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alicia waid

Milgram's Experiment on Obedience to Authority - 4 views

nature.berkeley.edu/...article35.htm

Milgram stanley experiment obedience authority results evil good humans power

shared by alicia waid on 01 May 13 - No Cached
    • alicia waid
      alicia waid on 01 May 13
       
      Excellent site for summary of Milgram's experiment.
    • alicia waid
      alicia waid on 01 May 13
       
      Important to note the different kinds of studies that were made. (2 variations talked about.)
    • alicia waid
      alicia waid on 01 May 13
       
      Results: Important to note the 3 different outcomes. State brief explanations of how they're different.
  • ...40 more annotations...
    • alicia waid
      alicia waid on 01 May 13
       
      Milgram expected what the majority of us expected: Teachers to react to the students' suffering and telling the experimenter that he/she cannot continue the experiment.
    • alicia waid
      alicia waid on 01 May 13
       
      Important to note the 3 types of results found.  Interesting to see the contrast. 1) Obeyed orders from experimenter, yet blamed everything on the experimenter. 2) Obeyed orders from experimenter, yet blamed self in the end. 3) Stopped during experiment.  (What most people would have expected the highest percentage of results to be, but that is not the case).
    • alicia waid
      alicia waid on 01 May 13
       
      The "teachers" were happy to see that no harm was done to the "students", however when they were doing the experiment, they continued to use a higher voltage like asked.  Important to note that, although they're happy to see no harm was done, they were willing to do that harm for the experiment (and because the experimenter had asked for them to continue even if they didn't necessarily want to).
    • alicia waid
      alicia waid on 01 May 13
       
      The whole concept of "Obedience to Authority".  A high percentage of people will do things even if they don't necessarily want to. If someone tells them to do it, they will.
    • alicia waid
      alicia waid on 01 May 13
       
      Once put in a position with such power, some people don't know how to use it.  With such power, a person may result in changing completely and doing things they might not have necessarily done before all they've received so much power.
    • alicia waid
      alicia waid on 01 May 13
       
      Under the pressure of having someone "superior" to you, tell you to do something, most of the time, you do it even if you don't necessarily want to.  (Example of man being pressured to continue the experiment).
    • alicia waid
      alicia waid on 01 May 13
       
      Basic information of experiment.
    • alicia waid
      alicia waid on 01 May 13
       
      The "student's" sound effects adds depth to the experiment.  When hearing screams and cries, will people really be able to go through with the experiment? We later find out that many do.
  • out of fear or out of a desire to appear cooperative
  • "Teachers" were asked to administer increasingly severe electric shocks to the "learner" when questions were answered incorrectly.
  • illustrates people's reluctance to confront those who abuse power
  • the experiment would study the effects of punishment on learning ability
  • 45-volt shock samples
  • 2.5 percent of participants used the full 450 volts available.
  • grunt at 75 volts; complain at 120 volts; ask to be released at 150 volts; plead with increasing vigor, next; and let out agonized screams at 285 volts.
  • yell loudly and complain of heart pain.
  • actor would refuse to answer any more questions
  • 330 volts the actor would be totally silent
  • 15 to 450 volts
  • hesitated to inflict the shocks, the experimenter would pressure him to proceed
  • Some teachers refused to continue with the shocks early on, despite urging from the experimenter.
  • expected as the norm
  • (65%) of the teachers were willing to progress to the maximum voltage level
  • participants continued to obey
  • he proceeded, repeating to himself, "It’s got to go on, it’s got to go on."
  • visible but teachers were asked to force the learner’s hand to the shock plate so they could deliver the punishment
  • Less obedience was extracted from subjects in this case.
  • teachers were instructed to apply whatever voltage they desired to incorrect answers.
  • treat silence as an incorrect answer and apply the next shock level to the student.
  • averaged 83 volts
  • most participants were good, average people, not evil individuals. They obeyed only under coercion.
  • authority figure was in close proximity
  • teachers felt they could pass on responsibility to others
  • experiments took place under the auspices of a respected organization
  • Obeyed but justified themselves.
  • gave up responsibility for their actions, blaming the experimenter
  • Obeyed but blamed themselves.
  • harsh on themselves
  • Rebelled.
  • was a greater ethical imperative calling for the protection of the learner over the needs of the experimenter.
Seb Potvin

BBC News - Stanford prison experiment continues to shock - 0 views

www.bbc.co.uk/...world-us-canada-14564182

Experiment injustice punishment torture state-of-mind emprisonement

shared by Seb Potvin on 06 Apr 13 - No Cached
  • Forty years ago a group of students hoping to make a bit of holiday money turned up at a basement in Stanford University, California, for what was to become one of the most notorious experiments in the study of human psychology.
    • Seb Potvin
      Seb Potvin on 06 Apr 13
       
      The experiment took place in California and college students participated to make extra money
  • The Stanford prison experiment was supposed to last two weeks but was ended abruptly just six days later
    • Seb Potvin
      Seb Potvin on 06 Apr 13
       
      The experiment was done in six days because of mental breakdown and dropouts
    • Seb Potvin
      Seb Potvin on 06 Apr 13
       
      Prisoners no-longer wanted to partake in this experiment
  • Despite their uniforms and mirrored sunglasses, the guards struggled to get into character and at first Prof Zimbardo's team thought they might have to abandon the project.
    • Seb Potvin
      Seb Potvin on 06 Apr 13
       
      It took guards and prisoners she time to fully get into their roles and because of that, Zimardo was worried the experiment would be done before it even started
  • ...4 more annotations...
  • At the same time the prisoners, referred to only by their numbers and treated harshly, rebelled and blockaded themselves inside their cells.
    • Seb Potvin
      Seb Potvin on 06 Apr 13
       
      Prisoners where harshly treated, punished, embarrassed and is one of the main reason why the experiment concluded after 6 days
    • Seb Potvin
      Seb Potvin on 06 Apr 13
       
      Prisoners gave up because they found conditions to be bad and found no point in this experiment.
  • "Suddenly, the whole dynamic changed as they believed they were dealing with dangerous prisoners, and at that point it was no longer an experiment,"
    • Seb Potvin
      Seb Potvin on 06 Apr 13
       
