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caelengrubb

No, You're Not Left-Brained or Right-Brained | Psychology Today - 0 views

  • there’s no such thing as right-brained or left-brained.
  • The left cerebral hemisphere controls the right side of the body, and about 90 percent of people prefer to write with their right hand, indicating left brain motor dominance.
  • language skills are left lateralized, or largely controlled by the left hemisphere, in over 90 percent of people. That includes 78 percent of people who are not right-handed.
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  • The left cerebral hemisphere is to the “right-brained” poet or novelist as the hamstrings and quadriceps are to a competitive sprinter
  • Because the ability to understand and produce language is focused in the left side of the brain in almost everyone, caricaturing these creative types as using their right brain more than their left brain is silly.
  • visual-spatial abilities—localized to the right cerebral hemisphere—are skills that are absolutely critical for “left-brained” talents like science or engineering.
  • But much of our obsession with the brain’s left and right cerebral hemispheres may have started with studies of split brain patients in the ‘50s. During this time, people who suffered multiple seizures a day underwent intense surgery to treat their epilepsy.
  • To calm the electrical storms that ravaged these patients’ brains, the nerve fibers connecting the left and right hemispheres of the brain were cut. These fibers are collectively known as the corpus callosum
  • Once the corpus callosum is severed on the operating table, the new split brain patient appears astonishingly normal at first glance
  • But careful experiments reveal that this person is really two persons, two streams of consciousness in one body
  • only the left hemisphere can speak
  • The right hemisphere cannot speak, but it can point to words like “yes” or “no” to answer a question
  • Each hemisphere, it seems, maintains independent beliefs and personalities, challenging the notion that we are each an indivisible “self.”
  • We are all “brain-ambidextrous.”
knudsenlu

Exercise May Enhance the Effects of Brain Training - The New York Times - 0 views

  • Exercise broadly improves our memories and thinking skills, according to a wealth of science. The evidence supporting similar benefits from so-called brain training has been much iffier, however, with most people performing better only on the specific types of games or tasks practiced in the program.
  • Most of us are blissfully unaware of the complexity of our brain’s memory systems. Memories come in many different types, including detailed recollections of faces and objects and how they differ from similar faces and objects, as well as separate memories about where and when we last saw those things. These remembrances are created and stored throughout the hippocampus, our brain’s primary memory center.
  • In general, the young people who had exercised, whether they also brain trained or not, were then more physically fit than those in the control group. They also, for the most part, performed better on memory tests. And those improvements spanned different types of memory, including the ability to rapidly differentiate among pictures of objects that looked similar, a skill not practiced in the brain-training group.
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  • These enhancements in memory were most striking among the volunteers whose fitness had also improved the most, especially if they also practiced brain training.
  • But the gains were not universal, the researchers found. Some of the young people in both exercise groups barely added to their aerobic fitness and also had the skimpiest improvements in memory.
  • And the effort does not need to be formal or complicated, she adds. “I would suggest memorizing the details of a painting or landscape” — or perhaps a loved one’s face — before or after each workout, she says. It could provide broader memory benefits all around.
manhefnawi

Go to Sleep: Your Dreams May Help You Prepare for Disaster | Mental Floss - 0 views

  • You're missing a potentially vital opportunity to practice essential survival skills.
  • That's the theory explored by a recent report from Nautilus, which focuses on the science of dreaming. For a long time the general consensus has been that dreams, be they delightful or terrifying, are useless: a mish-mash of experiences, impulses, memories, and that random episode of The Walking Dead that you watched just before bedtime, all distilled into a surreal nightmare in which you're being chased through the halls of your old high school by zombies … and for some reason, you're not wearing pants.
  • Though not formally researched, anecdotes abound from people who've dreamed of a frightening experience only to then live through it in real life
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  • There's a lot to learn yet about why and how we dream, and per Davies, the most likely explanation is that dreaming is a multi-faceted and multi-functional process
  • You can rehearse any skill in a lucid dream,
  • He claimed that by practicing in his dreams, he’d learned to snowboard so well that he could do it without bindings, which is almost impossible
manhefnawi

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

  • 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
anniina03

The Human Brain Evolved When Carbon Dioxide Was Lower - The Atlantic - 0 views

  • Kris Karnauskas, a professor of ocean sciences at the University of Colorado, has started walking around campus with a pocket-size carbon-dioxide detector. He’s not doing it to measure the amount of carbon pollution in the atmosphere. He’s interested in the amount of CO₂ in each room.
  • The indoor concentration of carbon dioxide concerns him—and not only for the usual reason. Karnauskas is worried that indoor CO₂ levels are getting so high that they are starting to impair human cognition.
  • Carbon dioxide, the same odorless and invisible gas that causes global warming, may be making us dumber.
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  • “This is a hidden impact of climate change … that could actually impact our ability to solve the problem itself,” he said.
  • The science is, at first glance, surprisingly fundamental. Researchers have long believed that carbon dioxide harms the brain at very high concentrations. Anyone who’s seen the film Apollo 13 (or knows the real-life story behind it) may remember a moment when the mission’s three astronauts watch a gauge monitoring their cabin start to report dangerous levels of a gas. That gauge was measuring carbon dioxide. As one of the film’s NASA engineers remarks, if CO₂ levels rise too high, “you get impaired judgement, blackouts, the beginning of brain asphyxia.”
  • The same general principle, he argues, could soon affect people here on Earth. Two centuries of rampant fossil-fuel use have already spiked the amount of CO₂ in the atmosphere from about 280 parts per million before the Industrial Revolution to about 410 parts per million today. For Earth as a whole, that pollution traps heat in the atmosphere and causes climate change. But more locally, it also sets a baseline for indoor levels of carbon dioxide: You cannot ventilate a room’s carbon-dioxide levels below the global average.
  • In fact, many rooms have a much higher CO₂ level than the atmosphere, since ventilation systems don’t work perfectly.
  • On top of that, some rooms—in places such as offices, hospitals, and schools—are filled with many breathing people, that is, many people who are themselves exhaling carbon dioxide.
  • As the amount of atmospheric CO₂ keeps rising, indoor CO₂ will climb as well.
  • in one 2016 study Danish scientists cranked up indoor carbon-dioxide levels to 3,000 parts per million—more than seven times outdoor levels today—and found that their 25 subjects suffered no cognitive impairment or health issues. Only when scientists infused that same air with other trace chemicals and organic compounds emitted by the human body did the subjects begin to struggle, reporting “headache, fatigue, sleepiness, and difficulty in thinking clearly.” The subjects also took longer to solve basic math problems. The same lab, in another study, found that indoor concentrations of pure CO₂ could get to 5,000 parts per million and still cause little difficulty, at least for college students.
  • But other research is not as optimistic. When scientists at NASA’s Johnson Space Center tested the effects of CO₂ on about two dozen “astronaut-like subjects,” they found that their advanced decision-making skills declined with CO₂ at 1,200 parts per million. But cognitive skills did not seem to worsen as CO₂ climbed past that mark, and the intensity of the effect seemed to vary from person to person.
  • There’s evidence that carbon-dioxide levels may impair only the most complex and challenging human cognitive tasks. And we still don’t know why.
  • No one has looked at the effects of indoor CO₂ on children, the elderly, or people with health problems. Likewise, studies have so far exposed people to very high carbon levels for only a few hours, leaving open the question of what days-long exposure could do.
  • Modern humans, as a species, are only about 300,000 years old, and the ambient CO₂ that we encountered for most of our evolutionary life—from the first breath of infants to the last rattle of a dying elder—was much lower than the ambient CO₂ today. I asked Gall: Has anyone looked to see if human cognition improves under lower carbon-dioxide levels? If you tested someone in a room that had only 250 parts per million of carbon dioxide—a level much closer to that of Earth’s atmosphere three centuries or three millennia ago—would their performance on tests improve? In other words, is it possible that human cognitive ability has already declined?
tongoscar

