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katedriscoll

Natural Sciences - Theory of Knowledge - 0 views

sites.google.com/...natural-sciences

shared by katedriscoll on 15 Jan 21 - No Cached
  •  The natural sciences reflect a concerted effort on the part of humans to search for understanding of the world. Like any other human endeavour, the development of scientific knowledge forms a web with more practical, even everyday, interests and concerns. The natural sciences are recognized as a model for knowledge owing to many factors, prime among which is their capacity to explain and make precise predictions
  • If natural sciences are defined as investigating the natural world, what is meant by “natural” or “nature” in this context? What difference might it make to scientific work if nature were to be regarded as a machine (for example, as a clockwork mechanism) or as an organism (such as in some interpretations of the Gaia hypothesis)? How useful are these metaphors?Does scientific language and vocabulary have primarily a descriptive or an interpretative function? Consider here expressions such as “artificial intelligence”, “electric current”, “natural selection” and “concentration gradient”.
caelengrubb

Linguistic Relativity: the Impact of Language & Society | THE ELLIPSIS... - 0 views

www.theellipsis.org/the-impact-of-language-society

shared by caelengrubb on 17 Jan 21 - No Cached
  • As English speakers, we experience life in English. Our every thought is formulated with the English terminology available to us. But how might our experience and our thinking be different if our primary language was not English but German or Arabic?
  • It is this very question that has motivated linguists for hundreds of years to grapple with the validity of linguistic relativity
  • When we consider the theory of linguistic relativity, we must take into account that languages develop within and emerge from distinct cultures
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  • Those who subscribe to the theory of linguistic relativity believe that a person’s way of thinking is influenced by the language he or she speaks
  • Language is a result of society. Therefore, language does not deserve the credit for shaping the way we process information.
  • Differences in the thought processes of speakers of different languages should be accredited to the distinct cultures from which these languages emerge.
  • Nevertheless, language is an important factor in the way a culture evolves. Ultimately, although it is our society rather than our language that shapes the way we think, language helps to enforce the way society is.
  • Language cannot be said to be responsible for the way a society functions since language itself is a result of that society. A key example of this can be found in the substance of a language, which tends to reflect the values of its speakers and the culture it comes from
  • A proponent of linguistic relativity might argue that this is an example of language shaping the way people think by defining age as the primary quality to know about a person.
  • However, this assertion fails to recognize the big picture. A more accurate analysis might indicate that society is responsible for this way of thinking, not language.
  • However, language still plays an important role in affecting cultures and social norms. Although languages are reflections of cultures, languages do influence how cultures will look in the future.
  • We can see this phenomenon in the history of the English language, which dates back to sometime between the 5th and 7th century AD, with Modern English gaining prominence in the late 17th century.
  • As we see with English sentence structure, the influence of cultural institutions on a language is often left intact even after that institution has weakened or disappeared.
  • Since language is our only proficient method of communication, what we can communicate is limited to the words and phrases available to us. While the society we live in may limit our perspective, the extent and strength of these limitations do not compare to that which language imposes. Cultural change comes more easily to us than linguistic change.
  • t took centuries for the Great Vowel Shift to occur while the world experienced revolutions, literary movements, great awakenings and deadly plagues at a much faster pace. This pattern is demonstrated in American culture as the language we speak fails to keep up with the progress we make. Patterns in our vocabulary tend to reflect this.
  • A commonly cited phenomenon is the negative and positive associations that English seems to make with “black” and “white.”
  • The limits of language may prevent us from progressing as quickly as we may want to, but we do have the ability to overcome some of these linguistic limits.
katedriscoll

Does Language Influence our View of the World? | TOKTalk.net - 2 views

www.toktalk.net/...nfluence-our-view-of-the-world

shared by katedriscoll on 28 Oct 14 - No Cached
  • According to the Sapir-Whorf-Hypothesis (also known as linguistic relativity) language does not only reflect our way of thinking, but is also able to shape it. This hypothesis became known in the 1950s. People from different cultures and languages view the world differently and organize their reality differently. The way that they think is influenced by the grammar and vocabulary of their language
  • ? In the Arapaho culture, for example, there is only one word for “father” and for “uncle” (2). Does this now mean that a child of this culture does not differentiate between his/her own father and the uncle? I (personally) do not think so, but this is something that the anthropologists have to answer. As so often, I think that the answer is somewhere in between. There are certainly many concepts that depend very strongly on language
  • anonymous on 28 Oct 14
     
    This article discusses how language can affect different things, such as space and time organization and colour perception. 
  • anonymous on 14 Jan 15
     
    This article discusses how language can affect different things, such as space and time organization and colour perception. 
Javier E

How to Remember Everything You Want From Non-Fiction Books | by Eva Keiffenheim, MSc | ... - 0 views