      Guards took their roles too strictly and  Zimbardo even said at the end that these people where not like that in their outside lives, and that their roles changed them for the course of the experiment.
  • "What was demanded of me physically was way too much and I also felt that there was really nobody rational at the wheel of this thing so I started refusing food."
    • Seb Potvin
      Seb Potvin on 06 Apr 13
       
      Prisoners no-longer ate out of hatred towards the guards and to hopefully get out.
    • Seb Potvin
      Seb Potvin on 06 Apr 13
       
      This site is credible because it is a news website viewed by millions so their information is constantly being reviewed.
alicia waid

The Man Who Shocked The World | Psychology Today - 4 views

www.psychologytoday.com/...the-man-who-shocked-the-world

Milgram stanley experiment obedience authority life education man world conformity university

shared by alicia waid on 01 May 13 - No Cached
    • alicia waid
      alicia waid on 01 May 13
       
      Brief summary of Stanley Milgram's life.
    • alicia waid
      alicia waid on 01 May 13
       
      Explanation of Stanley Milgram's experiment on Obedience to Authority.
  • try to expose the external social forces that, though subtle, have surprisingly powerful effects on our behavior.
  • ...10 more annotations...
    • alicia waid
      alicia waid on 01 May 13
       
      Under the pressure of having someone "superior" to you, tell you to do something, most of the time, you do it even if you don't necessarily want to. 
    • alicia waid
      alicia waid on 01 May 13
       
      Milgram's experiment left everyone, even today, shocked.  It makes you think who people really are when put in different types of situations, and what kind of a world we live in too.
    • alicia waid
      alicia waid on 01 May 13
       
      More brief information about Milgram's studies and his early life.
    • alicia waid
      alicia waid on 01 May 13
       
      *Dissertation: A long essay on a particular subject, esp. one written as a requirement for the Doctor of Philosophy degree.
    • alicia waid
      alicia waid on 01 May 13
       
      Important to note Milgram's interests here.  He shows more and more interest in conformity.
    • alicia waid
      alicia waid on 01 May 13
       
      *Conformity: Behavior in accordance with socially accepted conventions or standards.
    • alicia waid
      alicia waid on 01 May 13
       
      More information on Milgram's studies and achievements. 
    • alicia waid
      alicia waid on 01 May 13
       
      Stanley was very interested in the Holocaust: How could people do such horrible things?  Because they were told?  The idea intrigued him which led to experiments.  These experiments consisted of how changing aspects of an experimental situation might alter subjects' willingness to obey.
    • alicia waid
      alicia waid on 01 May 13
       
      Milgram's marriage and more information about his life and studies.
    • alicia waid
      alicia waid on 01 May 13
       
      Milgram's experiment has opened so many of our eyes'.  Although we knew we have a tendency to obey orders, we did not know to what depth we would go in order to obey those orders.  His experiment has forever enlightened us with a disturbing and harsh truth.  
    • alicia waid
      alicia waid on 01 May 13
       
      People, such as the U.S. Army have taken Milgram's experiment and has learnt from it.  The U.S. Army are making sure that anyone who is apart of their leadership team are leaders that will be aware of their authority and also their responsibilities (to make good decisions).
Daryl Bambic

Nine Steps to Achieving Flow in Your Work | Greater Good - 0 views

greatergood.berkeley.edu/...to_achieving_flow_in_your_work

flow

shared by Daryl Bambic on 23 May 12 - No Cached
  • Put simply, it’s a state of mind you achieve when you’re fully immersed in a task, forgetting about the outside world. It’s a concept proposed by positive psychologist Mihály Csíkszentmihályi, and these days you’re likely to read about it on blogs and in all kinds of magazines.
  • e the ability to single-task (as opposed to multi-task) is one of the keys to true productivity.
    • Daryl Bambic
      Daryl Bambic on 23 May 12
       
      Why would "unitasking" as opposed to multitasking help produce more 'flow' experiences?  Answer in response to this sticky note and remember to bookmark it to the wicpsycho group.
    • Jordyn Shell
      Jordyn Shell on 23 May 12
       
      I believe it would produced a flow in experience because your mind would be concentrated on one task at hand rather than trying to do a million little things at once. It also allows you to focus more and to have a better understanding of your work when you are doing one thing at a time.
    • Matthew Schaffer
      Matthew Schaffer on 23 May 12
       
      Uni-Tasking will produce more flow because when you focus on one task only, there are no distractions from other activities. While uni-tasking, you are able to focus on a single task, which then allows you to get it done without any stress. 
    • Chrissy Le
      Chrissy Le on 23 May 12
       
      Uni-tasking can help produce more "flow" because it means that your brain is concentrating on one single thing as opposed to being scattered everywhere. When you multitask your attention is cut short every time you switch over to your next activity, this will prevent you from completing your true ideas and will stop you from thinking them through.
    • Joe Inhaber
      Joe Inhaber on 23 May 12
       
      Unitasking as opposed to multitasking would help produce more flow experience because when you are unitasking, you are focusing on only one thing, and you wouldnt be distracted by anything else. This would keep you on task making it more of a flow like experience
    • Emilie L
      Emilie L on 23 May 12
       
      Like this article suggests, "quality over quantity". When you're so focused on getting several things done, it becomes harder to focus because your main objective is to get it done-it doesn't matter to what degree or quality it is, just do it. What uni tasking allows is the utter focus on "doing" something, singular, without the hassle of trying to get one thing done after another. Unitasking allows your entire mind, and heart too, to go into this one task- hence, zen.
    • Marie-Lise Pagé
      Marie-Lise Pagé on 23 May 12
       
      Unitasking will help to produce the flow experience becaue you only focus on one thing so your mind will not be thinking about other things while you are working. When you focus on one thing it can be done faster.
    • mauromongiat
      mauromongiat on 23 May 12
       
      It is because when unitasking your mind is focused on only a single task. So when you focus on a single task the brain does not need to think about other tasks as in the case of multitasking. We get more flow unitasking because we are not distracted by the other task in multitasking.
    • kelsey sazant
      kelsey sazant on 23 May 12
       