Three quarters of refugees feel welcome in Germany | News | DW | 18.02.2020 - 0 views

shared by tongoscar on 19 Feb 20 - No Cached
  • Around three-quarters of refugees in Germany feel welcome in the country, according to a recent survey conducted by Germany's Federal Office for Migration and Refugees (BAMF). The survey, which was published on Tuesday, claimed that key factors determining overall life satisfaction for refugees in Germany depended on their family situation and health, residence status and housing, employment status, and the extent of social interaction with local Germans.
  • "All in all, the refugees assessed their living conditions in Germany rather positively," project manager Nina Rother said. "The feeling of being welcomed in Germany also plays an important role."
  • The joint study was conducted in collaboration with Germany's Institute for Employment Research (IAB). The report interviewed a total of 7,950 refugees who came to Germany between 2013 and 2016. According to the researchers, a good level of German is a central prerequisite for professional and social integration.
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  • The survey stated that 44% of the refugees now rate their German language skills as "good" or "very good." In 2017, the figure stood at 35% and in the first survey in 2016, at only 22%. The proportion of respondents without any knowledge of German has fallen to 5%.
blythewallick

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

  • 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

Opinion | The Spoken Argument Is a Valuable Form of Expression - The New York Times - 0 views

  • I am ever more perplexed by why we make students learn to write the classic five-paragraph essay but have so much less interest in developing their spoken argument skills.
  • As much as I love writing, I wonder if there is something arbitrary in the idea that education must focus more on the written than the spoken word.
  • Back in the day, people would clear their throat and deliver. They weren’t winging it. They would plan their remarks, without writing them out word for word. They knew their topic and, from that, they spoke.
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  • Our sense of a spoken presentation is less formal, more personal, looser. But more formal oratory has its uses.
  • I also think, as I read a book about 19th-century England, of the way parliamentarians used to communicate. The men regularly made their points to their colleagues in speeches that could run far beyond what anyone could write out and memorize word for word
  • Black people of letters, such as W.E.B. Du Bois and Maya Angelou, engaged in oratory contests when they were young, competing for prizes according to how gracefully and how convincingly they made a case for some proposition. The tradition of such contests continues in the Black community.
  • When I have given oral presentations, I reach people more directly than if I’d written everything down for them to read. When people can see your face and hear the melody of your voice, your point gets across more vividly. Language evolved, after all, for face-to-face contact, not rendered as glyphs on paper.
  • The question is why oratory of this kind is so much less central to the culture than it once was.
  • Imagine a square divided into four smaller ones. The top left square is casual speech; the top right square is formal speech. The bottom left square is casual writing; the bottom right square is formal writing. We have, as it were, an empty square in our grid.
  • what about that upper right square, formal speech?
  • When we communicate formally, we moderns think first of getting language down on a page in written form, perhaps out of a sense that this is how to deck language out in its Sunday best.
  • Perhaps it seems that to organize our thoughts properly beyond the level of “Want mustard with that?” we need to tie them down with the yoke of writing.
  • But the ancients didn’t think so. Even with a fully developed writing culture, the Greeks and Romans valued the ability to stand and pose and pace in front of an audience and make their point through speaking it — and formally, not colloquially
  • I imagine a different universe in which academics would be expected to present most of their ideas in solid PowerPoint versions, narrated in formal language, getting across the amount of information a person can actually absorb in 20 to 30 minutes.
  • I wish students had the choice of either writing essays or speaking them. We would train them in the ability to speak carefully and coherently with the same goal of making a point that we require in writing.
  • A lot of people really hate writing. It’s an unnatural activity, as humanity goes.
  • If we imagine that speech has existed for 24 hours, then according to all modern estimates, writing came along only sometime around 11:30 p.m. Writing is an artifice, and given a choice, most people would rather talk (or text).
  • For students who prefer it — and most of them likely would — the idea would be to give an oral presentation to the class, going from a memorized outline of planned remarks but expressing its points spontaneously. They would be graded on the quality of both the delivery and the content.
  • It is unclear to me that there is a reason to classify oral suasion as something lesser than the written version, as long as students are instructed that they are to maintain a basic, tempered poise, without relying on volume or colorful rhetoric to stand in for logic.
  • Some will object that students will need to be able to craft arguments in writing in their future endeavors. But to channel the modern kind of skeptical response: Will they, though?
  • An alternate universe would be one in which students who thought of themselves as likely to need such a skill in the future, such as in the law, would be the ones who choose written over oral expression.
  • When I am asked to speak about something, I do some written preparation to organize my thoughts, but I don’t craft sentences. I fashion my ideas into exactly three basic points.
  • In terms of realistic expectations of human attention span, especially in our eternally distracted era, even four points is too many, but two isn’t enough
  • Three points, each expressed with about three subpoints. I consider it my job to be able to hold this much in my memory, along with intentions of an introduction and a conclusion.
  • when it comes to individuals expressing their intelligence for assignments or teaching, I cannot see that writing is the only legitimate and effective vehicle. We are a society that values speaking engagingly but places less of a value on speaking precisely. This is a mere matter of cultural preference; I wish it would change.
Javier E

Law professor Kim Wehle's latest book is 'How To Think Like a Lawyer - and Why' : NPR - 0 views

  • a five-step process she calls the BICAT method - BICAT.
  • KIM WEHLE: B is to break a problem down into smaller pieces
  • I is to identify our values. A lot of people think lawyers are really about winning all the time. But the law is based on a value system. And I suggest that people be very deliberate about what matters to them with whatever decision there is
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  • C is to collect a lot of information. Thirty years ago, the challenge was finding information in a card catalog at the library. Now it's, how do we separate the good stuff from the bad stuff?
  • A is to analyze both sides. Lawyers have to turn the coin over and exhaust counterarguments or we'll lose in court.
  • So lawyers are trained to look for the gray areas, to look for the questions are not the answers. And if we kind of orient our thinking that way, I think we're less likely to shut down competing points of view.
  • My argument in the book is, we can feel good about a decision even if we don't get everything that we want. We have to make compromises.
  • I tell my students, you'll get through the bar. The key is to look for questions and not answers. If you could answer every legal question with a Wikipedia search, there would be no reason to hire lawyers.
  • Lawyers are hired because there are arguments on both sides, you know? Every Supreme Court decision that is split 6-3, 5-4, that means there were really strong arguments on both sides.
  • T is, tolerate the fact that you won't get everything you want every time
  • So we have to be very careful about the source of what you're getting, OK? Is this source neutral? Is this source really care about facts and not so much about an agenda?
  • Step 3, the collecting information piece. I think it's a new skill for all of us that we are overloaded with information into our phones. We have algorithms that somebody else developed that tailor the information that comes into our phones based on what the computer thinks we already believe
  • No. 2 - this is the beauty of social media and the internet - you can pull original sources. We can click on the indictment. Click on the new bill that has been proposed in the United States Congress.
  • then the book explains ways that you can then sort through that information for yourself. Skills are empowering.
  • Maybe as a replacement for sort of being empowered by being part of a team - a red team versus a blue team - that's been corrosive, I think, in American politics and American society. But arming ourselves with good facts, that leads to self-determination.
  • MARTINEZ: Now, you've written two other books - "How To Read The Constitution" and "What You Need To Know About Voting" - along with this one, "How To Think Like A Lawyer - And Why.
  • It kind of makes me think, Kim, that you feel that Americans might be lacking a basic level of civics education or understanding. So what is lacking when it comes to teaching civics or in civics discourse today?
  • studies have shown that around a third of Americans can't name the three branches of government. But if we don't understand our government, we don't know how to hold our government accountable
  • Democracies can't stay open if we've got elected leaders that are caring more about entrenching their own power and misinformation than actually preserving democracy by the people. I think that's No. 1.
  • No. 2 has to do with a value system. We talk about American values - reward for hard work, integrity, honesty. The same value system should apply to who we hire for government positions. And I think Americans have lost that.
  • in my own life, I'm very careful about who gets to be part of the inner circle because I have a strong value system. Bring that same sense to bear at the voting booth. Don't vote for red versus blue. Vote for people that live your value system
  • just like the Ukrainians are fighting for their children's democracy, we need to do that as well. And we do that through informing ourselves with good information, tolerating competing points of view and voting - voting, voting, voting - to hold elected leaders accountable if they cross boundaries that matter to us in our own lives.
Javier E

Opinion | What College Students Need Is a Taste of the Monk's Life - The New York Times - 0 views

