and produce fertile offspring, but there are many exceptions.
  • Theseus’ ship, therefore, “became a standing example among the philosophers . . . one side holding that the ship remained the same, and the other contending that it was not the same.”
  • What is coming will go well beyond the resurrection of extinct species. For millenniums, we have customized our environment, our vegetables and our animals, through breeding, fertilization and pollination. Synthetic biology offers far more sophisticated tools. The creation of novel organisms, like new animals, plants and bacteria, will transform human medicine, agriculture, energy production and much else.
oliviaodon

How One Psychologist Is Tackling Human Biases in Science - 0 views

  • It’s likely that some researchers are consciously cherry-picking data to get their work published. And some of the problems surely lie with journal publication policies. But the problems of false findings often begin with researchers unwittingly fooling themselves: they fall prey to cognitive biases, common modes of thinking that lure us toward wrong but convenient or attractive conclusions.
  • Peer review seems to be a more fallible instrument—especially in areas such as medicine and psychology—than is often appreciated, as the emerging “crisis of replicability” attests.
  • Psychologists have shown that “most of our reasoning is in fact rationalization,” he says. In other words, we have already made the decision about what to do or to think, and our “explanation” of our reasoning is really a justification for doing what we wanted to do—or to believe—anyway. Science is of course meant to be more objective and skeptical than everyday thought—but how much is it, really?
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  • common response to this situation is to argue that, even if individual scientists might fool themselves, others have no hesitation in critiquing their ideas or their results, and so it all comes out in the wash: Science as a communal activity is self-correcting. Sometimes this is true—but it doesn’t necessarily happen as quickly or smoothly as we might like to believe.
  • The idea, says Nosek, is that researchers “write down in advance what their study is for and what they think will happen.” Then when they do their experiments, they agree to be bound to analyzing the results strictly within the confines of that original plan
  • He is convinced that the process and progress of science would be smoothed by bringing these biases to light—which means making research more transparent in its methods, assumptions, and interpretations
  • Surprisingly, Nosek thinks that one of the most effective solutions to cognitive bias in science could come from the discipline that has weathered some of the heaviest criticism recently for its error-prone and self-deluding ways: pharmacology.
  • Psychologist Brian Nosek of the University of Virginia says that the most common and problematic bias in science is “motivated reasoning”: We interpret observations to fit a particular idea.
  • Sometimes it seems surprising that science functions at all.
  • Whereas the falsification model of the scientific method championed by philosopher Karl Popper posits that the scientist looks for ways to test and falsify her theories—to ask “How am I wrong?”—Nosek says that scientists usually ask instead “How am I right?” (or equally, to ask “How are you wrong?”).
  • Statistics may seem to offer respite from bias through strength in numbers, but they are just as fraught.
  • Given that science has uncovered a dizzying variety of cognitive biases, the relative neglect of their consequences within science itself is peculiar. “I was aware of biases in humans at large,” says Hartgerink, “but when I first ‘learned’ that they also apply to scientists, I was somewhat amazed, even though it is so obvious.”
  • Nosek thinks that peer review might sometimes actively hinder clear and swift testing of scientific claims.
sissij

The Right Way to Say 'I'm Sorry' - The New York Times - 1 views

  • Most people say “I’m sorry” many times a day for a host of trivial affronts – accidentally bumping into someone or failing to hold open a door. These apologies are easy and usually readily accepted, often with a response like, “No problem.”
  • But when “I’m sorry” are the words needed to right truly hurtful words, acts or inaction, they can be the hardest ones to utter.
  • apology can be powerful medicine with surprising value for the giver as well as the recipient.
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  • Expecting nothing in return, I was greatly relieved when my doorbell rang and the neighbor thanked me warmly for what I had said and done.
  • as an excuse for hurtful behavior.
  • She disputes popular thinking that failing to forgive is bad for one’s health and can lead to a life mired in bitterness and hate.
  • Offering an apology is an admission of guilt that admittedly leaves people vulnerable. There’s no guarantee as to how it will be received.
  • apologies followed by rationalizations are “never satisfying” and can even be harmful.
  • ‘I’m sorry’ are the two most healing words in the English language,” she said. “The courage to apologize wisely and well is not just a gift to the injured person, who can then feel soothed and released from obsessive recriminations, bitterness and corrosive anger.
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    We are very easy with saying "sorry" when it is completely unnecessary to perform our politeness because we know for sure that others will respond with a "No problem". However, when it comes to the real times that a "sorry" is very essential, we become very reluctant on saying that since the recipient is very likely to reject the apology. Giving an apology for our wrong behavior can release us from guilt and bitterness. Apology should not be an ask for forgiveness, it is a communication between two people, a reviewing on ourselves. Apologies shouldn't be begging for forgiveness, it should be a self-reflection. --Sissi (1/31/2017)
oliviaodon