medium.com/...non-fiction-books-df17096d517f

books reading learning notetaking memory long-term

shared by Javier E on 05 Jan 21 - No Cached
  • A Bachelor’s degree taught me how to learn to ace exams. But it didn’t teach me how to learn to remember.
  • 65% to 80% of students answered “no” to the question “Do you study the way you do because somebody taught you to study that way?”
  • the most-popular Coursera course of all time: Dr. Barabara Oakley’s free course on “Learning how to Learn.” So did I. And while this course taught me about chunking, recalling, and interleaving
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  • I learned something more useful: the existence of non-fiction literature that can teach you anything.
  • something felt odd. Whenever a conversation revolved around a serious non-fiction book I read, such as ‘Sapiens’ or ‘Thinking Fast and Slow,’ I could never remember much. Turns out, I hadn’t absorbed as much information as I’d believed. Since I couldn’t remember much, I felt as though reading wasn’t an investment in knowledge but mere entertainment.
  • When I opened up about my struggles, many others confessed they also can’t remember most of what they read, as if forgetting is a character flaw. But it isn’t.
  • It’s the way we work with books that’s flawed.
  • there’s a better way to read. Most people rely on techniques like highlighting, rereading, or, worst of all, completely passive reading, which are highly ineffective.
  • Since I started applying evidence-based learning strategies to reading non-fiction books, many things have changed. I can explain complex ideas during dinner conversations. I can recall interesting concepts and link them in my writing or podcasts. As a result, people come to me for all kinds of advice.
  • What’s the Architecture of Human Learning and Memory?
  • Human brains don’t work like recording devices. We don’t absorb information and knowledge by reading sentences.
  • we store new information in terms of its meaning to our existing memory
  • we give new information meaning by actively participating in the learning process — we interpret, connect, interrelate, or elaborate
  • To remember new information, we not only need to know it but also to know how it relates to what we already know.
  • Learning is dependent on memory processes because previously-stored knowledge functions as a framework in which newly learned information can be linked.”
  • Human memory works in three stages: acquisition, retention, and retrieval. In the acquisition phase, we link new information to existing knowledge; in the retention phase, we store it, and in the retrieval phase, we get information out of our memory.
  • Retrieval, the third stage, is cue dependent. This means the more mental links you’re generating during stage one, the acquisition phase, the easier you can access and use your knowledge.
  • we need to understand that the three phases interrelate
  • creating durable and flexible access to to-be-learned information is partly a matter of achieving a meaningful encoding of that information and partly a matter of exercising the retrieval process.”
  • Next, we’ll look at the learning strategies that work best for our brains (elaboration, retrieval, spaced repetition, interleaving, self-testing) and see how we can apply those insights to reading non-fiction books.
  • The strategies that follow are rooted in research from professors of Psychological & Brain Science around Henry Roediger and Mark McDaniel. Both scientists spent ten years bridging the gap between cognitive psychology and education fields. Harvard University Press published their findings in the book ‘Make It Stick.
  • #1 Elaboration
  • “Elaboration is the process of giving new material meaning by expressing it in your own words and connecting it with what you already know.”
  • Why elaboration works: Elaborative rehearsal encodes information into your long-term memory more effectively. The more details and the stronger you connect new knowledge to what you already know, the better because you’ll be generating more cues. And the more cues they have, the easier you can retrieve your knowledge.
  • How I apply elaboration: Whenever I read an interesting section, I pause and ask myself about the real-life connection and potential application. The process is invisible, and my inner monologues sound like: “This idea reminds me of…, This insight conflicts with…, I don’t really understand how…, ” etc.
  • For example, when I learned about A/B testing in ‘The Lean Startup,’ I thought about applying this method to my startup. I added a note on the site stating we should try it in user testing next Wednesday. Thereby the book had an immediate application benefit to my life, and I will always remember how the methodology works.
  • How you can apply elaboration: Elaborate while you read by asking yourself meta-learning questions like “How does this relate to my life? In which situation will I make use of this knowledge? How does it relate to other insights I have on the topic?”
  • While pausing and asking yourself these questions, you’re generating important memory cues. If you take some notes, don’t transcribe the author’s words but try to summarize, synthesize, and analyze.
  • #2 Retrieval
  • With retrieval, you try to recall something you’ve learned in the past from your memory. While retrieval practice can take many forms — take a test, write an essay, do a multiple-choice test, practice with flashcards
  • the authors of ‘Make It Stick’ state: “While any kind of retrieval practice generally benefits learning, the implication seems to be that where more cognitive effort is required for retrieval, greater retention results.”
  • Whatever you settle for, be careful not to copy/paste the words from the author. If you don’t do the brain work yourself, you’ll skip the learning benefits of retrieval
  • Retrieval strengthens your memory and interrupts forgetting and, as other researchers replicate, as a learning event, the act of retrieving information is considerably more potent than is an additional study opportunity, particularly in terms of facilitating long-term recall.
  • How I apply retrieval: I retrieve a book’s content from my memory by writing a book summary for every book I want to remember. I ask myself questions like: “How would you summarize the book in three sentences? Which concepts do you want to keep in mind or apply? How does the book relate to what you already know?”
  • I then publish my summaries on Goodreads or write an article about my favorite insights
  • How you can apply retrieval: You can come up with your own questions or use mine. If you don’t want to publish your summaries in public, you can write a summary into your journal, start a book club, create a private blog, or initiate a WhatsApp group for sharing book summaries.
  • a few days after we learn something, forgetting sets in
  • #3 Spaced Repetition
  • With spaced repetition, you repeat the same piece of information across increasing intervals.
  • The harder it feels to recall the information, the stronger the learning effect. “Spaced practice, which allows some forgetting to occur between sessions, strengthens both the learning and the cues and routes for fast retrieval,”
  • Why it works: It might sound counterintuitive, but forgetting is essential for learning. Spacing out practice might feel less productive than rereading a text because you’ll realize what you forgot. Your brain has to work harder to retrieve your knowledge, which is a good indicator of effective learning.
  • How I apply spaced repetition: After some weeks, I revisit a book and look at the summary questions (see #2). I try to come up with my answer before I look up my actual summary. I can often only remember a fraction of what I wrote and have to look at the rest.
  • “Knowledge trapped in books neatly stacked is meaningless and powerless until applied for the betterment of life.”
  • How you can apply spaced repetition: You can revisit your book summary medium of choice and test yourself on what you remember. What were your action points from the book? Have you applied them? If not, what hindered you?
  • By testing yourself in varying intervals on your book summaries, you’ll strengthen both learning and cues for fast retrieval.
  • Why interleaving works: Alternate working on different problems feels more difficult as it, again, facilitates forgetting.
  • How I apply interleaving: I read different books at the same time.
  • 1) Highlight everything you want to remember
  • #5 Self-Testing
  • While reading often falsely tricks us into perceived mastery, testing shows us whether we truly mastered the subject at hand. Self-testing helps you identify knowledge gaps and brings weak areas to the light
  • “It’s better to solve a problem than to memorize a solution.”
  • Why it works: Self-testing helps you overcome the illusion of knowledge. “One of the best habits a learner can instill in herself is regular self-quizzing to recalibrate her understanding of what she does and does not know.”
  • How I apply self-testing: I explain the key lessons from non-fiction books I want to remember to others. Thereby, I test whether I really got the concept. Often, I didn’t
  • instead of feeling frustrated, cognitive science made me realize that identifying knowledge gaps are a desirable and necessary effect for long-term remembering.
  • How you can apply self-testing: Teaching your lessons learned from a non-fiction book is a great way to test yourself. Before you explain a topic to somebody, you have to combine several mental tasks: filter relevant information, organize this information, and articulate it using your own vocabulary.
  • Now that I discovered how to use my Kindle as a learning device, I wouldn’t trade it for a paper book anymore. Here are the four steps it takes to enrich your e-reading experience
  • How you can apply interleaving: Your brain can handle reading different books simultaneously, and it’s effective to do so. You can start a new book before you finish the one you’re reading. Starting again into a topic you partly forgot feels difficult first, but as you know by now, that’s the effect you want to achieve.
  • it won’t surprise you that researchers proved highlighting to be ineffective. It’s passive and doesn’t create memory cues.
  • 2) Cut down your highlights in your browser
  • After you finished reading the book, you want to reduce your highlights to the essential part. Visit your Kindle Notes page to find a list of all your highlights. Using your desktop browser is faster and more convenient than editing your highlights on your e-reading device.
  • Now, browse through your highlights, delete what you no longer need, and add notes to the ones you really like. By adding notes to the highlights, you’ll connect the new information to your existing knowledge
  • 3) Use software to practice spaced repetitionThis part is the main reason for e-books beating printed books. While you can do all of the above with a little extra time on your physical books, there’s no way to systemize your repetition praxis.
  • Readwise is the best software to combine spaced repetition with your e-books. It’s an online service that connects to your Kindle account and imports all your Kindle highlights. Then, it creates flashcards of your highlights and allows you to export your highlights to your favorite note-taking app.
  • Common Learning Myths DebunkedWhile reading and studying evidence-based learning techniques I also came across some things I wrongly believed to be true.
  • #2 Effective learning should feel easyWe think learning works best when it feels productive. That’s why we continue to use ineffective techniques like rereading or highlighting. But learning works best when it feels hard, or as the authors of ‘Make It Stick’ write: “Learning that’s easy is like writing in sand, here today and gone tomorrow.”
  • In Conclusion
  • I developed and adjusted these strategies over two years, and they’re still a work in progress.
  • Try all of them but don’t force yourself through anything that doesn’t feel right for you. I encourage you to do your own research, add further techniques, and skip what doesn’t serve you
  • “In the case of good books, the point is not to see how many of them you can get through, but rather how many can get through to you.”— Mortimer J. Adler
caelengrubb