  • When she registered last fall for the seminar known around campus as the monk class, she wasn’t sure what to expect.
  • “You give up technology, and you can’t talk for a month,” Ms. Rodriguez told me. “That’s all I’d heard. I didn’t know why.” What she found was a course that challenges students to rethink the purpose of education, especially at a time when machine learning is getting way more press than the human kind.
  • Each week, students would read about a different monastic tradition and adopt some of its practices. Later in the semester, they would observe a one-month vow of silence (except for discussions during Living Deliberately) and fast from technology, handing over their phones to him.
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  • Yes, he knew they had other classes, jobs and extracurriculars; they could make arrangements to do that work silently and without a computer.
  • The class eased into the vow of silence, first restricting speech to 100 words a day. Other rules began on Day 1: no jewelry or makeup in class. Men and women sat separately and wore different “habits”: white shirts for the men, women in black. (Nonbinary and transgender students sat with the gender of their choice.)
  • Dr. McDaniel discouraged them from sharing personal information; they should get to know one another only through ideas. “He gave us new names, based on our birth time and day, using a Thai birth chart,”
  • “We were practicing living a monastic life. We had to wake up at 5 a.m. and journal every 30 minutes.”
  • If you tried to cruise to a C, you missed the point: “I realized the only way for me to get the most out of this class was to experience it all,” she said. (She got Dr. McDaniel’s permission to break her vow of silence in order to talk to patients during her clinical rotation.)
  • Dr. McDaniel also teaches a course called Existential Despair. Students meet once a week from 5 p.m. to midnight in a building with comfy couches, turn over their phones and curl up to read an assigned novel (cover to cover) in one sitting — books like James Baldwin’s “Giovanni’s Room” and José Saramago’s “Blindness.” Then they stay up late discussing it.
  • The course is not about hope, overcoming things, heroic stories,” Dr. McDaniel said. Many of the books “start sad. In the middle they’re sad. They stay sad. I’m not concerned with their 20-year-old self. I’m worried about them at my age, dealing with breast cancer, their dad dying, their child being an addict, a career that never worked out — so when they’re dealing with the bigger things in life, they know they’re not alone.”
  • Both courses have long wait lists. Students are hungry for a low-tech, introspective experience —
  • Research suggests that underprivileged young people have far fewer opportunities to think for unbroken stretches of time, so they may need even more space in college to develop what social scientists call cognitive endurance.
  • Yet the most visible higher ed trends are moving in the other direction
  • Rather than ban phones and laptops from class, some professors are brainstorming ways to embrace students’ tech addictions with class Facebook and Instagram accounts, audience response apps — and perhaps even including the friends and relatives whom students text during class as virtual participants in class discussion.
  • Then there’s that other unwelcome classroom visitor: artificial intelligence.
  • stop worrying and love the bot by designing assignments that “help students develop their prompting skills” or “use ChatGPT to generate a first draft,” according to a tip sheet produced by the Center for Teaching and Learning at Washington University in St. Louis.
  • It’s not at all clear that we want a future dominated by A.I.’s amoral, Cheez Whiz version of human thought
  • It is abundantly clear that texting, tagging and chatbotting are making students miserable right now.
  • One recent national survey found that 60 percent of American college students reported the symptoms of at least one mental health problem and that 15 percent said they were considering suicide
  • A recent meta-analysis of 36 studies of college students’ mental health found a significant correlation between longer screen time and higher risk of anxiety and depression
  • And while social media can sometimes help suffering students connect with peers, research on teenagers and college students suggests that overall, the support of a virtual community cannot compensate for the vortex of gossip, bullying and Instagram posturing that is bound to rot any normal person’s self-esteem.
  • We need an intervention: maybe not a vow of silence but a bold move to put the screens, the pinging notifications and creepy humanoid A.I. chatbots in their proper place
  • it does mean selectively returning to the university’s roots in the monastic schools of medieval Europe and rekindling the old-fashioned quest for meaning.
  • Colleges should offer a radically low-tech first-year program for students who want to apply: a secular monastery within the modern university, with a curated set of courses that ban glowing rectangles of any kind from the classroom
  • Students could opt to live in dorms that restrict technology, too
  • I prophesy that universities that do this will be surprised by how much demand there is. I frequently talk to students who resent the distracting laptops all around them during class. They feel the tug of the “imaginary string attaching me to my phone, where I have to constantly check it,”
  • Many, if not most, students want the elusive experience of uninterrupted thought, the kind where a hash of half-baked notions slowly becomes an idea about the world.
  • Even if your goal is effective use of the latest chatbot, it behooves you to read books in hard copies and read enough of them to learn what an elegant paragraph sounds like. How else will students recognize when ChatGPT churns out decent prose instead of bureaucratic drivel?
  • Most important, students need head space to think about their ultimate values.
  • His course offers a chance to temporarily exchange those unconscious structures for a set of deliberate, countercultural ones.
  • here are the student learning outcomes universities should focus on: cognitive endurance and existential clarity.
  • Contemplation and marathon reading are not ends in themselves or mere vacations from real life but are among the best ways to figure out your own answer to the question of what a human being is for
  • When students finish, they can move right into their area of specialization and wire up their skulls with all the technology they want, armed with the habits and perspective to do so responsibly
  • it’s worth learning from the radicals. Dr. McDaniel, the religious studies professor at Penn, has a long history with different monastic traditions. He grew up in Philadelphia, educated by Hungarian Catholic monks. After college, he volunteered in Thailand and Laos and lived as a Buddhist monk.
  • e found that no amount of academic reading could help undergraduates truly understand why “people voluntarily take on celibacy, give up drinking and put themselves under authorities they don’t need to,” he told me. So for 20 years, he has helped students try it out — and question some of their assumptions about what it means to find themselves.
  • “On college campuses, these students think they’re all being individuals, going out and being wild,” he said. “But they’re in a playpen. I tell them, ‘You know you’ll be protected by campus police and lawyers. You have this entire apparatus set up for you. You think you’re being an individual, but look at your four friends: They all look exactly like you and sound like you. We exist in these very strict structures we like to pretend don’t exist.’”
  • Colleges could do all this in classes integrated with general education requirements: ideally, a sequence of great books seminars focused on classic texts from across different civilizations.
  • “For the last 1,500 years, Benedictines have had to deal with technology,” Placid Solari, the abbot there, told me. “For us, the question is: How do you use the tool so it supports and enhances your purpose or mission and you don’t get owned by it?”
  • for novices at his monastery, “part of the formation is discipline to learn how to control technology use.” After this initial time of limited phone and TV “to wean them away from overdependence on technology and its stimulation,” they get more access and mostly make their own choices.
  • Evan Lutz graduated this May from Belmont Abbey with a major in theology. He stressed the special Catholic context of Belmont’s resident monks; if you experiment with monastic practices without investigating the whole worldview, it can become a shallow kind of mindfulness tourism.
  • The monks at Belmont Abbey do more than model contemplation and focus. Their presence compels even non-Christians on campus to think seriously about vocation and the meaning of life. “Either what the monks are doing is valuable and based on something true, or it’s completely ridiculous,” Mr. Lutz said. “In both cases, there’s something striking there, and it asks people a question.”
  • Pondering ultimate questions and cultivating cognitive endurance should not be luxury goods.
  • David Peña-Guzmán, who teaches philosophy at San Francisco State University, read about Dr. McDaniel’s Existential Despair course and decided he wanted to create a similar one. He called it the Reading Experiment. A small group of humanities majors gathered once every two weeks for five and a half hours in a seminar room equipped with couches and a big round table. They read authors ranging from Jean-Paul Sartre to Frantz Fanon
  • “At the beginning of every class I’d ask students to turn off their phones and put them in ‘the Basket of Despair,’ which was a plastic bag,” he told me. “I had an extended chat with them about accessibility. The point is not to take away the phone for its own sake but to take away our primary sources of distraction. Students could keep the phone if they needed it. But all of them chose to part with their phones.”
  • Dr. Peña-Guzmán’s students are mostly working-class, first-generation college students. He encouraged them to be honest about their anxieties by sharing his own: “I said, ‘I’m a very slow reader, and it’s likely some or most of you will get further in the text than me because I’m E.S.L. and read quite slowly in English.’
  • For his students, the struggle to read long texts is “tied up with the assumption that reading can happen while multitasking and constantly interacting with technologies that are making demands on their attention, even at the level of a second,”
  • “These draw you out of the flow of reading. You get back to the reading, but you have to restart the sentence or even the paragraph. Often, because of these technological interventions into the reading experience, students almost experience reading backward — as constant regress, without any sense of progress. The more time they spend, the less progress they make.”
  • Dr. Peña-Guzmán dismissed the idea that a course like his is suitable only for students who don’t have to worry about holding down jobs or paying off student debt. “I’m worried by this assumption that certain experiences that are important for the development of personality, for a certain kind of humanistic and spiritual growth, should be reserved for the elite, especially when we know those experiences are also sources of cultural capital,
  • Courses like the Reading Experiment are practical, too, he added. “I can’t imagine a field that wouldn’t require some version of the skill of focused attention.”
  • The point is not to reject new technology but to help students retain the upper hand in their relationship with i
  • Ms. Rodriguez said that before she took Living Deliberately and Existential Despair, she didn’t distinguish technology from education. “I didn’t think education ever went without technology. I think that’s really weird now. You don’t need to adapt every piece of technology to be able to learn better or more,” she said. “It can form this dependency.”
  • The point of college is to help students become independent humans who can choose the gods they serve and the rules they follow rather than allow someone else to choose for them
  • The first step is dethroning the small silicon idol in their pocket — and making space for the uncomfortable silence and questions that follow
Javier E