Identifying and Avoiding Bias in Research - 0 views

  • Bias can occur in the planning, data collection, analysis, and publication phases of research. Understanding research bias allows readers to critically and independently review the scientific literature and avoid treatments which are suboptimal or potentially harmful. A thorough understanding of bias and how it affects study results is essential for the practice of evidence-based medicine.
  • Bias is not a dichotomous variable. Interpretation of bias cannot be limited to a simple inquisition: is bias present or not? Instead, reviewers of the literature must consider the degree to which bias was prevented by proper study design and implementation. As some degree of bias is nearly always present in a published study, readers must also consider how bias might influence a study's conclusions
  • Chance and confounding can be quantified and/or eliminated through proper study design and data analysis. However, only the most rigorously conducted trials can completely exclude bias as an alternate explanation for an association.
Javier E

Eric Kandel's Visions - The Chronicle Review - The Chronicle of Higher Education - 0 views

  • Judith, "barely clothed and fresh from the seduction and slaying of Holofernes, glows in her voluptuousness. Her hair is a dark sky between the golden branches of Assyrian trees, fertility symbols that represent her eroticism. This young, ecstatic, extravagantly made-up woman confronts the viewer through half-closed eyes in what appears to be a reverie of orgasmic rapture," writes Eric Kandel in his new book, The Age of Insight. Wait a minute. Writes who? Eric Kandel, the Nobel-winning neuroscientist who's spent most of his career fixated on the generously sized neurons of sea snails
  • Kandel goes on to speculate, in a bravura paragraph a few hundred pages later, on the exact neurochemical cognitive circuitry of the painting's viewer:
  • "At a base level, the aesthetics of the image's luminous gold surface, the soft rendering of the body, and the overall harmonious combination of colors could activate the pleasure circuits, triggering the release of dopamine. If Judith's smooth skin and exposed breast trigger the release of endorphins, oxytocin, and vasopressin, one might feel sexual excitement. The latent violence of Holofernes's decapitated head, as well as Judith's own sadistic gaze and upturned lip, could cause the release of norepinephrine, resulting in increased heart rate and blood pressure and triggering the fight-or-flight response. In contrast, the soft brushwork and repetitive, almost meditative, patterning may stimulate the release of serotonin. As the beholder takes in the image and its multifaceted emotional content, the release of acetylcholine to the hippocampus contributes to the storing of the image in the viewer's memory. What ultimately makes an image like Klimt's 'Judith' so irresistible and dynamic is its complexity, the way it activates a number of distinct and often conflicting emotional signals in the brain and combines them to produce a staggeringly complex and fascinating swirl of emotions."
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  • His key findings on the snail, for which he shared the 2000 Nobel Prize in Physiology or Medicine, showed that learning and memory change not the neuron's basic structure but rather the nature, strength, and number of its synaptic connections. Further, through focus on the molecular biology involved in a learned reflex like Aplysia's gill retraction, Kandel demonstrated that experience alters nerve cells' synapses by changing their pattern of gene expression. In other words, learning doesn't change what neurons are, but rather what they do.
  • In Search of Memory (Norton), Kandel offered what sounded at the time like a vague research agenda for future generations in the budding field of neuroaesthetics, saying that the science of memory storage lay "at the foothills of a great mountain range." Experts grasp the "cellular and molecular mechanisms," he wrote, but need to move to the level of neural circuits to answer the question, "How are internal representations of a face, a scene, a melody, or an experience encoded in the brain?
  • Since giving a talk on the matter in 2001, he has been piecing together his own thoughts in relation to his favorite European artists
  • The field of neuroaesthetics, says one of its founders, Semir Zeki, of University College London, is just 10 to 15 years old. Through brain imaging and other studies, scholars like Zeki have explored the cognitive responses to, say, color contrasts or ambiguities of line or perspective in works by Titian, Michelangelo, Cubists, and Abstract Expressionists. Researchers have also examined the brain's pleasure centers in response to appealing landscapes.
  • it is fundamental to an understanding of human cognition and motivation. Art isn't, as Kandel paraphrases a concept from the late philosopher of art Denis Dutton, "a byproduct of evolution, but rather an evolutionary adaptation—an instinctual trait—that helps us survive because it is crucial to our well-being." The arts encode information, stories, and perspectives that allow us to appraise courses of action and the feelings and motives of others in a palatable, low-risk way.
  • "as far as activity in the brain is concerned, there is a faculty of beauty that is not dependent on the modality through which it is conveyed but which can be activated by at least two sources—musical and visual—and probably by other sources as well." Specifically, in this "brain-based theory of beauty," the paper says, that faculty is associated with activity in the medial orbitofrontal cortex.