5 key facts about language and the brain - 0 views

www.medicalnewstoday.com/...324529

shared by caelengrubb on 11 Jan 21 - No Cached
  • Language is a complex topic, interwoven with issues of identity, rhetoric, and ar
  • While other animals do have their own codes for communication — to indicate, for instance, the presence of danger, a willingness to mate, or the presence of food — such communications are typically “repetitive instrumental acts” that lack a formal structure of the kind that humans use when they utter sentences
  • As Homo sapiens, we have the necessary biological tools to utter the complex constructions that constitute language, the vocal apparatus, and a brain structure complex and well-developed enough to create a varied vocabulary and strict sets of rules on how to use it.
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  • Though it remains unclear at what point the ancestors of modern humans first started to develop spoken language, we know that our Homo sapiens predecessors emerged around 150,000–200,000 years ago. So, Prof. Pagel explains, complex speech is likely at least as old as that
  • A study led by researchers from Lund University in Sweden found that committed language students experienced growth in the hippocampus, a brain region associated with learning and spatial navigation, as well as in parts of the cerebral cortex, or the outmost layer of the brain.
  • In fact, researchers have drawn many connections between bilingualism or multilingualism and the maintenance of brain health
  • Multiple studies, for instance, have found that bilingualism can protect the brain against Alzheimer’s disease and other forms of dementia.
  • Being bilingual has other benefits, too, such as training the brain to process information efficiently while expending only the necessary resources on the tasks at hand.
  • Research now shows that her assessment was absolutely correct — the language that we use does change not only the way we think and express ourselves, but also how we perceive and interact with the world.
  • Language holds such power over our minds, decision-making processes, and lives, so Broditsky concludes by encouraging us to consider how we might use it to shape the way we think about ourselves and the world.
anonymous

It's Science: Eat Dinner Together - The Family Dinner Project - The Family Dinner Project - 0 views

thefamilydinnerproject.org/...science-eat-dinner-together

shared by anonymous on 04 Nov 20 - No Cached
  • It turns out that sitting down for a nightly meal is great for the brain, the body and the spirit
  • And that nightly dinner doesn’t have to be a gourmet meal that took three hours to cook, nor does it need to be made with organic arugula and heirloom parsnips.
  • For starters, researchers found that for young children, dinnertime conversation boosts vocabulary even more than being read aloud t
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  • Other researchers reported a consistent association between family dinner frequency and teen academic performance. Adolescents who ate family meals 5 to 7 times a week were twice as likely to get A’s in school as those who ate dinner with their families fewer than two times a week.
  • Children who eat regular family dinners also consume more fruits, vegetables, vitamins and micronutrients, as well as fewer fried foods and soft drinks.
  • And the nutritional benefits keep paying dividends even after kids grow up: young adults who ate regular family meals as teens are less likely to be obese and more likely to eat healthily once they live on their own.
  • Some research has even found a connection between regular family dinners and the reduction of symptoms in medical disorders, such as asthma.
  • The benefit might be due to two possible byproducts of a shared family meal: lower anxiety and the chance to check in about a child’s medication compliance.
  • The dinner atmosphere is also important. Parents need to be warm and engaged, rather than controlling and restrictive, to encourage healthy eating in their children.
  • In a very recent study, kids who had been victims of cyberbullying bounced back more readily if they had regular family dinners.
  • Family dinners have been found to be a more powerful deterrent against high-risk teen behaviors than church attendance or good grades.
  • In a New Zealand study, a higher frequency of family meals was strongly associated with positive moods in adolescents. Similarly, other researchers have shown that teens who dine regularly with their families also have a more positive view of the future, compared to their peers who don’t eat with parents.
  • dinner is the most reliable way for families to connect and find out what’s going on with each other
  • American teens were asked when they were most likely to talk with their parents: dinner was their top answer
  • Kids who eat dinner with their parents experience less stress and have a better relationship with them
  • Of course, the real power of dinners lies in their interpersonal quality. If family members sit in stony silence, if parents yell at each other, or scold their kids, family dinner won’t confer positive benefits.
  • But, dinner may be the one time of the day when a parent and child can share a positive experience – a well-cooked meal, a joke, or a story – and these small moments can gain momentum to create stronger connections away from the table.
  • anonymous on 04 Nov 20
     