Cognitive Biases and the Human Brain - The Atlantic - 1 views

  • Present bias shows up not just in experiments, of course, but in the real world. Especially in the United States, people egregiously undersave for retirement—even when they make enough money to not spend their whole paycheck on expenses, and even when they work for a company that will kick in additional funds to retirement plans when they contribute.
  • hen people hear the word bias, many if not most will think of either racial prejudice or news organizations that slant their coverage to favor one political position over another. Present bias, by contrast, is an example of cognitive bias—the collection of faulty ways of thinking that is apparently hardwired into the human brain. The collection is large. Wikipedia’s “List of cognitive biases” contains 185 entries, from actor-observer bias (“the tendency for explanations of other individuals’ behaviors to overemphasize the influence of their personality and underemphasize the influence of their situation … and for explanations of one’s own behaviors to do the opposite”) to the Zeigarnik effect (“uncompleted or interrupted tasks are remembered better than completed ones”)
  • If I had to single out a particular bias as the most pervasive and damaging, it would probably be confirmation bias. That’s the effect that leads us to look for evidence confirming what we already think or suspect, to view facts and ideas we encounter as further confirmation, and to discount or ignore any piece of evidence that seems to support an alternate view
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  • Confirmation bias shows up most blatantly in our current political divide, where each side seems unable to allow that the other side is right about anything.
  • The whole idea of cognitive biases and faulty heuristics—the shortcuts and rules of thumb by which we make judgments and predictions—was more or less invented in the 1970s by Amos Tversky and Daniel Kahneman
  • versky died in 1996. Kahneman won the 2002 Nobel Prize in Economics for the work the two men did together, which he summarized in his 2011 best seller, Thinking, Fast and Slow. Another best seller, last year’s The Undoing Project, by Michael Lewis, tells the story of the sometimes contentious collaboration between Tversky and Kahneman
  • Another key figure in the field is the University of Chicago economist Richard Thaler. One of the biases he’s most linked with is the endowment effect, which leads us to place an irrationally high value on our possessions.
  • In an experiment conducted by Thaler, Kahneman, and Jack L. Knetsch, half the participants were given a mug and then asked how much they would sell it for. The average answer was $5.78. The rest of the group said they would spend, on average, $2.21 for the same mug. This flew in the face of classic economic theory, which says that at a given time and among a certain population, an item has a market value that does not depend on whether one owns it or not. Thaler won the 2017 Nobel Prize in Economics.
  • “The question that is most often asked about cognitive illusions is whether they can be overcome. The message … is not encouraging.”
  • that’s not so easy in the real world, when we’re dealing with people and situations rather than lines. “Unfortunately, this sensible procedure is least likely to be applied when it is needed most,” Kahneman writes. “We would all like to have a warning bell that rings loudly whenever we are about to make a serious error, but no such bell is available.”
  • At least with the optical illusion, our slow-thinking, analytic mind—what Kahneman calls System 2—will recognize a Müller-Lyer situation and convince itself not to trust the fast-twitch System 1’s perception
  • Kahneman and others draw an analogy based on an understanding of the Müller-Lyer illusion, two parallel lines with arrows at each end. One line’s arrows point in; the other line’s arrows point out. Because of the direction of the arrows, the latter line appears shorter than the former, but in fact the two lines are the same length.
  • Because biases appear to be so hardwired and inalterable, most of the attention paid to countering them hasn’t dealt with the problematic thoughts, judgments, or predictions themselves
  • Is it really impossible, however, to shed or significantly mitigate one’s biases? Some studies have tentatively answered that question in the affirmative.
  • what if the person undergoing the de-biasing strategies was highly motivated and self-selected? In other words, what if it was me?
  • Over an apple pastry and tea with milk, he told me, “Temperament has a lot to do with my position. You won’t find anyone more pessimistic than I am.”
  • I met with Kahneman
  • “I see the picture as unequal lines,” he said. “The goal is not to trust what I think I see. To understand that I shouldn’t believe my lying eyes.” That’s doable with the optical illusion, he said, but extremely difficult with real-world cognitive biases.
  • In this context, his pessimism relates, first, to the impossibility of effecting any changes to System 1—the quick-thinking part of our brain and the one that makes mistaken judgments tantamount to the Müller-Lyer line illusion
  • he most effective check against them, as Kahneman says, is from the outside: Others can perceive our errors more readily than we can.
  • “slow-thinking organizations,” as he puts it, can institute policies that include the monitoring of individual decisions and predictions. They can also require procedures such as checklists and “premortems,”
  • A premortem attempts to counter optimism bias by requiring team members to imagine that a project has gone very, very badly and write a sentence or two describing how that happened. Conducting this exercise, it turns out, helps people think ahead.
  • “My position is that none of these things have any effect on System 1,” Kahneman said. “You can’t improve intuition.
  • Perhaps, with very long-term training, lots of talk, and exposure to behavioral economics, what you can do is cue reasoning, so you can engage System 2 to follow rules. Unfortunately, the world doesn’t provide cues. And for most people, in the heat of argument the rules go out the window.
  • Kahneman describes an even earlier Nisbett article that showed subjects’ disinclination to believe statistical and other general evidence, basing their judgments instead on individual examples and vivid anecdotes. (This bias is known as base-rate neglect.)
  • over the years, Nisbett had come to emphasize in his research and thinking the possibility of training people to overcome or avoid a number of pitfalls, including base-rate neglect, fundamental attribution error, and the sunk-cost fallacy.
  • Nisbett’s second-favorite example is that economists, who have absorbed the lessons of the sunk-cost fallacy, routinely walk out of bad movies and leave bad restaurant meals uneaten.
  • When Nisbett asks the same question of students who have completed the statistics course, about 70 percent give the right answer. He believes this result shows, pace Kahneman, that the law of large numbers can be absorbed into System 2—and maybe into System 1 as well, even when there are minimal cues.
  • about half give the right answer: the law of large numbers, which holds that outlier results are much more frequent when the sample size (at bats, in this case) is small. Over the course of the season, as the number of at bats increases, regression to the mean is inevitabl
  • When Nisbett has to give an example of his approach, he usually brings up the baseball-phenom survey. This involved telephoning University of Michigan students on the pretense of conducting a poll about sports, and asking them why there are always several Major League batters with .450 batting averages early in a season, yet no player has ever finished a season with an average that high.
  • we’ve tested Michigan students over four years, and they show a huge increase in ability to solve problems. Graduate students in psychology also show a huge gain.”
  • , “I know from my own research on teaching people how to reason statistically that just a few examples in two or three domains are sufficient to improve people’s reasoning for an indefinitely large number of events.”
  • isbett suggested another factor: “You and Amos specialized in hard problems for which you were drawn to the wrong answer. I began to study easy problems, which you guys would never get wrong but untutored people routinely do … Then you can look at the effects of instruction on such easy problems, which turn out to be huge.”
  • Nisbett suggested that I take “Mindware: Critical Thinking for the Information Age,” an online Coursera course in which he goes over what he considers the most effective de-biasing skills and concepts. Then, to see how much I had learned, I would take a survey he gives to Michigan undergraduates. So I did.
  • he course consists of eight lessons by Nisbett—who comes across on-screen as the authoritative but approachable psych professor we all would like to have had—interspersed with some graphics and quizzes. I recommend it. He explains the availability heuristic this way: “People are surprised that suicides outnumber homicides, and drownings outnumber deaths by fire. People always think crime is increasing” even if it’s not.
  • When I finished the course, Nisbett sent me the survey he and colleagues administer to Michigan undergrads
  • It contains a few dozen problems meant to measure the subjects’ resistance to cognitive biases
  • I got it right. Indeed, when I emailed my completed test, Nisbett replied, “My guess is that very few if any UM seniors did as well as you. I’m sure at least some psych students, at least after 2 years in school, did as well. But note that you came fairly close to a perfect score.”
  • Nevertheless, I did not feel that reading Mindware and taking the Coursera course had necessarily rid me of my biases
  • For his part, Nisbett insisted that the results were meaningful. “If you’re doing better in a testing context,” he told me, “you’ll jolly well be doing better in the real world.”
  • The New York–based NeuroLeadership Institute offers organizations and individuals a variety of training sessions, webinars, and conferences that promise, among other things, to use brain science to teach participants to counter bias. This year’s two-day summit will be held in New York next month; for $2,845, you could learn, for example, “why are our brains so bad at thinking about the future, and how do we do it better?”
  • Philip E. Tetlock, a professor at the University of Pennsylvania’s Wharton School, and his wife and research partner, Barbara Mellers, have for years been studying what they call “superforecasters”: people who manage to sidestep cognitive biases and predict future events with far more accuracy than the pundits
  • One of the most important ingredients is what Tetlock calls “the outside view.” The inside view is a product of fundamental attribution error, base-rate neglect, and other biases that are constantly cajoling us into resting our judgments and predictions on good or vivid stories instead of on data and statistics
  • In 2006, seeking to prevent another mistake of that magnitude, the U.S. government created the Intelligence Advanced Research Projects Activity (iarpa), an agency designed to use cutting-edge research and technology to improve intelligence-gathering and analysis. In 2011, iarpa initiated a program, Sirius, to fund the development of “serious” video games that could combat or mitigate what were deemed to be the six most damaging biases: confirmation bias, fundamental attribution error, the bias blind spot (the feeling that one is less biased than the average person), the anchoring effect, the representativeness heuristic, and projection bias (the assumption that everybody else’s thinking is the same as one’s own).
  • most promising are a handful of video games. Their genesis was in the Iraq War
  • Together with collaborators who included staff from Creative Technologies, a company specializing in games and other simulations, and Leidos, a defense, intelligence, and health research company that does a lot of government work, Morewedge devised Missing. Some subjects played the game, which takes about three hours to complete, while others watched a video about cognitive bias. All were tested on bias-mitigation skills before the training, immediately afterward, and then finally after eight to 12 weeks had passed.
  • “The literature on training suggests books and classes are fine entertainment but largely ineffectual. But the game has very large effects. It surprised everyone.”
  • he said he saw the results as supporting the research and insights of Richard Nisbett. “Nisbett’s work was largely written off by the field, the assumption being that training can’t reduce bias,
  • even the positive results reminded me of something Daniel Kahneman had told me. “Pencil-and-paper doesn’t convince me,” he said. “A test can be given even a couple of years later. But the test cues the test-taker. It reminds him what it’s all about.”
  • Morewedge told me that some tentative real-world scenarios along the lines of Missing have shown “promising results,” but that it’s too soon to talk about them.
  • In the future, I will monitor my thoughts and reactions as best I can
Javier E