  • It also enables Kandel—building on the work of Gombrich and the psychoanalyst and art historian Ernst Kris, among others—to compare the painters' rendering of emotion, the unconscious, and the libido with contemporaneous psychological insights from Freud about latent aggression, pleasure and death instincts, and other primal drives.
  • Kandel views the Expressionists' art through the powerful multiple lenses of turn-of-the-century Vienna's cultural mores and psychological insights. But then he refracts them further, through later discoveries in cognitive science. He seeks to reassure those who fear that the empirical and chemical will diminish the paintings' poetic power. "In art, as in science," he writes, "reductionism does not trivialize our perception—of color, light, and perspective—but allows us to see each of these components in a new way. Indeed, artists, particularly modern artists, have intentionally limited the scope and vocabulary of their expression to convey, as Mark Rothko and Ad Reinhardt do, the most essential, even spiritual ideas of their art."
  • The author of a classic textbook on neuroscience, he seems here to have written a layman's cognition textbook wrapped within a work of art history.
  • "our initial response to the most salient features of the paintings of the Austrian Modernists, like our response to a dangerous animal, is automatic. ... The answer to James's question of how an object simply perceived turns into an object emotionally felt, then, is that the portraits are never objects simply perceived. They are more like the dangerous animal at a distance—both perceived and felt."
  • If imaging is key to gauging therapeutic practices, it will be key to neuroaesthetics as well, Kandel predicts—a broad, intense array of "imaging experiments to see what happens with exaggeration, distorted faces, in the human brain and the monkey brain," viewers' responses to "mixed eroticism and aggression," and the like.
  • while the visual-perception literature might be richer at the moment, there's no reason that neuroaesthetics should restrict its emphasis to the purely visual arts at the expense of music, dance, film, and theater.
  • although Kandel considers The Age of Insight to be more a work of intellectual history than of science, the book summarizes centuries of research on perception. And so you'll find, in those hundreds of pages between Kandel's introduction to Klimt's "Judith" and the neurochemical cadenza about the viewer's response to it, dossiers on vision as information processing; the brain's three-dimensional-space mapping and its interpretations of two-dimensional renderings; face recognition; the mirror neurons that enable us to empathize and physically reflect the affect and intentions we see in others; and many related topics. Kandel elsewhere describes the scientific evidence that creativity is nurtured by spells of relaxation, which foster a connection between conscious and unconscious cognition.
  • Zeki's message to art historians, aesthetic philosophers, and others who chafe at that idea is twofold. The more diplomatic pitch is that neuroaesthetics is different, complementary, and not oppositional to other forms of arts scholarship. But "the stick," as he puts it, is that if arts scholars "want to be taken seriously" by neurobiologists, they need to take advantage of the discoveries of the past half-century. If they don't, he says, "it's a bit like the guys who said to Galileo that we'd rather not look through your telescope."
  • Matthews, a co-author of The Bard on the Brain: Understanding the Mind Through the Art of Shakespeare and the Science of Brain Imaging (Dana Press, 2003), seems open to the elucidations that science and the humanities can cast on each other. The neural pathways of our aesthetic responses are "good explanations," he says. But "does one [type of] explanation supersede all the others? I would argue that they don't, because there's a fundamental disconnection still between ... explanations of neural correlates of conscious experience and conscious experience" itself.
  • There are, Matthews says, "certain kinds of problems that are fundamentally interesting to us as a species: What is love? What motivates us to anger?" Writers put their observations on such matters into idiosyncratic stories, psychologists conceive their observations in a more formalized framework, and neuroscientists like Zeki monitor them at the level of functional changes in the brain. All of those approaches to human experience "intersect," Matthews says, "but no one of them is the explanation."
  • "Conscious experience," he says, "is something we cannot even interrogate in ourselves adequately. What we're always trying to do in effect is capture the conscious experience of the last moment. ... As we think about it, we have no way of capturing more than one part of it."
  • Kandel sees art and art history as "parent disciplines" and psychology and brain science as "antidisciplines," to be drawn together in an E.O. Wilson-like synthesis toward "consilience as an attempt to open a discussion between restricted areas of knowledge." Kandel approvingly cites Stephen Jay Gould's wish for "the sciences and humanities to become the greatest of pals ... but to keep their ineluctably different aims and logics separate as they ply their joint projects and learn from each other."
Javier E