      Unitasking would be more productive and create flow because we can manage to concentrate on only that one thing. When we multitask, we cannot achieve flow because we are trying to concentrate on more than just one thing. Flow can only be centred around one thing at a time, not a multitude of things at once. 
    • vince chatigny-barbosa
      vince chatigny-barbosa on 23 May 12
       
      By focusing on one activity at a time, you not only produce better quality work, but it gives the illusion that your work load is not so great. When you try and multi-task, it seems as if the work is overwhelming. Doing one thing at a time seems more organized and realistic.
    • Lauren Ganze
      Lauren Ganze on 23 May 12
       
      Unitasking allows the brain to focus on one thing, blocking out exterior noises and such. Concentrating on a single task would greatly reduce the number of things that successfully distract you, allowing you to achieve Flow and successfully completing a difficult task. Also, doing a single thing instead of switching between many the whole day will encourage actual important work.
    • Julian Pendenza
      Julian Pendenza on 23 May 12
       
      I believe that unitasking helps produce more flow because it allows you to focus more on just one task. By doing this, you put more effort in that one task and it allows you to perform better. By focusing on just one task, its easier to block off everything around you and you are distracted as easily as you would be while multitasking.
    • Eli Michon
      Eli Michon on 23 May 12
       
      When you focus on one thing, you can do that one thing better and not "half-assed" (pardon my french) As they say, Jack of all trades, master of none. If you are trying to do many things at once, each of those things is gonna be less well done than if you were just working towards one goal.
    • Giuliano Musacchio
      Giuliano Musacchio on 23 May 12
       
      In my opinion unitasking would produce more flow because instead of focusing on many different situations, one will be more concentrated on a specific activity. It allows one to clear away from distractions, be satisfied with their work and helps us with our understanding
Seb Potvin

The Stanford Prison Experiment: A Simulation Study of the Psychology of Imprisonment - 0 views

www.prisonexp.org

Prison guards roles punishment embarassement research sociology education psychology

shared by Seb Potvin on 06 Apr 13 - Cached
    • Seb Potvin
      Seb Potvin on 06 Apr 13
       
      I believe this website is credible because it is one of the only sites that talk about the prison experiment and is the main website that explain in details exactly what happened with many detailed quotes and perspectives
    • Seb Potvin
      Seb Potvin on 06 Apr 13
       
      This website is devided into many categorized slides about the stanford prison experiment. From beginning to end and is fully detailed with videos one pictures
Dayna Rabin

The Science of Storytelling: Why Telling a Story is the Most Powerful Way to Activate O... - 1 views

lifehacker.com/...ful-way-to-activate-our-brains

Storytelling brain learning story research

shared by Dayna Rabin on 30 Apr 13 - No Cached
  • A good story can make or break a presentation, article, or conversation. But why is that?
  • When Buffer co-founder Leo Widrich
  • are very likely to never forget the story of who invented the sandwich ever again
  • ...42 more annotations...
  • For over 27,000 years
  • stories has been one of our most fundamental communication methods.
  • Our brain on stories: How our brains become more active when we tell stories
  • We all enjoy a good story,
  • why do we feel so much more engaged when we hear a narrative about events?
  • we listen to a powerpoint presentation with boring bullet points, a certain part in the brain gets activated.
  • It's in fact quite simple. I
  • Broca's area and Wernicke's area
  • language processing parts in the brain, where we decode words into meaning.
  • things change dramatically.
  • how delicious certain foods were, our sensory cortex lights up. If it's about motion, our motor cortex gets active:
  • but any other area in our brain that we would use when experiencing the events of the story are too.
  • A story can put your whole brain to work.
  • can have the same effect on them too.
  • The brains of the person telling a story and listening to it can synchronize, says Uri Hasson from Princeton:
  • By simply telling a story, the woman could plant ideas, thoughts and emotions into the listeners' brains."
  • Evolution has wired our brains for storytelling—how to make use of it
  • hy does the format of a story, where events unfold one after the other, have such a profound impact on our learning?
  • We are wired that way.
  • While we are busy searching for a similar experience in our brains, we activate a part called insula, which helps us relate to that same experience of pain, joy, or disgust.
  • We think in narratives all day long,
  • We make up (short) stories in our heads for every action and conversation.
  • In fact, Jeremy Hsu found [that] "personal stories and gossip make up 65% of our conversations."
  • henever we hear a story, we want to relate it to one of our existing experiences.
  • metaphors work so well with us.
  • story, if broken down into the simplest form, is a connection of cause and effect.
  • John Bargh
  • We link up metaphors and literal happenings automatically. Everything in our brain is looking for the cause and effect relationship of something we've previously experienced.
  • ou mention the same story to him, as if it was your idea?
  • According to Uri Hasson from Princeton, a story is the only way to activate parts in the brain so that a listener turns the story into their own idea and experience.
  • tell them a story,
  • According to Princeton researcher Hasson, storytelling is the only way to plant ideas into other people's minds.
  • Write more persuasively—bring in stories from yourself or an expert
  • multitasking is so hard for us.
  • ask for quotes from the top folks in the industry or simply find great passages they had written online.
  • The simple story is more successful than the complicated one
  • easy to convince ourselves that they have to be complex and detailed to be interesting.
  • the simpler a story, the more likely it will stick.
  • Using simple language as well as low complexity is the best way to activate the brain regions that make us truly relate to the happenings of a story.
  • xchanging stories with those of experts.
  • educe the number of adjectives or complicated nouns in a presentation or article
  • Our brain learns to ignore certain overused words and phrases that used to make stories awesome.
Seb Potvin

Milgram Experiment - 0 views

www.simplypsychology.org/milgram.html

obediance torture experiment brain

shared by Seb Potvin on 02 May 13 - No Cached
    • Seb Potvin
      Seb Potvin on 02 May 13
       
      One of the most famous studies of obedience in psychology was studied by Stanley Milgram (1963)
    • Seb Potvin
      Seb Potvin on 02 May 13
       
      He did this test to answer the question: " Could it be that Eichmann and his million accomplices in the Holocaust were just following orders?
  • Seb Potvin on 02 May 13
     
