Skip to main content

Home/ wicpsycho/ Group items tagged motivation

Rss Feed Group items tagged

Chrissy Le

Harvard Education Letter - 2 views

  • 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
       
      What do you think?  Do you agree with this statement about schools reinforcing the extrinsic reward system?
    • Emilie L
       
      (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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
       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. 
Raghav Mohan

The Effects of Exercise on the Brain - 0 views

  •  
    Site completely states the main things about the effects of exercise on the brain. It helped me understand the basic things it can do and i was rather amazed. If anyone is confused about what exercise can do for your mental health THIS is the site to go to. It is very reliable since it is dedicated to education (.edu) and the information is constantly updated.
  • ...2 more comments...
  •  
    *sticky note* exercise balances out the chemicals i our brain which helps our nerve cells. And if you don't know our whole body functions on nerve cells (like a messenger) so without exercise we can never really perform to the fullest.
  •  
    *sticky note* exercise also benefits us in many ways! for example: it avoids MAJOR stress from us. It also keeps us motivated and confident so that if ever a bad situation comes up, we would not go into a dull zone and become depressed.
  •  
    *sticky note* It's good to be happy when exercising. Exercise also helps our reparative cell (we begin to lose nerve tissue nearing our 30's). Exercise helps slow that process down by A LOT. Which helps us live on healthy lived. People you see in the newspaper or online that are 100 years old! They don't just magically get that old by just sitting on there couch eating junk. They EXERCISE everyday to stay fit.
  •  
    *sticky note* It helps generate new neurons which provides many benefits. Study shows that people who began exercising at there teen years and that are now 65-70 are much more active and healthy than any other 65-70 year olds.
Matthew Schaffer

Brain Food - Eat For Productivity - 0 views

  • Caffeine does increase the capacity for mental and physical labor. However, this is short lived, with a demanding drop of energy caused not long after.
  • Fruit is an excellent source. Instead of a short burst of energy these carbohydrates have long chains of sugar molecules that the body breaks down gradually, releasing glucose to fuel the brain over time.
  • Mental exercise drains glucose
  • ...3 more annotations...
  • Vegetables do much of the same good as fruit
  • Egg yolk is a leading source for choline, a nutrient that, recently, has been proven to boost brainpower by speeding up the sending of signals
    • Matthew Schaffer
       
      Foods need to have the specific nutrients in them to give you what your body needs
  •  
    This site is credible because the "About" section describes their motives, which are to help inform others. There are also a list of editors workiung and writting for the website.
Daryl Bambic

Kids Do Better on the Marshmallow Test When They… - 8 views

  • better academically, handled frustration better, and managed their stress more effectively as adolescents. They also had healthier relationships and better health 30 years later.
  • reliability of the adults
  • suggesting that children can delay gratification longer when they are working together toward a common goal.
  • ...10 more annotations...
  • 207 five- to six-year-old children from two very different cultures—Western, industrialized Germany and a small-scale farming community in Kenya (the Kikuyu)
    • Daryl Bambic
       
      Why do you think the different cultures are important in the population sample?
  • (who was in another room)
    • Daryl Bambic
       
      Why do you think the other child was put in a different room? Do you think that the results would have been the same if the children were in the same room?
  • and, in the cooperative version, their partner also didn’t receive an extra cookie—even if the partner had resisted themselves.
  • even though they had a lower chance of receiving an extra cookie.
  • knowing others rely on them boosts their motivation
  • fun and engaging
  • opportunity to help someone else motivated kids to hold out
  • feeling responsible
  • mattered most.
  • Cooperation is not just about material benefits; it has social value,
Daryl Bambic

11.4 Two Fundamental Human Motivations: Eating and Mating | Introduction to Psychology ... - 1 views

  • orexin, ghrelin, and leptin
    • Daryl Bambic
       
      This is the key idea behind the KETO diet; eat very little sugar and carbs so the insulin levels drop and the body burns fat for energy.
  • interaction of the various systems that determine hunger creates a balance or homeostasis in which we eat when we are hungry and stop eating when we feel full.
    • Daryl Bambic
       