What Is College For? - NYTimes.com - 0 views

  • 74 percent of graduates from four-year colleges say that their education was “very useful in helping them grow intellectually.”
  • When, as is often the case in business education and teacher training, practical skills far outweigh theoretical understanding, we are moving beyond the intellectual culture that defines higher education
  • This lack of academic engagement is real, even among schools with the best students and the best teachers, and it increases dramatically as the quality of the school decreases.  But it results from a basic misunderstanding — by both students and teachers — of what colleges are for.
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  • First of all, they are not simply for the education of students.  This is an essential function, but the raison d’être of a college is to nourish a world of intellectual culture; that is, a world of ideas, dedicated to what we can know scientifically, understand humanistically, or express artistically.  In our society, this world is mainly populated by members of college faculties: scientists, humanists, social scientists (who straddle the humanities and the sciences properly speaking), and those who study the fine arts. Law, medicine and engineering are included to the extent that they are still understood as “learned professions,” deploying practical skills that are nonetheless deeply rooted in scientific knowledge or humanistic understanding
  • there are serious concerns about the quality of this experience.  In particular, the university curriculum leaves students disengaged from the material they are supposed to be learning.  They see most of their courses as intrinsically “boring,” of value only if they provide training relevant to future employment or if the teacher has a pleasing (amusing, exciting, “relevant”) way of presenting the material. As a result, students spend only as much time as they need to get what they see as acceptable grades (on average, about 12 to 14 hour a week for all courses combined).  Professors have ceased to expect genuine engagement from students and often give good grades (B or better) to work that is at best minimally adequate.
  • Our support for higher education makes sense only if we regard this intellectual culture as essential to our society
  • This has important consequences for how we regard what goes on in college classrooms.  Teachers need to see themselves as, first of all, intellectuals, dedicated to understanding poetry, history, human psychology, physics, biology — or whatever is the focus of their discipline.  But they also need to realize that this dedication expresses not just their idiosyncratic interest in certain questions but a conviction that those questions have general human significance, even apart from immediately practical applications.  This is why a discipline requires not just research but also teaching
  • Students, in turn, need to recognize that their college education is above all a matter of opening themselves up to new dimensions of knowledge and understanding.  Teaching is not a matter of (as we too often say) “making a subject (poetry, physics, philosophy) interesting” to students but of students coming to see how such subjects are intrinsically interesting.  It is more a matter of students moving beyond their interests than of teachers fitting their subjects to interests that students already have.   Good teaching does not make a course’s subject more interesting; it gives the students more interests — and so makes them more interesting.
Duncan H