    Suggestion and effects of having family dinner!
knudsenlu

The neuroscience of inequality: does poverty show up in children's brains? | Inequality... - 0 views

www.theguardian.com/...ty-show-up-in-childrens-brains

neuroscience poverty children education

shared by knudsenlu on 25 Oct 17 - No Cached
  • The Neurocognition, Early Experience and Development Lab is home to cutting-edge research on how poverty affects young brains, and I’ve come here to learn how Noble and her colleagues could soon definitively prove that growing up poor can keep a child’s brain from developing.
  • handful of neuroscientists and pediatricians who’ve seen increasing evidence that poverty itself – and not factors like nutrition, language exposure, family stability, or prenatal issues, as previously thought – may diminish the growth of a child’s brain.
  • poor kids tended to perform worse academically than their better-off peers
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  • Prior to their study, scientists had never investigated the specific cognitive tasks (face learning, picture learning, vocabulary tests) in which poor children underperformed, let alone mapped out how their brain structure and development might differ.
  • The results, which Noble and Farah reported in a 2005 paper, were the beginning of what they call a “neurocognitive profile” of socioeconomic status and the developing brain. Farah, Noble and other scientists soon began using magnetic resonance imaging (MRI) scans to examine the brains of children across the socioeconomic spectrum.
  • The results were striking. In one study, Farah looked at 283 MRIs and found that kids from poorer, less-educated families tended to have thinner subregions of the prefrontal cortex – a part of the brain strongly associated with executive functioning – than better-off kids. That could explain weaker academic achievement and even lower IQs.
  • What’s more, the data indicated that small increases in family income had a much larger impact on the brains of the poorest children than similar increases among wealthier children. And Noble’s data also suggested that when a family falls below a certain basic level of income, brain growth drops off precipitously. Children from families making less than $25,000 suffered the most, with 6% less brain surface area than peers in families making $150,000 or more.
  • It’s really a shame for this field that Hillary Clinton’s not our president Martha Farah These studies indicate it isn’t one specific factor that’s solely responsible for diminishing brain growth and intellectual potential, but rather the larger environment of poverty.
tongoscar

From Climate Change to Omnicide - Tablet Magazine - 0 views

www.tabletmag.com/...rom-climate-change-to-omnicide

shared by tongoscar on 22 Feb 20 - No Cached
  • As this decade dawns, we are confronted with the reality of climate crisis—both in the image of uncontainable fires raging across the Australian bush, and in the voices of young people speaking truth to power and calling out for their future and the living Earth.
  • And as this future has arrived with smoke-filled air, its vocabulary has evolved: from the innocuous sounding “climate change,” to “climate crisis,” and now “climate collapse,” gradually awakening us to an accelerating disaster. Our seas polluted with plastic, air toxic, trees burning whether in the Amazon or Australia, we are also including other words to describe the nature of this crisis: ecocide, our deliberate destruction of the natural environment; and most recently: omnicide. Omnicide images a crime “we have previously been unable to witness because we have never imagined it.” Across Australia—with billions of dead animals and birds, and millions of people suffering ill health effects—we are witnessing what the world will look like with three or more degrees warming, “the killing of everything.”
  • With almost a hundred homes destroyed, we waited in the smoke-filled air, just out of the mandatory evacuation zone, with our go-bags ready, for nearly a week without electricity.
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  • This insecurity, anxiety, is especially affecting young people, who rightly fear for their future, fear that the current system is pushing the Earth beyond its ecological limits.
  • Understandably we try to place the future of climate crisis within the images of our present conditions—that this way of life will continue, saved by technological solutions or planting millions of trees.
  • While this vast devastation unfolds across Australia, its politicians—paid by climate deniers—are in the process of developing a huge new open coal mine helped by Siemens, which also profited from the Holocaust as a leading corporate participant in Hitler’s “death through work program,” despite the protests of Fridays for Future activists;
  • What will our world look like two, or three degrees warmer? We can already see signs of a future few of us want to imagine.
tongoscar

A Model of Ambiguity and Vagueness in Clinical Practice Guideline Recommendations - 0 views

www.ncbi.nlm.nih.gov/...PMC1560665

shared by tongoscar on 03 Nov 19 - No Cached
  • Ambiguity and vagueness in clinical practice guidelines reduce the likelihood of clinician adherence. They lead to inconsistent interpretation and, in turn, to inappropriate practice variation and medical errors.
  • mbiguity and vagueness have been the subject of considerable attention in linguistics and philosophy
  • both vagueness and ambiguity and the term “disambiguation” has been used to describe the resolution of both vagueness and ambiguity.
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  • Ambiguity exists when a term can reasonably be interpreted in more than one way, for example, the word “bank” can refer to a financial institution or a riverside. Vagueness occurs when the boundaries of a word’s meaning are not well defined, as in the word “tall”5. Vagueness also exists when a word or phrase reduces the level of information contained in a statement, as in stating that an action “may be appropriate”; this phrase reduces the clarity about whether or not the action should be performed.
  • The importance of context on the interpretation of vague terms was shown by Mapes who conducted a study in which physicians were asked to assign a numerical value to the phrase “side effects with [this drug] are rare” in two different contexts: beta adrenergic blocking agents and antihistaminic drugs11.
  • Creating a controlled vocabulary of vague terms has the potential to reduce variable interpretation. Researchers have found hundreds of vague terms used in the medical literature, and reducing these to a manageable set of terms is a viable solution.
  • Researchers have noticed that a rank order of vague terms relative to one other was maintained across studies, despite wide variability in the interpretation of specific terms in the individual studies. This finding indicates it might be possible to create an ordinal scale of ranked vague terms from which authors could select when deliberately using vague terms.
manhefnawi