How Climate Change Is Changing Therapy - The New York Times - 0 views

  • Andrew Bryant can still remember when he thought of climate change as primarily a problem of the future. When he heard or read about troubling impacts, he found himself setting them in 2080, a year that, not so coincidentally, would be a century after his own birth. The changing climate, and all the challenges it would bring, were “scary and sad,” he said recently, “but so far in the future that I’d be safe.”
  • That was back when things were different, in the long-ago world of 2014 or so. The Pacific Northwest, where Bryant is a clinical social worker and psychotherapist treating patients in private practice in Seattle, is a largely affluent place that was once considered a potential refuge from climate disruption
  • “We’re lucky to be buffered by wealth and location,” Bryant said. “We are lucky to have the opportunity to look away.”
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  • starting in the mid-2010s, those beloved blue skies began to disappear. First, the smoke came in occasional bursts, from wildfires in Canada or California or Siberia, and blew away when the wind changed direction. Within a few summers, though, it was coming in thicker, from more directions at once, and lasting longer.
  • Sometimes there were weeks when you were advised not to open your windows or exercise outside. Sometimes there were long stretches where you weren’t supposed to breathe the outside air at all.
  • Now lots of Bryant’s clients wanted to talk about climate change. They wanted to talk about how strange and disorienting and scary this new reality felt, about what the future might be like and how they might face it, about how to deal with all the strong feelings — helplessness, rage, depression, guilt — being stirred up inside them.
  • As a therapist, Bryant found himself unsure how to respond
  • while his clinical education offered lots of training in, say, substance abuse or family therapy, there was nothing about environmental crisis, or how to treat patients whose mental health was affected by it
  • Bryant immersed himself in the subject, joining and founding associations of climate-concerned therapists
  • could now turn to resources like the list maintained by the Climate Psychology Alliance North America, which contains more than 100 psychotherapists around the country who are what the organization calls “climate aware.”
  • Over and over, he read the same story, of potential patients who’d gone looking for someone to talk to about climate change and other environmental crises, only to be told that they were overreacting — that their concern, and not the climate, was what was out of whack and in need of treatment.
  • “You come in and talk about how anxious you are that fossil-fuel companies continue to pump CO2 into the air, and your therapist says, ‘So, tell me about your mother.’”
  • In many of the messages, people asked Bryant for referrals to climate-focused therapists in Houston or Canada or Taiwan, wherever it was the writer lived.
  • his practice had shifted to reflect a new reality of climate psychology. His clients didn’t just bring up the changing climate incidentally, or during disconcerting local reminders; rather, many were activists or scientists or people who specifically sought out Bryant because of their concerns about the climate crisis.
  • Climate change, in other words, surrounds us with constant reminders of “ethical dilemmas and deep social criticism of modern society. In its essence, climate crisis questions the relationship of humans with nature and the meaning of being human in the Anthropocene.”
  • It had been a challenging few years, Bryant told me when I first called to talk about his work. There were some ways in which climate fears were a natural fit in the therapy room, and he believed the field had coalesced around some answers that felt clear and useful
  • But treating those fears also stirred up lots of complicated questions that no one was quite sure how to answer. The traditional focus of his field, Bryant said, could be oversimplified as “fixing the individual”: treating patients as separate entities working on their personal growth
  • Climate change, by contrast, was a species-wide problem, a profound and constant reminder of how deeply intertwined we all are in complex systems — atmospheric, biospheric, economic — that are much bigger than us. It sometimes felt like a direct challenge to old therapeutic paradigms — and perhaps a chance to replace them with something better.
  • In one of climate psychology’s founding papers, published in 2011, Susan Clayton and Thomas J. Doherty posited that climate change would have “significant negative effects on mental health and well-being.” They described three broad types of possible impacts: the acute trauma of living through climate disasters; the corroding fear of a collapsing future; and the psychosocial decay that could damage the fabric of communities dealing with disruptive changes
  • All of these, they wrote, would make the climate crisis “as much a psychological and social phenomenon as a matter of biodiversity and geophysics.”
  • Many of these predictions have since been borne out
  • Studies have found rates of PTSD spiking in the wake of disasters, and in 2017 the American Psychological Association defined “ecoanxiety” as “a chronic fear of environmental doom.”
  • Climate-driven migration is on the rise, and so are stories of xenophobia and community mistrust.
  • eventually started a website, Climate & Mind, to serve as a sort of clearing house for other therapists searching for resources. Instead, the site became an unexpected window into the experience of would-be patients: Bryant found himself receiving messages from people around the world who stumbled across it while looking for help.
  • Many say it has led to symptoms of depression or anxiety; more than a quarter make an active effort not to think about it.
  • A poll by the American Psychiatric Association in the same year found that nearly half of Americans think climate change is already harming the nation’s mental health.
  • In June, the Yale Journal of Biology and Medicine published a paper cautioning that the world at large was facing “a psychological condition of ‘systemic uncertainty,’” in which “difficult emotions arise not only from experiencing the ecological loss itself,” but also from the fact that our lives are inescapably embedded in systems that keep on making those losses worse.
  • According to a 2022 survey by Yale and George Mason University, a majority of Americans report that they spend time worrying about climate change.
  • This is not an easy way to live.
  • Living within a context that is obviously unhealthful, he wrote, is painful: “a dimly intuited ‘fall’ from which we spend our lives trying to recover, a guilt we can never quite grasp or expiate” — a feeling of loss or dislocation whose true origins we look for, but often fail to see. This confusion leaves us feeling even worse.
  • When Barbara Easterlin first started studying environmental psychology 30 years ago, she told me, the focus of study was on ways in which cultivating a relationship with nature can be good for mental health
  • There was little or no attention to the fact that living through, or helping to cause, a collapse of nature can also be mentally harmful.
  • the field is still so new that it does not yet have evidence-tested treatments or standards of practice. Therapists sometimes feel as if they are finding the path as they go.