    Stanley Milgram experiment
Seb Potvin

The Stanford Prison Experiment: A Simulation Study of the Psychology of Imprisonment - 0 views

www.prisonexp.org/2

stanford prison experiment simulation study psychology

shared by Seb Potvin on 06 Apr 13 - No Cached
    • Seb Potvin
      Seb Potvin on 06 Apr 13
       
      The experiment started with arresting the men 
  • Sunday morning in Augus
  • police car swept through the town picking up college students as part of a mass arrest for violation of Penal Codes 211, Armed Robbery, and Burglary, a 459 PC.
Erin Waxman

Why Some Soldiers Develop PTSD While Others Don't - Association for Psychological Science - 0 views

www.psychologicalscience.org/...op-ptsd-while-others-dont.html

soldiers ptsd

shared by Erin Waxman on 01 May 13 - No Cached
  • The researchers re-examined data from a subsample of 260 male veterans from the National Vietnam Veterans Readjustment Study
  • three primary factors: severity of combat exposure (e.g., life-threatening experiences or traumatic events during combat), pre-war vulnerabilities (e.g., childhood physical abuse, family history of substance abuse), and involvement in harming civilians or prisoners.
    • Erin Waxman
      Erin Waxman on 01 May 13
       
      very important factors that were well picked for this study.
  • e, as 98% of the veterans who developed the PTSD syndrome had experienced one or more traumatic events.
  • ...8 more annotations...
  • Of the soldiers who experienced any potentially traumatic combat exposures, only 31.6% developed the PTSD syndrome.
  • This suggests that there were other factors and vulnerabilities involved for the minority of exposed who did end up developing the PTSD syndrome.
    • Erin Waxman
      Erin Waxman on 01 May 13
       
      what could these factors be? Why did some soldiers get it and some not?
  • Among these factors, childhood experiences of physical abuse or a pre-Vietnam psychiatric disorder other than PTSD were strong contributors to PTSD onset.
    • Erin Waxman
      Erin Waxman on 01 May 13
       
      very important factor 
    • Erin Waxman
      Erin Waxman on 01 May 13
       
      makes sense because the brains of the younger men might not be as developed and the older men might have had more experiences in life to prepare them for this combat. 
    • Erin Waxman
      Erin Waxman on 01 May 13
       
      guilt shown as an important factor in the illness
  • The combined data from all three primary factors — combat exposure, prewar vulnerability, and involvement in harming civilians or prisoners — revealed that PTSD syndrome onset reached an estimated 97% for veterans high on all three.
    • Erin Waxman
      Erin Waxman on 01 May 13
       
      looks like they pretty much solved it. 
  • these results emphasize the need to keep the more vulnerable soldiers out of the most severe combat situations.
    • Erin Waxman
      Erin Waxman on 01 May 13
       
      good idea. Or maybe prepare the soldiers more for the type of environment they will be placed it.
  • Dohrenwend and colleagues also point out that the recent conflicts in Iraq and Afghanistan, like the Vietnam War, are “wars amongst the people,” and they underline the need for research examining the circumstances in which harm to civilians and prisoners is likely to occur. Such research could provide important clues for preventing such devastating violations of the rules of war.
  • Erin Waxman on 01 May 13
     
    Very interesting study done for the Association for Psychological Science about why some soldiers get PTSD and some don't.
Seb Potvin

Milgram experiment - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Milgram_experiment

learning chart data brain milgram obedience

shared by Seb Potvin on 02 May 13 - Cached
    • Seb Potvin
      Seb Potvin on 02 May 13
       
      this website is credible because it is used by millions if not billions of people.
    • Seb Potvin
      Seb Potvin on 02 May 13
       
      His research was performed in 1961, 3 months after the start of the trial of the german Nazi war criminal Adolf Eichmann in Jerusalem
  • Seb Potvin on 02 May 13
     
    Wikipedia Stanley Milgram Experiment
courtney galli

THE PSYCHOLOGY OF THE CULT EXPERIENCE - NYTimes.com - 0 views

www.nytimes.com/...gy-of-the-cult-experience.html

shared by courtney galli on 01 May 13 - No Cached
  • negative characteristics exhibited by the former cult members studied, said Dr. Clark, are depression, guilt, fear, paranoia, slow speech, rigidity of facial expression and body posture, indifference to physical appearance, passivity and memory impairment.
  • The techniques of many cults fall under the general rubric of brainwashing
  • Dr. Singer, ''cult leaders and their trainers exert a systematic social influence that can produce great behavioral changes.''
  • ...19 more annotations...
  • 'have taken techniques from the human-potential movement, from the encounter, sensitivitytraining and humanistic-psychology movements, and combined them with cult ideology and persuasive sales methods - and packaged them in various combinations.''
  • nationally is variously estimated at 300,000 to three million.
  • Dr. Singer estimates that there are 2,500 to 3,000 cults in the United States
  • United
  • Dr. Singer estimates that there are 2,500 to 3,000 cults in the United States
  • Whether or not a cult is destructive is determined by the morality of the cult leader and the nature of the leader's charismatic dream,
  • Not all cults are destructive, the researchers said, and many of those who join and remain in cults do so out of a sincere quest for religious connection.
  • Dr. Cath defined a cult as a group of people joined together by a common ideological system fostered by a charismatic leader
    • courtney galli
      courtney galli on 01 May 13
       
      Temporal lobe epilepsy is a form of focal epilepsy, a chronic neurological condition characterized by recurrent seizures.
  • ''the expectation is that they can transcend the imperfections and finitude of life.''
  • ''Often they set up a we-they philosophy: We have the truth and you do not.
  • ''Under the force of the conversion experience, people disappeared from their families and changed, sometimes after only a few days.''
  • More are male than female.
  • involves a vulnerable person
  • ''Cult recruiters frequent bus stations, airports, campuses, libraries, rallies, anywhere that unattached persons are likely to be passing through,''
  • Dr. Cath defined a cult as a group of people joined together by a common ideological system fostered by a charismatic leader
  • The symptoms of temporal lobe epilepsy,'' said Dr. Clark, ''are similar to those seen or reported as resulting from cult conversions: increased irritability, loss of libido or altered sexual interest; ritualism, compulsive attention to detail, mystical states, humorlessness and sobriety, heightened paranoia.''
  • Dr. Cath said: ''Keeping devotees constantly fatigued, deprived of sensory input and suffering protein deprivation, working extremely long hours in street solicitation or in cult-owned businesses, engaging in monotonous chanting and rhythmical singing, may induce psychophysiological changes in the brain. The rhythmical movement of the body can lead to altered states of consciousness, and changes in the pressure or vibration pattern of the brain may affect the temporal lobe.''
  • ''cult-conversion syndrome'' represents an overload of the brain's ability to process information.
Zach Fenlon