6 Scientific Reasons You Should Be Reading More | Mental Floss - 0 views

mentalfloss.com/...c-reasons-you-should-read-more

Cognitive Skills Emotion Language Theory of Mind

shared by manhefnawi on 12 Jun 18 - No Cached
  • to assess the relationship between cognitive skills, vocabulary, factual knowledge, and exposure to certain fiction and nonfiction authors
  • those who read literary fiction performed better on tasks like predicting how characters would act and identifying the emotion encoded in facial expressions. These speak to the ability to understand others' mental states, which scientists call Theory of Mind.
  • If we engage with characters who are nuanced, unpredictable, and difficult to understand, then I think we're more likely to approach people in the real world with an interest and humility necessary for dealing with complex individuals
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  • When we read fiction, we practice keeping our minds open because we can afford uncertainty
  • 100 people were assigned to read a fictional story or a nonfiction essay. The participants then completed questionnaires intended to assess their level of cognitive closure, which is the need to reach a conclusion quickly and avoid ambiguity in the decision-making process. The fiction readers emerged as more flexible and creative than the essay readers—and the effect was strongest for people who read on a regular basis.
  • They saw themselves differently after reading about others' fictional experience.
  • As you identify with another person, a protagonist in the story, you enter into a piece of life that you wouldn't otherwise have known. You have emotions or circumstances that you wouldn't have otherwise understood
tongoscar

What Does a Speech Delay Mean for Your Child? | For Better | US News - 0 views

health.usnews.com/...eech-delay-mean-for-your-child

shared by tongoscar on 22 Feb 20 - No Cached
  • I often meet with parents who worry that their children have a speech delay, and who wonder if this means that their child is on the autism spectrum.
  • Out of all the delays that a child may experience, delayed speech is the most common, and the delay usually means nothing serious.
  • At the same time, 1 in 12 children in the United States does have an actual disorder that affects the ability to speak or swallow, according to the National Institutes of Health, and less than half of those children are getting treatment. The first three years of life are vital for a child's language development, so we pediatricians make every effort to flag any treatable speech delay issues early. That way, we can direct parents toward appropriate sources of help.
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  • Conditions besides autism also cause speech delays or difficulties. Children learn to speak by hearing speech, so impaired hearing or deafness can affect a child's language development. A hearing test is an important first step in figuring out the root causes of a speech delay.
  • You are never wasting your time doing this. The more words your child hears within the first two years, the larger the vocabulary he or she will develop. Solid research shows the great value of parents speaking and reading to very young children.
blythewallick

Having an elder brother is associated with slower language development -- ScienceDaily - 0 views

www.sciencedaily.com/...190905124522.htm

science psychology research brain science knowledge language education

shared by blythewallick on 21 Oct 19 - No Cached
  • Intuitively, it is tempting to think that a child who has an elder brother or sister will grow up in a stimulating linguistic environment and will develop their language skills faster than the family's firstborn. However, several studies have shown the contrary: the acquisition of language in a child with an elder sibling is reported to be slower than a child who has none.
  • More than 1000 children have been followed from birth to five and a half years old in the mother-child cohort EDEN.* Their language skills were evaluated at 2, 3 and 5.5 years old by tests measuring several aspects of language, such as vocabulary, syntax and verbal reasoning
  • Children who have an elder brother had on average a two-month delay in language development compared with children with an elder sister.
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  • The first is that elder sisters, in being more willing to talk to their younger siblings than brothers, may compensate for their parents being less available. Another hypothesis would be that elder sisters compete less than elder brothers for parental attention.
  • Though this study cannot separate these two hypotheses, it does show that early language development in a younger sibling tends to be slower when the elder is a boy.
Javier E

He Wants to Save Classics From Whiteness. Can the Field Survive? - The New York Times - 0 views