  • Rebecca Weston, a licensed clinical social worker practicing in New York and a co-president of the CPA-NA, told me that when she treats anxiety disorders, her goal is often to help the patient understand how much of their fear is internally produced — out of proportion to the reality they’re facing
  • climate anxiety is a different challenge, because people worried about climate change and environmental breakdown are often having the opposite experience: Their worries are rational and evidence-based, but they feel isolated and frustrated because they’re living in a society that tends to dismiss them.
  • One of the emerging tenets of climate psychology is that counselors should validate their clients’ climate-related emotions as reasonable, not pathological
  • it does mean validating that feelings like grief and fear and shame aren’t a form of sickness, but, as Weston put it, “are actually rational responses to a world that’s very scary and very uncertain and very dangerous for people
  • In the words of a handbook on climate psychology, “Paying heed to what is happening in our communities and across the globe is a healthier response than turning away in denial or disavowal.”
  • But this, too, raises difficult questions. “How much do we normalize people to the system we’re in?” Weston asked. “And is that the definition of health?
  • Or is the definition of health resisting the things that are making us so unhappy? That’s the profound tension within our field.”
  • “It seems to shift all the time, the sort of content and material that people are bringing in,” Alexandra Woollacott, a psychotherapist in Seattle, told the group. Sometimes it was a pervasive anxiety about the future, or trauma responses to fires or smoke or heat; other times, clients, especially young ones, wanted to vent their “sort of righteous anger and sense of betrayal” at the various powers that had built and maintained a society that was so destructive.
  • “I’m so glad that we have each other to process this,” she said, “because we’re humans living through this, too. I have my own trauma responses to it, I have my own grief process around it, I have my own fury at government and oil companies, and I think I don’t want to burden my clients with my own emotional response to it.”
  • In a field that has long emphasized boundaries, discouraging therapists from bringing their own issues or experiences into the therapy room, climate therapy offers a particular challenge: Separation can be harder when the problems at hand affect therapist and client alike
  • Some therapists I spoke to were worried about navigating the breakdown of barriers, while others had embraced it. “There is no place on the planet that won’t eventually be impacted, where client and therapist won’t be in it together,” a family therapist wrote in a CPA-NA newsletter. “Most therapists I know have become more vulnerable and self-disclosing in their practice.”
  • “If you look at or consider typical theoretical framings of something like post-traumatic growth, which is the understanding of this idea that people can sort of grow and become stronger and better after a traumatic event,” she said, then the climate crisis poses a dilemma because “there is no afterwards, right? There is no resolution anytime in our lifetimes to this crisis that we nonetheless have to build the capacities to face and to endure and to hopefully engage.”
  • “How,” she asked, “do you think about resilience apart from resolution?”
  • many of her patients are also disconnected from the natural world, which means that they struggle to process or even recognize the grief and alienation that comes from living in a society that treats nature as other, a resource to be used and discarded.
  • “I’m so excited by what you’re bringing in,” Woollacott replied. “I’m doing psychoanalytic training at the moment, and we study attachment theory” — how the stability of early emotional bonds affects future relationships and feelings of well-being. “But nowhere in the literature does it talk about our attachment to the land.”
  • Torres said that she sometimes takes her therapy sessions outside or asks patients to remember their earliest and deepest connections with animals or plants or places. She believes it will help if they learn to think of themselves “as rooted beings that aren’t just simply living in the human overlay on the environment.” It was valuable to recognize, she said, that “we are part of the land” and suffer when it suffers.
  • Torres described introducing her clients to methods — mindfulness, distress tolerance, emotion regulation — to help them manage acute feelings of stress or panic and to avoid the brittleness of burnout.
  • She also encourages them to narrativize the problem, including themselves as agents of change inside stories about how they came to be in this situation, and how they might make it different.
  • then she encourages them to find a community of other people who care about the same problems, with whom they could connect outside the therapy room. As Woollacott said earlier: “People who share your values. People who are committed to not looking away.”
  • Dwyer told the group that she had been thinking more about psychological adaptation as a form of climate mitigation
  • Therapy, she said, could be a way to steward human energy and creative capacities at a time when they’re most needed.
  • It was hard, Bryant told me when we first spoke, to do this sort of work without finding yourself asking bigger questions — namely, what was therapy actually about?
  • Many of the therapists I talked to spoke of their role not as “fixing” a patient’s problem or responding to a pathology, but simply giving their patients the tools to name and explore their most difficult emotions, to sit with painful feelings without instantly running away from them
  • many of the methods in their traditional tool kits continue to be useful in climate psychology. Anxiety and hopelessness and anger are all familiar territory, after all, with long histories of well-studied treatments.
  • They focused on trying to help patients develop coping skills and find meaning amid destabilization, to still see themselves as having agency and choice.
  • Weston, the therapist in New York, has had patients who struggle to be in a world that surrounds them with waste and trash, who experience panic because they can never find a place free of reminders of their society’s destruction
  • eston said, that she has trouble with the repeated refrain that therapist and patient experiencing the same losses and dreads at the same time constituted a major departure from traditional therapeutic practice
  • she believed this framing reflected and reinforced a bias inherent in a field that has long been most accessible to, and practiced by, the privileged. It was hardly new in the world, after all, to face the collapse of your entire way of life and still find ways to keep going.
  • Lately, Bryant told me, he’s been most excited about the work that happens outside the therapy room: places where groups of people gather to talk about their feelings and the future they’re facing
  • It was at such a meeting — a community event where people were brainstorming ways to adapt to climate chaos — that Weston, realizing she had concrete skills to offer, was inspired to rework her practice to focus on the challenge. She remembers finding the gathering empowering and energizing in a way she hadn’t experienced before. In such settings, it was automatic that people would feel embraced instead of isolated, natural that the conversation would start moving away from the individual and toward collective experiences and ideas.
  • There was no fully separate space, to be mended on its own. There was only a shared and broken world, and a community united in loving it.
Javier E