PTSD Symptoms Common Among ICU Survivors - 02/26/2013 - 1 views

www.hopkinsmedicine.org/...oms_common_among_icu_survivors

shared by Zach Fenlon on 03 May 13 - No Cached
  • Condition long linked to war veterans found in one in three ventilated patients
    • Zach Fenlon
      Zach Fenlon on 03 May 13
       
      Shocking statistic
  • PTSD Symptoms Common Among ICU Survivors
    • Zach Fenlon
      Zach Fenlon on 03 May 13
       
      Credible source because it comes from a very well known medical facility. 
  • a critical care specialist at the Johns Hopkins University School of Medicine and senior author of the study published online in Psychological Medicine
    • Zach Fenlon
      Zach Fenlon on 03 May 13
       
      makes the research credible 
  • ...15 more annotations...
  • it may be as common, or more common, in ICU patients as in soldiers
    • Zach Fenlon
      Zach Fenlon on 03 May 13
       
      I didn't realize not only that this was a possible cause of PTSD but also that it was so highly frequent. 
  • "We need to pay more attention to preventing and treating PTSD in these patients."
  • they often experience flashbacks about delusions or hallucinations they had in the hospital
    • Zach Fenlon
      Zach Fenlon on 03 May 13
       
      i find this very strange and interesting that their reocurring memories/ nightmares are of figurative events. 
  • being given sedatives and narcotics -- may lead to "memories" of horrible things that didn’t happen
  • "One woman thought her husband and the nurse were plotting to kill her,"
  • For the study, the Johns Hopkins team observed 520 mechanically ventilated patients with ALI,
    • Zach Fenlon
      Zach Fenlon on 03 May 13
       
      Very thorough research
  • The researchers found that 66 of the 186 patients (35 percent) had clinically significant symptoms of PTSD,
  • Sixty-two percent of the survivors who developed PTSD still had symptoms at their two-year visit.
  • Half of this same group was taking psychiatric medications, and 40 percent had seen a psychiatrist in the two years since being hospitalized with ALI.
    • Zach Fenlon
      Zach Fenlon on 03 May 13
       
      Even with both types of treatments, many patients were still suffering from PTSD
  • The researchers also found that patients with depression before hospitalization were twice as likely to develop PTSD,
    • Zach Fenlon
      Zach Fenlon on 03 May 13
       
      Similar statement to my research from Harvard Medical Center. 
  • This inflammation may lead to a breakdown in the blood-brain barrier, which alters the impact on the brain of narcotics, sedatives and other drugs prescribed in the ICU.
  • Bienvenu says patients who have these risk factors need special attention. Simply educating them and their primary care doctors about the increased risk for PTSD would be a step in the right direction, he adds.
    • Zach Fenlon
      Zach Fenlon on 03 May 13
       
      This is one of the most simple tactics i have read on preventing PTSD
  • he symptoms fall into three categories: reliving the traumatic experience (flashbacks, nightmares), avoidance (feeling numb, detached, staying away from people and places that serve as reminders of the experience), and hyperarousal (being easily startled, having difficulty sleeping, irritability).
    • Zach Fenlon
      Zach Fenlon on 03 May 13
       
      These are the exact same symptoms that The Harvard Medical Institution describes. 
  • "psychological rehab" now deserves attention.
  • The intervention reduced PTSD symptoms by helping patients make sense of their ICU memories,
    • Zach Fenlon
      Zach Fenlon on 03 May 13
       
      A proven way to reduce PTSD. Very interesting. 
Chrissy Le

Harvard Education Letter - 2 views

www.hepg.org/524

leadership research 21stCenturySkills

shared by Chrissy Le on 03 Feb 12 - No Cached
  • Behaviors like embracing novel experiences, supporting peers, even pestering parents for lessons can predict whether a child will emerge as a leader in adulthood, according to researchers who say they are the first to plot a pathway from childhood experiences to adult leadership.
  • new studies use longitudinal data
  • relative importance of factors such as the role of parents, inner motivational drive, intelligence, childhood social skills, and personality traits like extroversion
  • ...23 more annotations...
  • 106 subjects
  • one through age 29
  • everyday” leaders
  • “taking on the role of and engaging in the process of influencing others toward a common endeavor, goal or cause, regardless of designated formal position.
  • Researchers met with the children (and parents) twice a year for the first four years, then once a year through age 17 and once at 24 and again at 29.
  • 20 for each child
  • 18,000 variables
  • hat children as young as two reveal temperaments that predict for later leadership
  • novel situation
  • more extroverted, socially engaging and become everyday leaders.”
  • children who placed the most demands on teachers and parents to join or do activities were more likely to be leaders as adults.
  • quest to acquire new skills and knowledge
  • invested in and committed
  • parent’s support i
  • stronger motivation trumped higher IQ
  • She says the study offers a strong argument for schools “to do things fundamentally differently.
  • Carol S. Dweck
  • growth mindset
  • schools place such heavy emphasis on extrinsic rewards like test scores and classroom prizes that they risk stifling development of students’ inner drive.
    • Daryl Bambic
      Daryl Bambic on 03 Feb 12
       
      What do you think?  Do you agree with this statement about schools reinforcing the extrinsic reward system?
    • Emilie L
      Emilie L on 07 Feb 12
       