Study Suggests Way to Delay Age-Related Changes - WSJ.com - 0 views

  • Article Video Comments (54) more in Health & Wellness | Find New $LINKTEXTFIND$ »
  • Scientists may have found a way to put off some conditions of aging, according to a study in which they postponed or even prevented such afflictions as cataracts and wrinkle-inducing fat loss in mice by removing cells that had stopped dividing.
  • Most young, healthy cells divide continuously in order to keep body tissues and organs functioning properly, but eventually stop splitting—a state called senescence—and are replaced by others. Senescence occurs throughout life, but people's ability to clear such cells from their bodies decreases with age, leading to a buildup.
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  • "If you could clear senescent cells, you perhaps could treat age-related diseases as a group rather than individually," said Jan van Deursen, senior author of the paper and a professor in the departments of biochemistry and pediatric and adolescent medicine at Mayo.
  • When cells become senescent, they produce harmful compounds such as those that cause inflammation. Chronic tissue inflammation with aging is thought to underlie dementia, atherosclerosis and diabetes, among other ills,
  • Because senescence is believed to have developed as a defense against cancer, in which cells divide uncontrollably, simply halting the process could be dangerous. But scientists have wondered for decades if the damage inflicted by senescent cells could be stopped if they were removed from the body altogether, or if the harmful substances they produced were neutralized.
  •  
    This seems like a question of a lesser of two evils, but it will be interesting to see where the research goes from here.
Javier E

The American Scholar: The Disadvantages of an Elite Education - William Deresiewicz - 1 views