www.nytimes.com/...ics-greece-rome-whiteness.html

shared by Javier E on 08 Feb 21 - No Cached
  • Padilla laid out an indictment of his field. “If one were intentionally to design a discipline whose institutional organs and gatekeeping protocols were explicitly aimed at disavowing the legitimate status of scholars of color,” he said, “one could not do better than what classics has done.”
  • Padilla believes that classics is so entangled with white supremacy as to be inseparable from it. “Far from being extrinsic to the study of Greco-Roman antiquity,” he has written, “the production of whiteness turns on closer examination to reside in the very marrows of classics.”
  • Rather than kowtowing to criticism, Williams said, “maybe we should start defending our discipline.” She protested that it was imperative to stand up for the classics as the political, literary and philosophical foundation of European and American culture: “It’s Western civilization. It matters because it’s the West.” Hadn’t classics given us the concepts of liberty, equality and democracy?
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  • Williams ceded the microphone, and Padilla was able to speak. “Here’s what I have to say about the vision of classics that you outlined,” he said. “I want nothing to do with it. I hope the field dies that you’ve outlined, and that it dies as swiftly as possible.”
  • “I believe in merit. I don’t look at the color of the author.” She pointed a finger in Padilla’s direction. “You may have got your job because you’re Black,” Williams said, “but I would prefer to think you got your job because of merit.”
  • What he did find was a slim blue-and-white textbook titled “How People Lived in Ancient Greece and Rome.” “Western civilization was formed from the union of early Greek wisdom and the highly organized legal minds of early Rome,” the book began. “The Greek belief in a person’s ability to use his powers of reason, coupled with Roman faith in military strength, produced a result that has come to us as a legacy, or gift from the past.” Thirty years later, Padilla can still recite those opening lines.
  • In 2017, he published a paper in the journal Classical Antiquity that compared evidence from antiquity and the Black Atlantic to draw a more coherent picture of the religious life of the Roman enslaved. “It will not do merely to adopt a pose of ‘righteous indignation’ at the distortions and gaps in the archive,” he wrote. “There are tools available for the effective recovery of the religious experiences of the enslaved, provided we work with these tools carefully and honestly.”
  • Padilla sensed that his pursuit of classics had displaced other parts of his identity, just as classics and “Western civilization” had displaced other cultures and forms of knowledge. Recovering them would be essential to dismantling the white-supremacist framework in which both he and classics had become trapped. “I had to actively engage in the decolonization of my mind,” he told me.
  • He also gravitated toward contemporary scholars like José Esteban Muñoz, Lorgia García Peña and Saidiya Hartman, who speak of race not as a physical fact but as a ghostly system o
  • In response to rising anti-immigrant sentiment in Europe and the United States, Mary Beard, perhaps the most famous classicist alive, wrote in The Wall Street Journal that the Romans “would have been puzzled by our modern problems with migration and asylum,” because the empire was founded on the “principles of incorporation and of the free movement of people.”
  • In November 2015, he wrote an essay for Eidolon, an online classics journal, clarifying that in Rome, as in the United States, paeans to multiculturalism coexisted with hatred of foreigners. Defending a client in court, Cicero argued that “denying foreigners access to our city is patently inhumane,” but ancient authors also recount the expulsions of whole “suspect” populations, including a roundup of Jews in 139 B.C., who were not considered “suitable enough to live alongside Romans.”
  • The job of classicists is not to “point out the howlers,” he said on a 2017 panel. “To simply take the position of the teacher, the qualified classicist who knows things and can point to these mistakes, is not sufficient.”
  • Dismantling structures of power that have been shored up by the classical tradition will require more than fact-checking; it will require writing an entirely new story about antiquity, and about who we are today
  • To find that story, Padilla is advocating reforms that would “explode the canon” and “overhaul the discipline from nuts to bolts,” including doing away with the label “classics” altogether.
  • . “What I want to be thinking about in the next few weeks,” he told them, “is how we can be telling the story of the early Roman Empire not just through a variety of sources but through a variety of persons.” He asked the students to consider the lives behind the identities he had assigned them, and the way those lives had been shaped by the machinery of empire, which, through military conquest, enslavement and trade, creates the conditions for the large-scale movement of human beings.
  • ultimately, he decided that leaving enslaved characters out of the role play was an act of care. “I’m not yet ready to turn to a student and say, ‘You are going to be a slave.’”
  • Privately, even some sympathetic classicists worry that Padilla’s approach will only hasten the field’s decline. “I’ve spoken to undergrad majors who say that they feel ashamed to tell their friends they’re studying classics,”
  • “I very much admire Dan-el’s work, and like him, I deplore the lack of diversity in the classical profession,” Mary Beard told me via email. But “to ‘condemn’ classical culture would be as simplistic as to offer it unconditional admiration.”
  • In a 2019 talk, Beard argued that “although classics may become politicized, it doesn’t actually have a politics,” meaning that, like the Bible, the classical tradition is a language of authority — a vocabulary that can be used for good or ill by would-be emancipators and oppressors alike.
  • Over the centuries, classical civilization has acted as a model for people of many backgrounds, who turned it into a matrix through which they formed and debated ideas about beauty, ethics, power, nature, selfhood, citizenship and, of course, race
  • Anthony Grafton, the great Renaissance scholar, put it this way in his preface to “The Classical Tradition”: “An exhaustive exposition of the ways in which the world has defined itself with regard to Greco-Roman antiquity would be nothing less than a comprehensive history of the world.”
  • Classics as we know it today is a creation of the 18th and 19th centuries. During that period, as European universities emancipated themselves from the control of the church, the study of Greece and Rome gave the Continent its new, secular origin story. Greek and Latin writings emerged as a competitor to the Bible’s moral authority, which lent them a liberatory power
  • Historians stress that such ideas cannot be separated from the discourses of nationalism, colorism and progress that were taking shape during the modern colonial period, as Europeans came into contact with other peoples and their traditions. “The whiter the body is, the more beautiful it is,” Winkelmann wrote.
  • While Renaissance scholars were fascinated by the multiplicity of cultures in the ancient world, Enlightenment thinkers created a hierarchy with Greece and Rome, coded as white, on top, and everything else below.
  • Jefferson, along with most wealthy young men of his time, studied classics at college, where students often spent half their time reading and translating Greek and Roman texts. “Next to Christianity,” writes Caroline Winterer, a historian at Stanford, “the central intellectual project in America before the late 19th century was classicism.
  • Of the 2.5 million people living in America in 1776, perhaps only 3,000 had gone to college, but that number included many of the founders
  • They saw classical civilization as uniquely educative — a “lamp of experience,” in the words of Patrick Henry, that could light the path to a more perfect union. However true it was, subsequent generations would come to believe, as Hannah Arendt wrote in “On Revolution,” that “without the classical example … none of the men of the Revolution on either side of the Atlantic would have possessed the courage for what then turned out to be unprecedented action.”
  • Comparisons between the United States and the Roman Empire became popular as the country emerged as a global power. Even after Latin and Greek were struck from college-entrance exams, the proliferation of courses on “great books” and Western civilization, in which classical texts were read in translation, helped create a coherent national story after the shocks of industrialization and global warfare.
  • even as the classics were pulled apart, laughed at and transformed, they continued to form the raw material with which many artists shaped their visions of modernity.
  • Over the centuries, thinkers as disparate as John Adams and Simone Weil have likened classical antiquity to a mirror. Generations of intellectuals, among them feminist, queer and Black scholars, have seen something of themselves in classical texts, flashes of recognition that held a kind of liberatory promise
  • The language that is used to describe the presence of classical antiquity in the world today — the classical tradition, legacy or heritage — contains within it the idea of a special, quasi-genetic relationship. In his lecture “There Is No Such Thing as Western Civilization,” Kwame Anthony Appiah (this magazine’s Ethicist columnist) mockingly describes the belief in such a kinship as the belief in a “golden nugget” of insight — a precious birthright and shimmering sign of greatness — that white Americans and Europeans imagine has been passed down to them from the ancients.
  • To see classics the way Padilla sees it means breaking the mirror; it means condemning the classical legacy as one of the most harmful stories we’ve told ourselves
  • Padilla is wary of colleagues who cite the radical uses of classics as a way to forestall change; he believes that such examples have been outmatched by the field’s long alliance with the forces of dominance and oppression.
  • Classics and whiteness are the bones and sinew of the same body; they grew strong together, and they may have to die together. Classics deserves to survive only if it can become “a site of contestation” for the communities who have been denigrated by it in the past.
  • if classics fails his test, Padilla and others are ready to give it up. “I would get rid of classics altogether,” Walter Scheidel, another of Padilla’s former advisers at Stanford, told me. “I don’t think it should exist as an academic field.”
  • One way to get rid of classics would be to dissolve its faculties and reassign their members to history, archaeology and language departments.
  • many classicists are advocating softer approaches to reforming the discipline, placing the emphasis on expanding its borders. Schools including Howard and Emory have integrated classics with Ancient Mediterranean studies, turning to look across the sea at Egypt, Anatolia, the Levant and North Africa. The change is a declaration of purpose: to leave behind the hierarchies of the Enlightenment and to move back toward the Renaissance model of the ancient world as a place of diversity and mixture.
  • Ian Morris put it more bluntly. “Classics is a Euro-American foundation myth,” Morris said to me. “Do we really want that sort of thing?”
  • There’s a more interesting story to be told about the history of what we call the West, the history of humanity, without valorizing particular cultures in it,” said Josephine Quinn, a professor of ancient history at Oxford. “It seems to me the really crucial mover in history is always the relationship between people, between cultures.”
  • “In some moods, I feel that this is just a moment of despair, and people are trying to find significance even if it only comes from self-accusation,” he told me. “I’m not sure that there is a discipline that is exempt from the fact that it is part of the history of this country. How distinctly wicked is classics? I don’t know that it is.”
  • “One of the dubious successes of my generation is that it did break the canon,” Richlin told me. “I don’t think we could believe at the time that we would be putting ourselves out of business, but we did.” She added: “If they blew up the classics departments, that would really be the end.”
  • Padilla, like Douglass, now sees the moment of absorption into the classical, literary tradition as simultaneous with his apprehension of racial difference; he can no longer find pride or comfort in having used it to bring himself out of poverty.
  • “Claiming dignity within this system of structural oppression,” Padilla has said, “requires full buy-in into its logic of valuation.” He refuses to “praise the architects of that trauma as having done right by you at the end.”
  • Last June, as racial-justice protests unfolded across the nation, Padilla turned his attention to arenas beyond classics. He and his co-authors — the astrophysicist Jenny Greene, the literary theorist Andrew Cole and the poet Tracy K. Smith — began writing their open letter to Princeton with 48 proposals for reform. “Anti-Blackness is foundational to America,” the letter began. “Indifference to the effects of racism on this campus has allowed legitimate demands for institutional support and redress in the face of microaggression and outright racist incidents to go long unmet.”
  • Padilla believes that the uproar over free speech is misguided. “I don’t see things like free speech or the exchange of ideas as ends in themselves,” he told me. “I have to be honest about that. I see them as a means to the end of human flourishing.”
  • “There is a certain kind of classicist who will look on what transpired and say, ‘Oh, that’s not us,’” Padilla said when we spoke recently. “What is of interest to me is why is it so imperative for classicists of a certain stripe to make this discursive move? ‘This is not us.’
  • Joel Christensen, the Brandeis professor, now feels that it is his “moral and ethical and intellectual responsibility” to teach classics in a way that exposes its racist history. “Otherwise we’re just participating in propaganda,”
  • Christensen, who is 42, was in graduate school before he had his “crisis of faith,” and he understands the fear that many classicists may experience at being asked to rewrite the narrative of their life’s work. But, he warned, “that future is coming, with or without Dan-el.”
  • On Jan. 6, Padilla turned on the television minutes after the windows of the Capitol were broken. In the crowd, he saw a man in a Greek helmet with TRUMP 2020 painted in white. He saw a man in a T-shirt bearing a golden eagle on a fasces — symbols of Roman law and governance — below the logo 6MWE, which stands for “Six Million Wasn’t Enough,
Javier E