Psychological nativism - Wikipedia - 0 views

  • In the field of psychology, nativism is the view that certain skills or abilities are "native" or hard-wired into the brain at birth. This is in contrast to the "blank slate" or tabula rasa view, which states that the brain has inborn capabilities for learning from the environment but does not contain content such as innate beliefs.
  • Some nativists believe that specific beliefs or preferences are "hard-wired". For example, one might argue that some moral intuitions are innate or that color preferences are innate. A less established argument is that nature supplies the human mind with specialized learning devices. This latter view differs from empiricism only to the extent that the algorithms that translate experience into information may be more complex and specialized in nativist theories than in empiricist theories. However, empiricists largely remain open to the nature of learning algorithms and are by no means restricted to the historical associationist mechanisms of behaviorism.
  • Nativism has a history in philosophy, particularly as a reaction to the straightforward empiricist views of John Locke and David Hume. Hume had given persuasive logical arguments that people cannot infer causality from perceptual input. The most one could hope to infer is that two events happen in succession or simultaneously. One response to this argument involves positing that concepts not supplied by experience, such as causality, must exist prior to any experience and hence must be innate.
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  • The philosopher Immanuel Kant (1724–1804) argued in his Critique of Pure Reason that the human mind knows objects in innate, a priori ways. Kant claimed that humans, from birth, must experience all objects as being successive (time) and juxtaposed (space). His list of inborn categories describes predicates that the mind can attribute to any object in general. Arthur Schopenhauer (1788–1860) agreed with Kant, but reduced the number of innate categories to one—causality—which presupposes the others.
  • Modern nativism is most associated with the work of Jerry Fodor (1935–2017), Noam Chomsky (b. 1928), and Steven Pinker (b. 1954), who argue that humans from birth have certain cognitive modules (specialised genetically inherited psychological abilities) that allow them to learn and acquire certain skills, such as language.
  • For example, children demonstrate a facility for acquiring spoken language but require intensive training to learn to read and write. This poverty of the stimulus observation became a principal component of Chomsky's argument for a "language organ"—a genetically inherited neurological module that confers a somewhat universal understanding of syntax that all neurologically healthy humans are born with, which is fine-tuned by an individual's experience with their native language
  • In The Blank Slate (2002), Pinker similarly cites the linguistic capabilities of children, relative to the amount of direct instruction they receive, as evidence that humans have an inborn facility for speech acquisition (but not for literacy acquisition).
  • A number of other theorists[1][2][3] have disagreed with these claims. Instead, they have outlined alternative theories of how modularization might emerge over the course of development, as a result of a system gradually refining and fine-tuning its responses to environmental stimuli.[4]
  • Many empiricists are now also trying to apply modern learning models and techniques to the question of language acquisition, with marked success.[20] Similarity-based generalization marks another avenue of recent research, which suggests that children may be able to rapidly learn how to use new words by generalizing about the usage of similar words that they already know (see also the distributional hypothesis).[14][21][22][23]
  • The term universal grammar (or UG) is used for the purported innate biological properties of the human brain, whatever exactly they turn out to be, that are responsible for children's successful acquisition of a native language during the first few years of life. The person most strongly associated with the hypothesising of UG is Noam Chomsky, although the idea of Universal Grammar has clear historical antecedents at least as far back as the 1300s, in the form of the Speculative Grammar of Thomas of Erfurt.
  • This evidence is all the more impressive when one considers that most children do not receive reliable corrections for grammatical errors.[9] Indeed, even children who for medical reasons cannot produce speech, and therefore have no possibility of producing an error in the first place, have been found to master both the lexicon and the grammar of their community's language perfectly.[10] The fact that children succeed at language acquisition even when their linguistic input is severely impoverished, as it is when no corrective feedback is available, is related to the argument from the poverty of the stimulus, and is another claim for a central role of UG in child language acquisition.
  • Researchers at Blue Brain discovered a network of about fifty neurons which they believed were building blocks of more complex knowledge but contained basic innate knowledge that could be combined in different more complex ways to give way to acquired knowledge, like memory.[11
  • experience, the tests would bring about very different characteristics for each rat. However, the rats all displayed similar characteristics which suggest that their neuronal circuits must have been established previously to their experiences. The Blue Brain Project research suggests that some of the "building blocks" of knowledge are genetic and present at birth.[11]
  • modern nativist theory makes little in the way of specific falsifiable and testable predictions, and has been compared by some empiricists to a pseudoscience or nefarious brand of "psychological creationism". As influential psychologist Henry L. Roediger III remarked that "Chomsky was and is a rationalist; he had no uses for experimental analyses or data of any sort that pertained to language, and even experimental psycholinguistics was and is of little interest to him".[13]
  • , Chomsky's poverty of the stimulus argument is controversial within linguistics.[14][15][16][17][18][19]
  • Neither the five-year-old nor the adults in the community can easily articulate the principles of the grammar they are following. Experimental evidence shows that infants come equipped with presuppositions that allow them to acquire the rules of their language.[6]
  • Paul Griffiths, in "What is Innateness?", argues that innateness is too confusing a concept to be fruitfully employed as it confuses "empirically dissociated" concepts. In a previous paper, Griffiths argued that innateness specifically confuses these three distinct biological concepts: developmental fixity, species nature, and intended outcome. Developmental fixity refers to how insensitive a trait is to environmental input, species nature reflects what it is to be an organism of a certain kind, and the intended outcome is how an organism is meant to develop.[24]
Emily Horwitz

Bias Persists Against Women of Science, a Study Says - NYTimes.com - 0 views

  • Science professors at American universities widely regard female undergraduates as less competent than male students with the same accomplishments and skills, a new study by researchers at Yale concluded.
  • The bias was pervasive, the scientists said, and probably reflected subconscious cultural influences rather than overt or deliberate discrimination.
  • I think we were all just a little bit surprised at how powerful the results were
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  • People tend to think that the problem has gone away, but alas, it hasn’t.”
Javier E

Forecasting Fox - NYTimes.com - 0 views

  • Intelligence Advanced Research Projects Agency, to hold a forecasting tournament to see if competition could spur better predictions.
  • In the fall of 2011, the agency asked a series of short-term questions about foreign affairs, such as whether certain countries will leave the euro, whether North Korea will re-enter arms talks, or whether Vladimir Putin and Dmitri Medvedev would switch jobs. They hired a consulting firm to run an experimental control group against which the competitors could be benchmarked.
  • Tetlock and his wife, the decision scientist Barbara Mellers, helped form a Penn/Berkeley team, which bested the competition and surpassed the benchmarks by 60 percent in Year 1. How did they make such accurate predictions? In the first place, they identified better forecasters. It turns out you can give people tests that usefully measure how open-minded they are.
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  • The teams with training that engaged in probabilistic thinking performed best. The training involved learning some of the lessons included in Daniel Kahneman’s great work, “Thinking, Fast and Slow.” For example, they were taught to alternate between taking the inside view and the outside view.
  • Most important, participants were taught to turn hunches into probabilities. Then they had online discussions with members of their team adjusting the probabilities, as often as every day
  • In these discussions, hedgehogs disappeared and foxes prospered. That is, having grand theories about, say, the nature of modern China was not useful. Being able to look at a narrow question from many vantage points and quickly readjust the probabilities was tremendously useful.
  • In the second year of the tournament, Tetlock and collaborators skimmed off the top 2 percent of forecasters across experimental conditions, identifying 60 top performers and randomly assigning them into five teams of 12 each. These “super forecasters” also delivered a far-above-average performance in Year 2. Apparently, forecasting skill cannot only be taught, it can be replicated.
  • He believes that this kind of process may help depolarize politics. If you take Republicans and Democrats and ask them to make a series of narrow predictions, they’ll have to put aside their grand notions and think clearly about the imminently falsifiable.
Javier E

The Faulty Logic of the 'Math Wars' - NYTimes.com - 0 views

  • The American philosopher Wilfrid Sellars was challenging this assumption when he spoke of “material inferences.” Sellars was interested in inferences that we can only recognize as valid if we possess certain bits of factual knowledge.
  • If we make room for such material inferences, we will be inclined to reject the view that individuals can reason well without any substantial knowledge of, say, the natural world and human affairs. We will also be inclined to regard the specifically factual content of subjects such as biology and history as integral to a progressive education.
  • according to Wittgenstein, is why it is wrong to understand algorithm-based calculations as expressions of nothing more than “mental mechanisms.” Far from being genuinely mechanical, such calculations involve a distinctive kind of thought.
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  • That the use of standard algorithms isn’t merely mechanical is not by itself a reason to teach them. It is important to teach them because, as we already noted, they are also the most elegant and powerful methods for specific operations. This means that they are our best representations of connections among mathematical concepts. Math instruction that does not teach both that these algorithms work and why they do is denying students insight into the very discipline it is supposed to be about.
  • There is a moral here for progressive education that reaches beyond the case of math. Even if we sympathize with progressivists in wanting schools to foster independence of mind, we shouldn’t assume that it is obvious how best to do this. Original thought ranges over many different domains, and it imposes divergent demands as it does so. Just as there is good reason to believe that in biology and history such thought requires significant factual knowledge, there is good reason to believe that in mathematics it requires understanding of and facility with the standard algorithms.
  • there is also good reason to believe that when we examine further areas of discourse we will come across yet further complexities. The upshot is that it would be naïve to assume that we can somehow promote original thinking in specific areas simply by calling for subject-related creative reasoning
Javier E