      Remember this is the DRIVE REDUCTION theory.
  • Western societies are based on a very thin body ideal,
    • Daryl Bambic
       
      Meanwhile, in most African countries, women with larger bodies are desired and the thinner ones are seen as unhealthy.
  • ...8 more annotations...
  • Obesity is a leading cause of death worldwide.
  • Exercise increases cardiovascular capacity, lowers blood pressure, and helps improve diabetes, joint flexibility, and muscle strength (American Heart Association, 1998). Exercise also slows the cognitive impairments that are associated with aging (Kramer, Erickson, & Colcombe, 2006).
    • Daryl Bambic
       
      The book does not mention the important benefits of exercise for the brain at all ages,not just as we age.
  • Between 3% and 4% of men are gay, and between 1% and 2% of women are lesbian
  • The Canadian Psychological Association issued a policy statement in February 1982 endorsing the principle that there be no discrimination on the basis of sexual orientation for (a) recruitment; (b) hiring; (c) salary; (d) promotion rate; (e) fringe benefits; or (f) assignment of duties. The American Psychiatric Association no longer considers homosexuality to be a mental illness, although it did so until 1973.
    • Daryl Bambic
       
      This is a good example of sociological influences on the diagnosis and understanding of mental illness. This 'mental illness' was ousted from the DSM in 1973. You can read more here: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4695779/
  • Areas of the hypothalamus are different in homosexual men, as well as in animals with homosexual tendencies
    • Daryl Bambic
       
      It's the hypothalamus again!
  • Among male identical twins, 52% of those with a gay brother also reported homosexuality, whereas the rate in fraternal twins was just 22%
    • Daryl Bambic
       
      This is an important fact that supports the role of biology in homosexuality.
  • In sum, while less than half of Canadian teens report having intercourse before age 18,
    • Daryl Bambic
       
      This has changed - 55% of males and females have had sex by 18 yrs old. https://www.cdc.gov/nchs/pressroom/nchs_press_releases/2017/201706_NSFG.htm
  • Healthy Lives
  •  
    "sex"
Raghav Mohan

Exercising Benefits - 0 views

  •  
    This site is another educational site i discovered during my TFAD assignment. It really digs deep into MANY benefits of exercise. If you are wondering what exercise can do for YOU then this is the site to go to for information. It gives you history, examples, the present. All the basic information.
  • ...4 more comments...
  •  
    *sticky note* Your muscles activate your brain receptors. So knowing that your brain is more active with your muscles, exercising them would be a huge benefit and aid to a better lifestyle
  •  
    *sticky note* Mental exercise for the brain: on an everyday basis our brain is learning a new skill. This uses a lot of power from our brain which requires us EXERCISING our brain physically and mentally ***Example of an exercise you can do whenever you are on the computer: switch the hand you are using to move your mouse. It must feel pretty awkward but it's alright you are exercising movement AND learning a new skill at the same time.
  •  
    *sticky note* If you think sitting behind your computer or TV screen is going to get you smarter... Think again! It really doesn't in fact it affects us in a bad way. Weakens our eyes, and uses so much energy from our brain. Where on the other hand, just walking can benefit us a ton. It helps our blood circulation and the oxygen/glucose that reaches our brain.
  •  
    *sticky note* Exercise improves our memory, helps us remember our studies, wakes up our brain in the morning. Enhances our brain cells, creates higher brain functions. These are just the *few things that exercising does for us. It is quite amazing
  •  
    *sticky note* Exercising also helps our aging process. Exercise fools our brain into thinking we are younger when we begin exercising on a daily basis which could be great for you. Who wouldn't want to feel 40 when they're really 50? I know i would
  •  
    *sticky note* Physical exercise protects our brain as we age, it creates endurance and a motivated/confident mindset which obviously can aid us in a huge way in the future.
Daryl Bambic