      (after researching what "extrinsic" meant..) I agree with what Dweck and Adele Gottfriend observed- that we focus/reinforce exterior rewards like grades so greatly that students are at risk of losing their inner motivation. I think that especially in our youth we focus a lot numerical values like test scores and especially money (which, in the long run really do make up our future) so much, that we lack having motivation in what we truly want to do with ourselves. For example, at WIC, marks are a huge deal- however lets say, a top A student truly desires to become a photographer, yet, at school he or she is so convinced that they must do well within the 'extrinsic rewards' that they loose their passion. This isn't to say that it's a bad thing, but I think that often times who we are "meant to be" is diminished/over-shadowed by what society(SCHOOL) tells us we should do and focus on.
    • Julian Pendenza
      Julian Pendenza on 07 Feb 12
       
      I do agree with this statement due to the fact that kids today have a lot of pressure and feel the need to get good marks, only because schools put heavy emphasis on it, and not because they are motivated. People have to realize that school is not just about getting good grades, but also it is about finding yourself and seeing what you would like to do in the future.
    • Marie-Lise Pagé
      Marie-Lise Pagé on 08 Feb 12
       
      I agree that teens focus a lot on their marks and that they don't take the time to get invovle in after school's activities. Because they need to have good marks to go to College, they have so much pressure to be one of the best students and that prevents them to show their leadership by being in charge of some activities in their school or in the community. Also, the marks give them an idea of how good they are at something and it makes them proud and they know it will help them for the future because it will be easier to get accepted in Cegep. However, when they get involve in an activity the reward is not numerical so they don't know that it will help them in the future.
    • Matthew Schaffer
      Matthew Schaffer on 08 Feb 12
       
      I do agree, I think schools want students to be academicaly knowledgable that they forget about the "street smarts" as we say. However, not all schools do this. Schools like WIC have a huge variety of E.C.A's that we can also get rewarded for. There is the new tie that shows how good of an athelete you are. SOme schools are taking the step up, however it is true that most schools look to closely into the academics of a child and not into their personality.
    • Ally Talarico
      Ally Talarico on 08 Feb 12
       
      I do not agree with this statement. I think that the reward system teaches discipline. It teaches that if you want good marks and you want to succeed, you must work hard by putting time and effort into your school books. Much of the time, we are graded on creativity but in some cases like Math class, a teacher cannot give a grade on the growth of one's mindset when the answer is not subjective. The grading system is not broken, so why are we trying to fix it? In my opinion, I think this is just another psychological fad like many. 
    • mauromongiat
      mauromongiat on 08 Feb 12
       
      I do agree that schools put a lot of emphasis on grades and that our educational system is based on students getting better grades. Schools focus too much on the grades of each student. To be able to succeed in a career two things must be achieved the intelligence or knowledge and the ambition for success. In our schools we cannot only teach one part of the road to success, we must also encourage students to follow in what they want and to dedicate everything to it. With motivation and the drive to succeed people can achieve almost anything and we must teach that being motivated for a subject is better than having the smarts for it. Success comes with motivation and perseverance without them there is no way you can become successful. 
    • Camil Darwiche
      Camil Darwiche on 08 Feb 12
       
      Personally, I don't agree with schools putting such emphasis on marks. But I can see where they are coming from. Later in life (cegep, university, etc.), students will be based on marks and not on enthusiasm or how they organize extra curricular activities. High school is supposed to prepare you for cegep and university. On the other hand, if all levels of schooling (from elementary school to university) were not based on extrinsic reward systems, there would be many more visionaries and independent workers coming out of school.
    • michelle tappert
      michelle tappert on 08 Feb 12
       
      I agree with this statement because in my opinion, youth these days are focused on grades and numbers as motivation when we should be focusing on the reasons why we want to succeed. The reason why we focus on this is because of the influence for school but it has nothing to do with the fact that they are motivated. I believe that schools put too much emphasis on being "book smart" which is evidentially a good thing but they don't realize that that knowledge is only useful if they teach "street smarts" as well. It is important to be book smart and know all the facts but for kids to be motivated, they need to relate it to real life which is where the motivation should come from. 
    • Lauren Ganze
      Lauren Ganze on 08 Feb 12
       
      I concur with the previous answers: schools tend to focus on pure knowledge and rewarding those who regurgitate memorized facts. The educational system usually ends up ignoring those who step up and try to use this knowledge, or dissuading them by giving them low marks and negative feedback until they conform to the system. We impress certain ideals and behaviours into children, and of this group of values, nourishing leadership is excluded in favour of teaching kids how to follow and how to work for immediate, physical rewards.
    • Julian Posteraro
      Julian Posteraro on 08 Feb 12
       
      Yes I agree with this statement. The grading system holds back students from being open with their thoughts compared to what the teachers want them to think. Students should have freedom which would help them be more open minded. After school activities and natural intelligence are aspects that students can be good at outside of the classrooms. Success is based not only on grades, but on ambition, determination and perseverance also. 
    • Eli Michon
      Eli Michon on 08 Feb 12
       
      I disagree. I believe that too much pressure on marks, awards, etc. leaves way too much pressure on the students. Being a student, I have experienced this many times and it can be quite unhealthy because stress is not a good thing for the mind or for the body.  -Eli Michon
    • Giuliano Musacchio
      Giuliano Musacchio on 08 Feb 12
       
      I believe that this statement is true, we are free spirits, we should be able to think like free spirit students and have our own freedom! By taking initiative they are becoming leaders in their own way. Expressing yourself and following your thoughts is a huge part of today's society. What will our world be without students who can learn to eventually become leaders?
    • kelsey sazant
      kelsey sazant on 08 Feb 12
       
      I believe that schools rightfully put a large amount of emphasis on the academic results however this doesn't mean the other domains should be left behind. Grades and academic achievements are very important and schools should make this their main focus. This being said, I do feel as if most schools forget about the other aspects of an education. Schools should be able to cater to and identify with all of their students meaning that someone who isn't labeled as "smart" can still feel appreciated. Just because someone isn't academically gifted doesn't mean that they can not be successful. I think schools should reward their students for other things then just brain capacity. I think West Island College does a good job of that. Not only do we mark effort but we go as far as to commend students on various athletic skills, public speaking, helping the community (interact or green and grey). I think WIC does a good job of focusing on the well rounded student rather then just the one dimensional "genius" that most schools put up on a pedestal. As Albert Einstein once said "Everybody is  genius but if you judge a fish by it's ability to climb a tree, it will live it's whole life believing that it is stupid."
    • Chrissy Le
      Chrissy Le on 08 Feb 12
       