A Commencement Address Too Honest to Deliver in Person - The Atlantic - 0 views

www.theatlantic.com/...611572

commencement advice graduation youth wisdom taste learning education college humanities classics

shared by Javier E on 15 Jun 23 - No Cached
  • Use this hiatus to do something you would never have done if this emergency hadn’t hit. When the lockdown lifts, move to another state or country. Take some job that never would have made sense if you were worrying about building a career—bartender, handyman, AmeriCorps volunteer.
  • If you use the next two years as a random hiatus, you may not wind up richer, but you’ll wind up more interesting.
  • The biggest way most colleges fail is this: They don’t plant the intellectual and moral seeds students are going to need later, when they get hit by the vicissitudes of life.
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  • If you didn’t study Jane Austen while you were here, you probably lack the capacity to think clearly about making a marriage decision. If you didn’t read George Eliot, then you missed a master class on how to judge people’s character. If you didn’t read Nietzsche, you are probably unprepared to handle the complexities of atheism—and if you didn’t read Augustine and Kierkegaard, you’re probably unprepared to handle the complexities of faith.
  • The list goes on. If you didn’t read de Tocqueville, you probably don’t understand your own country. If you didn’t study Gibbon, you probably lack the vocabulary to describe the rise and fall of cultures and nations.
  • The wisdom of the ages is your inheritance; it can make your life easier. These resources often fail to get shared because universities are too careerist, or because faculty members are more interested in their academic specialties or politics than in teaching undergraduates, or because of a host of other reasons
  • What are you putting into your mind? Our culture spends a lot less time worrying about this, and when it does, it goes about it all wrong.
  • my worry is that, especially now that you’re out of college, you won’t put enough really excellent stuff into your brain.
  • I worry that it’s possible to grow up now not even aware that those upper registers of human feeling and thought exist.
  • The theory of maximum taste says that each person’s mind is defined by its upper limit—the best that it habitually consumes and is capable of consuming.
  • After college, most of us resolve to keep doing this kind of thing, but we’re busy and our brains are tired at the end of the day. Months and years go by. We get caught up in stuff, settle for consuming Twitter and, frankly, journalism. Our maximum taste shrinks.
  • I’m worried about the future of your maximum taste. People in my and earlier generations, at least those lucky enough to get a college education, got some exposure to the classics, which lit a fire that gets rekindled every time we sit down to read something really excellent.
  • the “theory of maximum taste.” This theory is based on the idea that exposure to genius has the power to expand your consciousness. If you spend a lot of time with genius, your mind will end up bigger and broader than if you spend your time only with run-of-the-mill stuff.
  • the whole culture is eroding the skill the UCLA scholar Maryanne Wolf calls “deep literacy,” the ability to deeply engage in a dialectical way with a text or piece of philosophy, literature, or art.
  • “To the extent that you cannot perceive the world in its fullness, to the same extent you will fall back into mindless, repetitive, self-reinforcing behavior, unable to escape.”
  • I can’t say that to you, because it sounds fussy and elitist and OK Boomer. And if you were in front of me, you’d roll your eyes.
  • Javier E on 15 Jun 23
     
    Or as the neurologist Richard Cytowic put it to Adam Garfinkle, "To the extent that you cannot perceive the world in its fullness, to the same extent you will fall back into mindless, repetitive, self-reinforcing behavior, unable to escape."*
Javier E