  • the last thing an elite education will teach you is its own inadequacy
  • I’m talking about the whole system in which these skirmishes play out. Not just the Ivy League and its peer institutions, but also the mechanisms that get you there in the first place: the private and affluent public “feeder” schools, the ever-growing parastructure of tutors and test-prep courses and enrichment programs, the whole admissions frenzy and everything that leads up to and away from it. The message, as always, is the medium. Before, after, and around the elite college classroom, a constellation of values is ceaselessly inculcated.
  • The first disadvantage of an elite education, as I learned in my kitchen that day, is that it makes you incapable of talking to people who aren’t like you. Elite schools pride themselves on their diversity, but that diversity is almost entirely a matter of ethnicity and race. With respect to class, these schools are largely—indeed increasingly—homogeneous. Visit any elite campus in our great nation and you can thrill to the heartwarming spectacle of the children of white businesspeople and professionals studying and playing alongside the children of black, Asian, and Latino businesspeople and professionals.
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  • My education taught me to believe that people who didn’t go to an Ivy League or equivalent school weren’t worth talking to, regardless of their class. I was given the unmistakable message that such people were beneath me.
  • The existence of multiple forms of intelligence has become a commonplace, but however much elite universities like to sprinkle their incoming classes with a few actors or violinists, they select for and develop one form of intelligence: the analytic.
  • Students at places like Cleveland State, unlike those at places like Yale, don’t have a platoon of advisers and tutors and deans to write out excuses for late work, give them extra help when they need it, pick them up when they fall down.
  • When people say that students at elite schools have a strong sense of entitlement, they mean that those students think they deserve more than other people because their SAT scores are higher.
  • The political implications should be clear. As John Ruskin told an older elite, grabbing what you can get isn’t any less wicked when you grab it with the power of your brains than with the power of your fists.
  • students at places like Yale get an endless string of second chances. Not so at places like Cleveland State.
  • The second disadvantage, implicit in what I’ve been saying, is that an elite education inculcates a false sense of self-worth. Getting to an elite college, being at an elite college, and going on from an elite college—all involve numerical rankings: SAT, GPA, GRE. You learn to think of yourself in terms of those numbers. They come to signify not only your fate, but your identity; not only your identity, but your value.
  • For the elite, there’s always another extension—a bailout, a pardon, a stint in rehab—always plenty of contacts and special stipends—the country club, the conference, the year-end bonus, the dividend.
  • In short, the way students are treated in college trains them for the social position they will occupy once they get out. At schools like Cleveland State, they’re being trained for positions somewhere in the middle of the class system, in the depths of one bureaucracy or another. They’re being conditioned for lives with few second chances, no extensions, little support, narrow opportunity—lives of subordination, supervision, and control, lives of deadlines, not guidelines. At places like Yale, of course, it’s the reverse.
  • Elite schools nurture excellence, but they also nurture what a former Yale graduate student I know calls “entitled mediocrity.”
  • An elite education gives you the chance to be rich—which is, after all, what we’re talking about—but it takes away the chance not to be. Yet the opportunity not to be rich is one of the greatest opportunities with which young Americans have been blessed. We live in a society that is itself so wealthy that it can afford to provide a decent living to whole classes of people who in other countries exist (or in earlier times existed) on the brink of poverty or, at least, of indignity. You can live comfortably in the United States as a schoolteacher, or a community organizer, or a civil rights lawyer, or an artist
  • The liberal arts university is becoming the corporate university, its center of gravity shifting to technical fields where scholarly expertise can be parlayed into lucrative business opportunities.
  • You have to live in an ordinary house instead of an apartment in Manhattan or a mansion in L.A.; you have to drive a Honda instead of a BMW or a Hummer; you have to vacation in Florida instead of Barbados or Paris, but what are such losses when set against the opportunity to do work you believe in, work you’re suited for, work you love, every day of your life? Yet it is precisely that opportunity that an elite education takes away. How can I be a schoolteacher—wouldn’t that be a waste of my expensive education?
  • Isn’t it beneath me? So a whole universe of possibility closes, and you miss your true calling.
  • This is not to say that students from elite colleges never pursue a riskier or less lucrative course after graduation, but even when they do, they tend to give up more quickly than others.
  • But if you’re afraid to fail, you’re afraid to take risks, which begins to explain the final and most damning disadvantage of an elite education: that it is profoundly anti-intellectual.
  • being an intellectual is not the same as being smart. Being an intellectual means more than doing your homework.
  • The system forgot to teach them, along the way to the prestige admissions and the lucrative jobs, that the most important achievements can’t be measured by a letter or a number or a name. It forgot that the true purpose of education is to make minds, not careers.
  • Being an intellectual means, first of all, being passionate about ideas—and not just for the duration of a semester, for the sake of pleasing the teacher, or for getting a good grade.
  • Only a small minority have seen their education as part of a larger intellectual journey, have approached the work of the mind with a pilgrim soul. These few have tended to feel like freaks, not least because they get so little support from the university itself. Places like Yale, as one of them put it to me, are not conducive to searchers. GA_googleFillSlot('Rectangle_InArticle_Right'); GA_googleCreateDomIframe("google_ads_div_Rectangle_InArticle_Right_ad_container" ,"Rectangle_InArticle_Right"); Places like Yale are simply not set up to help students ask the big questions
  • Professors at top research institutions are valued exclusively for the quality of their scholarly work; time spent on teaching is time lost. If students want a conversion experience, they’re better off at a liberal arts college.
  • When elite universities boast that they teach their students how to think, they mean that they teach them the analytic and rhetorical skills necessary for success in law or medicine or science or business.
  • Although the notion of breadth is implicit in the very idea of a liberal arts education, the admissions process increasingly selects for kids who have already begun to think of themselves in specialized terms—the junior journalist, the budding astronomer, the language prodigy. We are slouching, even at elite schools, toward a glorified form of vocational training.
  • There’s a reason elite schools speak of training leaders, not thinkers—holders of power, not its critics. An independent mind is independent of all allegiances, and elite schools, which get a large percentage of their budget from alumni giving, are strongly invested in fostering institutional loyalty.
  • At a school like Yale, students who come to class and work hard expect nothing less than an A-. And most of the time, they get it.
  • Yet there is a dimension of the intellectual life that lies above the passion for ideas, though so thoroughly has our culture been sanitized of it that it is hardly surprising if it was beyond the reach of even my most alert students. Since the idea of the intellectual emerged in the 18th century, it has had, at its core, a commitment to social transformation. Being an intellectual means thinking your way toward a vision of the good society and then trying to realize that vision by speaking truth to power.
  • It takes more than just intellect; it takes imagination and courage.
  • Being an intellectual begins with thinking your way outside of your assumptions and the system that enforces them. But students who get into elite schools are precisely the ones who have best learned to work within the system, so it’s almost impossible for them to see outside it, to see that it’s even there.
  • Paradoxically, the situation may be better at second-tier schools and, in particular, again, at liberal arts colleges than at the most prestigious universities. Some students end up at second-tier schools because they’re exactly like students at Harvard or Yale, only less gifted or driven. But others end up there because they have a more independent spirit. They didn’t get straight A’s because they couldn’t be bothered to give everything in every class. They concentrated on the ones that meant the most to them or on a single strong extracurricular passion or on projects that had nothing to do with school
  • I’ve been struck, during my time at Yale, by how similar everyone looks. You hardly see any hippies or punks or art-school types, and at a college that was known in the ’80s as the Gay Ivy, few out lesbians and no gender queers. The geeks don’t look all that geeky; the fashionable kids go in for understated elegance. Thirty-two flavors, all of them vanilla.
  • The most elite schools have become places of a narrow and suffocating normalcy. Everyone feels pressure to maintain the kind of appearance—and affect—that go with achievement
  • Now that students are in constant electronic contact, they never have trouble finding each other. But it’s not as if their compulsive sociability is enabling them to develop deep friendships.
  • What happens when busyness and sociability leave no room for solitude? The ability to engage in introspection, I put it to my students that day, is the essential precondition for living an intellectual life, and the essential precondition for introspection is solitude
  • the life of the mind is lived one mind at a time: one solitary, skeptical, resistant mind at a time. The best place to cultivate it is not within an educational system whose real purpose is to reproduce the class system.
Javier E