      I completely agree that this is the method that most schools use. A lot of emphasis is placed on extrinsic rewards in the educational system. I believe that this is a negative thing to do because students then lack inner motivation. They no longer want to do things for themselves, and more for the satisfaction of pleasing others, or receiving a high test score. Even though receiving a high test score might seem like a goal they want to pursue it's not truly for themselves, it is to please someone else.
  • rich variety of experiences and give students choices
  • take charge of their own learning
  • ‘make or break skills’ that come on top of the three Rs
    • Jordyn Shell
      Jordyn Shell on 04 Feb 12
       
      I believe that the student is more likely to become a community leader because of the fact they they "choose" to do all this extra work, they're not being forced too. They're taking a choice to help others and inspire others. That's LEADERSHIP! When they say "children who placed the most demands on teachers and parents to join or do activities were more likely to be leaders as adults", that pretty much sums up my point exactly. I believe that those students are more likely to become leaders because they are taking such initiative now, it will only impact them positively in the future to do more!
    • Joe Inhaber
      Joe Inhaber on 08 Feb 12
       
      I believe that a students desire to partake in schooling events, and acting as a leader is extriemly personal to the student. I think that students, as well as teenagers and children can develop leader ship skills, and the fact that it is to be rewarded in schools is in my opinion wrong. There is a variety of kids, that find themselfs in the role of "leader" in many situations other than in school. I think that in rewarding kids to become leaders, we are further removing their individuality, witch in my opinion is alredy being taken away through means adapted by our society.
    • vanessa parent
      vanessa parent on 08 Feb 12
       
       I believe that leadership is not something that is taught but rather a personality trait that is developed by the individual themselves (as it said in the article, some children as young as two can have behaviours that may lead to the skills of a good leader). Some are born to be leaders, they have it in them to encourage, to motivate and positively influence others around them. People who demonstrate this features should definitely be encouraged by parents and by their school to develop these skills because if they start young and keep these habits they will most likely carry them through their whole lives. However i also think as jordyn said above, a good leader is someone who wants to take the initiative to partake in extra work or activities, not someone who is forced to do it. 
Daryl Bambic

Animal Emotions: Exploring Passionate Natures | BioScience | Oxford Academic - 1 views

academic.oup.com/...233998

emotions animal

shared by Daryl Bambic on 22 Oct 21 - No Cached
  • because emotions have evolved in specific contexts.
  • Categorically denying emotions to animals because they cannot be studied directly does not constitute a reasonable argument against their existence.
    • Daryl Bambic
      Daryl Bambic on 22 Oct 21
       
      To deny that something is real without first investigating its existence is not good science.
  • Field research
    • Daryl Bambic
      Daryl Bambic on 22 Oct 21
       
      meaning in nature and not in a lab
  • ...48 more annotations...
  • phenotypes
    • Daryl Bambic
      Daryl Bambic on 22 Oct 21
       
      This means a type of behaviour related to a species, like mating behaviour for example.
  • My goal is to convince skeptics that a combination of “hard” and “soft” interdisciplinary research is necessary to advance the study of animal emotions.
  • broadly defined as psychological phenomena that help in behavioral management and control
  • Likewise, no single theory of emotions captures the complexity of the phenomena called emotions
  • It is important to extend our research beyond the underlying physiological mechanisms that mask the richness of the emotional lives of many animals and learn more about how emotions serve them as they go about their daily activities
    • Daryl Bambic
      Daryl Bambic on 22 Oct 21
       
      Ignore the previous sentence because this one explains it: the study of emotions needs to focus more on how they help us in life and less on the biology of them.
  • emotions are real and that they are extremely important,
  • René Descartes
    • Daryl Bambic
      Daryl Bambic on 22 Oct 21
       
      The philosopher who said, "I think therefore I am". He divided humans into mind/body.
  • B. F. Skinner
    • Daryl Bambic
      Daryl Bambic on 22 Oct 21
       
      Skinner was a pioneer in behaviour conditioning. He taught that emotions, because we can't measure them, are not important to understanding behaviour.
  • Why then are there competing views on the nature of animal emotions? In part, this is because some people view humans as unique animals, created in the image of God
  • researchers studying animal behavior came to realize that there was too little in studies of animal emotions and minds that was directly observable, measurable, and verifiable, and chose instead to concentrate on behavior because overt actions could be seen, measured objectively, and verified
  • Most researchers now believe that emotions are not simply the result of some bodily state that leads to an action
  • William James and Carl Lange
  • James and Lange argued that fear, for example, results from an awareness of the bodily changes (heart rate, temperature) that were stimulated by a fearful stimulus.
  • Walter Cannon's criticisms
  • there is a mental component that does not have to follow a bodily reaction
  • drugs producing bodily changes like those accompanying an emotional experience
  • do not produce the same type of conscious experience of fear
    • Daryl Bambic
      Daryl Bambic on 22 Oct 21
       
      The textbook spoke of this.
  • Primary emotions, considered to be basic inborn emotions
  • Natural selection has resulted in innate reactions that are crucial to individual survival.
  • are wired into the evolutionary old limbic system (especially the amygdala), the “emotional” part of the brain
  • substrate
    • Daryl Bambic
      Daryl Bambic on 22 Oct 21
       
      Substitue 'circuit' for this word
  • . Each is connected to the other two but each also has its own capacities
  • current research (LeDoux 1996) indicates that all emotions are not necessarily packaged into a single system, and there may be more than one emotional system in the brain.
  • Secondary emotions are those that are experienced or felt, evaluated, and reflected on. Secondary emotions involve higher brain centers in the cerebral cortex.
  • ethologists
    • Daryl Bambic
      Daryl Bambic on 22 Oct 21
       