Against the Odds, Starting a Tech Business in France - NYTimes.com - 0 views

  • France’s business ecosystem thrives on contradictions — the country has some of the highest labor costs in Europe and restrictive regulations, and yet its companies regularly make the Fortune 500 list; it has highly skilled graduates and engineers but struggles to compete globally; it has an alphabet-soup of agencies intended to support fledgling businesses, but they are so lacking in coherence that they remain unheard of to many; there is a vibrant investor community ready to commit funds, but only once an entrepreneur has a proven track record; and the French embrace money, but not bling.
  • the French like entrepreneurs when they remain very discreet and don’t transform into a businessman. That’s where the evil begins. So they like the number two. They don’t like success. They have a problem with wealth and with money.”
  • French businesses have their wings clipped by onerous social charges paid to the government based on the salary of the employee. Companies need to think twice before hiring and firing, when employees are often due extensive severance benefits. They also need to coax financing from a traditionally risk-averse market and console themselves with the relatively small clout that businesses hold in government.
Javier E

How Capitalism Creates The Welfare State « The Dish - 0 views

  • The two concepts are usually seen in complete opposition in our political discourse. The more capitalism and wealth, the familiar argument goes, the better able we are to do without a safety net for the poor, elderly, sick and young. And that’s true
  • the cultural contradictions of capitalism, brilliantly explained in Daniel Bell’s classic volume, are indeed contradictions. The turbulence of a growing wealth-creating free market disrupts traditional ways of life like no other. Even in a culture like ours used to relying from its very origins on entrepreneurial spirit, the dislocations are manifold. People have to move; their choices of partners for love and sex multiply; families disaggregate on their own virtual devices; grandparents are assigned to assisted living; second marriages are as familiar as first ones; and whole industries – and all the learned skills that went with them – can just disappear overnight
  • Capitalism is in this sense anti-conservative. It is a disruptive, culturally revolutionary force through human society. It has changed the world in three centuries more than at any time in the two hundred millennia that humans have lived on the earth. This must leave – and has surely left – victims behind. Which is why the welfare state emerged. The sheer cruelty of the market, the way it dispenses brutally with inefficiency (i.e. human beings and their jobs), the manner in which it encourages constant travel and communication: these, as Bell noted, are not ways to strengthen existing social norms, buttress the family, allow the civil society to do what it once did: take care of people within smaller familial units according to generational justice and respect. That kind of social order – the ultimate conservative utopia – is inimical to the capitalist enterprise
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  • Which is why many leaders in the nineteenth and twentieth centuries, conservatives as well as liberals, attached a safety net to such an unsafe, bewildering, constantly shifting web of human demand and supply. They did so in part for humane reasons – but also because they realized that unless capitalism red in tooth and claw were complemented by some collective cushioning, it would soon fall prey to more revolutionary movements. The safety net was created to save capitalism from itself, not to attack capitalism.
  • The forces of global capitalism – now unleashed on an unprecedented global scale with China, Russia, Brazil and India – are destroying the kind of society which allows and encourages stability, traditional families, and self-sufficient community.
  • One reason, I think, that Obama’s move toward a slightly more effective welfare state has not met strong resistance – and is clearly winning the American argument – is that the sheer force of this global capitalism is coming to bear down on America more fiercely than ever before. People know this and they look for some kind of security
  • it is precisely capitalism’s post-1980s triumph that has helped create the social dependency so many conservatives bemoan today. And this time, there is even a sense that whole industries are disappearing faster than ever before – not simply because of outsourcing but because of technology itself
  • the sheer speed at which this is now happening. It makes the conservative project all but impossible, if still necessary. It does require a defense of the family, of marriage, of personal responsibility. But it also demands a compassion toward the victims of this economic and social change, an understanding of their bewilderment
  • in my bleaker moments, I wonder whether humankind will come to see this great capitalist leap forward as a huge error in human history – the moment we undid ourselves and our very environment, reaching untold material wealth as well as building societies in which loneliness, dislocation, displacement and radical insecurity cannot but increase.
Javier E

The End of Courtship? - NYTimes.com - 0 views

  • “The word ‘date’ should almost be stricken from the dictionary,” Ms. Silver said. “Dating culture has evolved to a cycle of text messages, each one requiring the code-breaking skills of a cold war spy to interpret.”
  • Raised in the age of so-called “hookup culture,” millennials — who are reaching an age where they are starting to think about settling down — are subverting the rules of courtship.
  • Instead of dinner-and-a-movie, which seems as obsolete as a rotary phone, they rendezvous over phone texts, Facebook posts, instant messages and other “non-dates” that are leaving a generation confused about how to land a boyfriend or girlfriend.
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  • Blame the much-documented rise of the “hookup culture” among young people, characterized by spontaneous, commitment-free (and often, alcohol-fueled) romantic flings. Many students today have never been on a traditional date,
  • Hookups may be fine for college students, but what about after, when they start to build an adult life? The problem is that “young people today don’t know how to get out of hookup culture,”
  • In interviews with students, many graduating seniors did not know the first thing about the basic mechanics of a traditional date. “They’re wondering, ‘If you like someone, how would you walk up to them? What would you say? What words would you use?’ ”
  • Traditional courtship — picking up the telephone and asking someone on a date — required courage, strategic planning and a considerable investment of ego (by telephone, rejection stings). Not so with texting, e-mail, Twitter or other forms of “asynchronous communication,” as techies call it. In the context of dating, it removes much of the need for charm; it’s more like dropping a line in the water and hoping for a nibble.
  • Online dating services, which have gained mainstream acceptance, reinforce the hyper-casual approach by greatly expanding the number of potential dates. Faced with a never-ending stream of singles to choose from, many feel a sense of “FOMO” (fear of missing out), so they opt for a speed-dating approach — cycle through lots of suitors quickly.
  • “I’ve seen men put more effort into finding a movie to watch on Netflix Instant than composing a coherent message to ask a woman out,” said Anna Goldfarb, 34, an author and blogger in Moorestown, N.J. A typical, annoying query is the last-minute: “Is anything fun going on tonight?” More annoying still are the men who simply ping, “Hey” or “ ’sup.”
  • The mass-mailer approach necessitates “cost-cutting, going to bars, meeting for coffee the first time,” he added, “because you only want to invest in a mate you’re going to get more out of.”
  • in  a world where “courtship” is quickly being redefined, women must recognize a flirtatious exchange of tweets, or a lingering glance at a company softball game, as legitimate opportunities for romance, too.
  • THERE’S another reason Web-enabled singles are rendering traditional dates obsolete. If the purpose of the first date was to learn about someone’s background, education, politics and cultural tastes, Google and Facebook have taken care of that.
  • Dodgy economic prospects facing millennials also help torpedo the old, formal dating rituals. Faced with a lingering recession, a stagnant job market, and mountains of student debt, many young people — particularly victims of the “mancession” — simply cannot afford to invest a fancy dinner or show in someone they may or may not click with.
  • “Maybe there’s still a sense of a man taking care of a woman, but our ideology is aligning with the reality of our finances,” Ms. Rosin said. As a man, you might “convince yourself that dating is passé, a relic of a paternalistic era, because you can’t afford to take a woman to a restaurant.”
  • “A lot of men in their 20s are reluctant to take the girl to the French restaurant, or buy them jewelry, because those steps tend to lead to ‘eventually, we’re going to get married,’ ” Mr. Edness, 27, said. In a tight economy, where everyone is grinding away to build a career, most men cannot fathom supporting a family until at least 30 or 35, he said.
  • Even in an era of ingrained ambivalence about gender roles, however, some women keep the old dating traditions alive by refusing to accept anything less. Cheryl Yeoh, a tech entrepreneur in San Francisco, said that she has been on many formal dates of late — plays, fancy restaurants. One suitor even presented her with red roses. For her, the old traditions are alive simply because she refuses to put up with anything less. She generally refuses to go on any date that is not set up a week in advance, involving a degree of forethought. “If he really wants you,” Ms. Yeoh, 29, said, “he has to put in some effort.”
oliviaodon

Exercise Boosts Brain Health, but Is There a Downside? - The New York Times - 0 views

  • A 2014 experiment with mice first raised that worrying idea, finding that the more the animals exercised, the worse their long-term memories became.
  • Study after study in animals has shown that exercise, especially aerobic activities like running, can double or triple the number of new cells in the hippocampus, compared with the number in animals that do not exercise, and that these new cells translate into a significantly heightened ability to learn new skills. Animals that run, in essence, become brighter than those that do not. But most of these studies of exercise and neurogenesis have examined the effects on learning and short-term memory.
  • But for now, he believes that the available evidence suggests that, unless you are a mouse, working out is going to be “quite beneficial” for your brain.
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