Over the Side With Old Scientific Tenets - NYTimes.com - 0 views

  • Here are some concepts you might consider tossing out with the Christmas wrappings as you get started on the new year: human nature, cause and effect, the theory of everything, free will and evidence-based medicine.
  • Frank Wilczek of M.I.T., a Nobel Prize winner in physics, would retire the distinction between mind and matter, a bedrock notion, at least in the West, since the time of Descartes. We know a lot more about matter and atoms now, Dr. Wilczek says, and about the brain. Matter, he says, “can dance in intricate, dynamic patterns; it can exploit environmental resources, to self-organize and export entropy.”
Javier E

Give the Data to the People - NYTimes.com - 1 views

  • Johnson & Johnson announced that it was making all of its clinical trial data available to scientists around the world. It has hired my group, Yale University Open Data Access Project, or YODA, to fully oversee the release of the data. Everything in the company’s clinical research vaults, including unpublished raw data, will be available for independent review.
  • Today, more than half of the clinical trials in the United States, including many sponsored by academic and governmental institutions, are not published within two years of their completion. Often they are never published at all.
  • As a result, evidence-based medicine is, at best, based on only some of the evidence.
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  • Even when studies are published, the actual data are usually not made available. End users of research — patients, doctors and policy makers — are implicitly told by a single group of researchers to “take our word for it.” They are often forced to accept the report without the prospect of other independent scientists’ reproducing the findings — a violation of a central tenet of the scientific method.
  • Companies worry that their competitors will benefit, that lawyers will take advantage, that incompetent scientists will misconstrue the data and come to mistaken conclusions.
  • We require those who want the data to submit a proposal and identify their research team, funding and any conflicts of interest. They have to complete a short course on responsible conduct and sign an agreement that restricts them to their proposed research question. Most important, they must agree to share whatever they find. And we exclude applicants who seek data for commercial or legal purposes. Our intent is not to be tough gatekeepers, but to ensure that the data are used in a transparent way and contribute to overall scientific knowledge.
grayton downing

The Epigenetics of Drug Abuse | The Scientist Magazine® - 0 views

  • Medicine at Mount Sinai and her colleagues found significant changes in gene networks related to glutamate pathways in the striatum, an area commonly linked to drug use
  • “In heroin users, there are clear disturbances of epigenetic mechanisms that directly correlate with their years of drug use,”
  • the researchers found evidence of alterations to DNA’s structure, including its chromatin, to produce repeatable, predictable changes in gene expression. “It’s well established that cocaine addiction has lasting effects on the brain,” Nestler said in a press release. “But studies in our lab begin to reveal just how extensive these changes are and how they might change brain function. This level of understanding could lead to better treatments for addiction.”
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