      Ethology is the study of animal behaviour and mind
  • cognitive ethologists want to know what it is like to be another animal.
  • concerns how emotions and cognition are linked
  • A sense of self in the act of knowing is created,
  • various brain structures map both the organism and external objects
  • I am inclined merely to delete it [the mental realm] from biological explanation, because it is an entirely private phenomenon, and biology must deal with the publicly demonstrable.”
  • abanac postulated that the first mental event to emerge into consciousness was the ability of an individual to experience the sensations of pleasure and displeasure
  • Examples of animal emotions
  • Social play
  • Studies of the chemistry of play support the idea that play is enjoyable.
  • dopamine (and perhaps serotonin and norepinephrine)
  • rats enjoy being playfully tickled.
  • grief in geese
  • grief and depression in orphan elephants is a real phenomeno
  • It is unlikely that romantic love (or any emotion) first appeared in humans with no evolutionary precursors in animals
  • common brain systems and homologous chemicals underlying love that are shared among humans and animals
  • No one discipline will be able to answer all of the important questions that still need to be dealt with in the study of animal emotions
  • However, research that reduces and minimizes animal behavior and animal emotions to neural firings, muscle movements, and hormonal effects will not likely lead us significantly closer to an understanding of animal emotions.
  • All research involves leaps of faith from available data to the conclusions
    • Daryl Bambic
      Daryl Bambic on 22 Oct 21
       
      What do you think about this sentence?
  • studies of the behavior of captive animals
  • Field work also can be problematic. It can be too uncontrolled to allow for reliable conclusions to be drawn.
  • behavior is primary; neural systems subserve behavior
  • Emotions are an integral part of human life, so why not for other animals?
  • in many instances, differences in degree rather than differences in kind.
courtney galli

Schizophrenia: causes, symptoms and treatments - Mental Health A-Z - Douglas Mental Hea... - 0 views

www.douglas.qc.ca/...chizophrenia-causes-treatments

symptoms statistics causes treatments violence

shared by courtney galli on 06 Apr 13 - No Cached
    • courtney galli
      courtney galli on 06 Apr 13
       
      Statistic
  • In Canada, one in every one hundred people is diagnosed with schizophrenia
  • In Canada, one in every one hundred people is diagnosed with schizophrenia
  • ...4 more annotations...
  • people
    • courtney galli
      courtney galli on 06 Apr 13
       
      Symptoms of schizophrenia 
  • Researchers do not yet know what causes schizophrenia
  • combination of problems, including genetic vulnerability and environmental factors.
    • Daryl Bambic
      Daryl Bambic on 07 Apr 13
       
      And the site summary?
  • courtney galli on 06 Apr 13
     
    This site is credible because it is a mental institute with lots of experience with this mental illness.  There are many doctors and researchers who can add/update/correct the information on the site.   
Nick Lavoie

Gabor Mate on Addiction - 0 views

www.beamsandstruts.com/...301-gabor-mate-quotes

Gabor Mate psychology addiction brain addict experiences drugs

shared by Nick Lavoie on 09 Apr 13 - No Cached
  • Nick Lavoie on 09 Apr 13
     
    This site is a very good site because it talks about Gabor Mate's view of addiction and it's told in a very easy manner. This is a reliable source because its a website were a community of people can share and brainstorm knowledge on a common subject, based off readings from certain articles, magazines and blogs. This opens a variety of different insights and ideas to the topic.
  • Nick Lavoie on 09 Apr 13
     
    *sticky note* Drugs are used to escape distress. Addicts are in a way, "self medicating" themselves for common problems like depression and anxiety. This is usually always originates from pain or post experiences.
  • Nick Lavoie on 09 Apr 13
     
    *sticky note* The environment around us is ESSENTIAL in how our brain grows and develops, we need constant emotional support, nutrition and physical security. Without these it leads to addiction and other things like added stress and so on.
Seb Potvin

The Stanford Prison Experiment: A Simulation Study of the Psychology of Imprisonment - 0 views

www.prisonexp.org/41

end 6days irrelevant quit data learning psychology

shared by Seb Potvin on 06 Apr 13 - Cached
  • Our study was terminated on August 20, 1971
    • Seb Potvin
      Seb Potvin on 06 Apr 13
       
      The experiment ended 6 days later do to prisonners quitting and lack of information for the study and irrelevance
Seb Potvin

The Stanford Prison Experiment: A Simulation Study of the Psychology of Imprisonment - 0 views

www.prisonexp.org/12

brain experiment psychology free respect

shared by Seb Potvin on 06 Apr 13 - Cached
  • The guards were given no specific training on how to be guards. Instead they were free, within limits, to do whatever they thought was necessary to maintain law and order in the prison and to command the respect of the prisoners.
    • Seb Potvin
      Seb Potvin on 06 Apr 13
       
      Guards where free to do as they please with the prisoners and give out punishments they though suitable to prisoners
Seb Potvin

The Stanford Prison Experiment: A Simulation Study of the Psychology of Imprisonment - 0 views

www.prisonexp.org/10

study simulation prison torture roles

shared by Seb Potvin on 06 Apr 13 - Cached
  • The prisoner was then issued a uniform. The main part of this uniform was a dress, or smock, which each prisoner wore at all times with no underclothes. On the smock, in front and in back, was his prison ID number. On each prisoner's right ankle was a heavy chain, bolted on and worn at all times. Rubber sandals were the footwear, and each prisoner covered his hair with a stocking cap made from a woman's nylon stocking.
    • Seb Potvin
      Seb Potvin on 06 Apr 13
       
      Prisoners and guards where given uniforms to play their roles in the experiment. Chains where put on the prisonners so they could really feel like they where stuck in prison.
  • functional simulation
Seb Potvin

The Stanford Prison Experiment: A Simulation Study of the Psychology of Imprisonment - 0 views

www.prisonexp.org/9

stanford experiment study imprisonment psychology

shared by Seb Potvin on 06 Apr 13 - Cached
  • A degradation procedure was designed in part to humiliate prisoners and in part to be sure they weren't bringing in any germs to contaminate our jail.
    • Seb Potvin
      Seb Potvin on 06 Apr 13
       
      They would embarrass the prisonners to strengthen the though of actually being in prison
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