Resilience, Another Thing We Can't Talk About - 0 views

freddiedeboer.substack.com/...silience-another-thing-we-cant

resilience psychology

shared by Javier E on 10 Feb 23 - No Cached
  • I also think that we as a society are failing to inculcate resilience in our young people, and that culture war has left many progressive people in the curious position of arguing against the importance of resilience
  • Sadly, nothing is complicated for progressives today. I think the attitude that all questions are simple and nothing is complicated is the second most prominent element of contemporary progressive social culture, beneath only lol lol lol lmao lol lo
  • Teaching people how to suffer, how to respond to suffering and survive suffering and grow from suffering, is one of the most essential tasks of any community. Because suffering is inevitable. And I do think that we have lost sight of this essential element of growing up in contemporary society
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  • Haidt isn’t helping himself any. The term “culture of victimhood” reminds many people of the “snowflake” insult, the idea than anyone from a marginalized background who complains about injustice is really just self-involved and weak.
  • I find his predictions about how these dynamics will somehow undermine American capitalism to be unconvincing, running towards bizarre. If social media is making our kids depressed and anxious, that is the reason to be concerned, not some tangled logic about national greatness.
  • I think that suffering is the only truly universal endowment of the human species.
  • ecause Haidt talked about a culture of victimhood, he was immediately coded as right-wing, which is to say on the wrong side of the culture war
  • (The piece notes that the age at which children are allowed to play outside alone has moved from 7 or 8 to 10 or 12 in short order.)
  • the critics of someone like Haidt, the most coherent criticism they mount is that talk of toughness and resilience can be used opportunistically to dismiss demands for justice. “You just need to toughen up” is not, obviously, a constructive, good-faith response to a demand that the police stop killing unarmed Black people
  • I don’t think that’s the version Haidt is articulating
  • Yes, we must do all we can to reduce injustice, and we need to be compassionate to everyone. But we also need to understand that no political movement, no matter how effective, can ever end suffering and thus obviate the need for resilience.
  • I’m really not a fan of therapy culture, where the imperatives and vocabulary and purpose of therapy are now assumed to be necessary in every domain of human affairs. But that’s not because I think therapy is bad; I think therapy, as therapy, is very good. It’s because I think everything can’t be therapy, and the effort to make everything therapy will have the perverse effect of making nothing therapy.
Javier E

Opinion | Chatbots Are a Danger to Democracy - The New York Times - 0 views

www.nytimes.com/...-ai-democracy-free-speech.html

danger democracy chatbot AI technology

shared by Javier E on 27 Feb 23 - No Cached
  • longer-term threats to democracy that are waiting around the corner. Perhaps the most serious is political artificial intelligence in the form of automated “chatbots,” which masquerade as humans and try to hijack the political process
  • Increasingly, they take the form of machine learning systems that are not painstakingly “taught” vocabulary, grammar and syntax but rather “learn” to respond appropriately using probabilistic inference from large data sets, together with some human guidance.
  • In the buildup to the midterms, for instance, an estimated 60 percent of the online chatter relating to “the caravan” of Central American migrants was initiated by chatbots.
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  • In the days following the disappearance of the columnist Jamal Khashoggi, Arabic-language social media erupted in support for Crown Prince Mohammed bin Salman, who was widely rumored to have ordered his murder. On a single day in October, the phrase “we all have trust in Mohammed bin Salman” featured in 250,000 tweets. “We have to stand by our leader” was posted more than 60,000 times, along with 100,000 messages imploring Saudis to “Unfollow enemies of the nation.” In all likelihood, the majority of these messages were generated by chatbots.
  • around a fifth of all tweets discussing the 2016 presidential election are believed to have been the work of chatbots.
  • a third of all traffic on Twitter before the 2016 referendum on Britain’s membership in the European Union was said to come from chatbots, principally in support of the Leave side.
  • It’s irrelevant that current bots are not “smart” like we are, or that they have not achieved the consciousness and creativity hoped for by A.I. purists. What matters is their impact
  • In the past, despite our differences, we could at least take for granted that all participants in the political process were human beings. This no longer true
  • Increasingly we share the online debate chamber with nonhuman entities that are rapidly growing more advanced
  • a bot developed by the British firm Babylon reportedly achieved a score of 81 percent in the clinical examination for admission to the Royal College of General Practitioners. The average score for human doctors? 72 percent.
  • If chatbots are approaching the stage where they can answer diagnostic questions as well or better than human doctors, then it’s possible they might eventually reach or surpass our levels of political sophistication
  • chatbots could seriously endanger our democracy, and not just when they go haywire.
  • They’ll likely have faces and voices, names and personalities — all engineered for maximum persuasion. So-called “deep fake” videos can already convincingly synthesize the speech and appearance of real politicians.
  • The most obvious risk is that we are crowded out of our own deliberative processes by systems that are too fast and too ubiquitous for us to keep up with.
  • A related risk is that wealthy people will be able to afford the best chatbots.
  • in a world where, increasingly, the only feasible way of engaging in debate with chatbots is through the deployment of other chatbots also possessed of the same speed and facility, the worry is that in the long run we’ll become effectively excluded from our own party.
  • the wholesale automation of deliberation would be an unfortunate development in democratic history.
  • A blunt approach — call it disqualification — would be an all-out prohibition of bots on forums where important political speech takes place, and punishment for the humans responsible
  • The Bot Disclosure and Accountability Bil
  • would amend the Federal Election Campaign Act of 1971 to prohibit candidates and political parties from using any bots intended to impersonate or replicate human activity for public communication. It would also stop PACs, corporations and labor organizations from using bots to disseminate messages advocating candidates, which would be considered “electioneering communications.”
  • A subtler method would involve mandatory identification: requiring all chatbots to be publicly registered and to state at all times the fact that they are chatbots, and the identity of their human owners and controllers.
  • We should also be exploring more imaginative forms of regulation. Why not introduce a rule, coded into platforms themselves, that bots may make only up to a specific number of online contributions per day, or a specific number of responses to a particular human?
  • We need not treat the speech of chatbots with the same reverence that we treat human speech. Moreover, bots are too fast and tricky to be subject to ordinary rules of debate
  • the methods we use to regulate bots must be more robust than those we apply to people. There can be no half-measures when democracy is at stake.
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