The Psychology of Cults - All In The Mind - ABC Radio National (Australian Broadcasting... - 1 views

  • participating without informed consent or proper screening
  • ulnerable state
  • Kenja
  • ...37 more annotations...
  • e suicided after being unable to cope, particularly when they leave the groups.
  • They consisted of two people sitting opposite each other silently looking at the other person’s eye and the recipient in session was able to have a look at the experiences and emotions and things in their life that they had not fully come to terms with, and that were unconsciously stopping them from being who they wanted to be. It was very emotional.
  • new pathway
  • ideas as much as the man that I found attractive.
  • Klowning was based on the idea that we are not who we think we are.
  • ble to find out the really human part of us.
  • here’s a whole language that goes with this group, isn’t there, and processing is one thing that you would go through
  • charismatic, he did have that capacity to have a group of people in front of him and hold their attention.
  • nudity has no significance other than what you give it, and if you think that this is in any way inappropriate that’s your dirty mind.
  • ut of research done by the CIA and the KGB after the Second World War in trying to understand how Hitler was able to persuade a whole population to a particular way of thinking and particular behaviour, and that research got out into the wider community
  • on Hubbard used a lot of these techniques in his organisation and then a lot of people who had been in Scientology
  • ocial animals,
  • emotional right-brain
  • Hypnotic states are nothing magical but in fact natural hypnotic states occur on a regular basis if we allow them to, about every two hours during the day. There’s a natural down time when our left-brain sort of quietens and our right-brain and our body is able to do a bit of a tune-up of physical processes like blood-pressure and heart-rate and cortisol levels.
  • dissociative state
  • driving somewhere
  • ay-dreamy
  • o when people use techniques that are going to help induce this state it’s not something you’re necessarily going to resist if you don’t realise that perhaps there is an ulterior motive.
  • ocus their attention
  • charismatic leader,
  • behaviour was right or wrong
  • It’s very interesting studying some of the gurus or the charismatic figures you say you often find that they are often people who have actually started out with very good intentions and just find they have this natural ability to attract people to them, or because they may be good listeners, people feel that they’ve got something to offer
  • hallucinate. I
  • en Dyers, was facing 22 charges of sexual assault on two 12-year-old girls
  • Before they were heard in court he took his own life.
  • ersonality definitely changed
  • almost layered by the group norm
  • staying as connected
  • learn all they can about the group and continue to just ask questions to try and find our more
  • But there are some positive things about some groups and it’s likely that some people live happier lives being part of some groups than they would on their own.
  • groups are often filling desperate needs in people that are not being filled by the way we now live. The way we are now is very isolating, people are often expected to work very long hours, or have very long commutes. More and more families are living apart, so we do not live in a community that is kind to people or respects people. So anybody really is vulnerable, it’s not just, you know, the weak-willed, it’s anybody at a particular time in their life, and particularly if they’re isolated from family and friends.
  • Some of the factors that are most important in human wellbeing are a sense of connectedness and a sense of control over your life now and in the future. So what often these organisations do is offer a whole list of very simple rules, if you just follow these rules then you’ll feel okay. If you just remove yourself from that world and you just mix with us everything will be okay. So they often offer a sort of a way of getting back some feeling of control.
  • describe some of the techniques, not necessarily the abuse that may have occurred, and then to help them understand that they were involved in quite a deliberate psychological process.
  • validate their humanity
  • what was missing before and helping them create a life now that is healthier and more balanced and does meet all their needs as a human being.
  • people who grow up in these organisations and really are trapped, and for those that grow up and then start to rebel as teenagers or as young adults and leave, it is very, very difficult because that’s been their reality.
  • recognition by the courts and by particularly the Family Law Court and we need education of the legal profession and I think the professional organisations, particularly the professional health organisations need to be more pro-active in first of all educating themselves about what these issues are and then making it very clear in their code of ethics of these different professional groups how the codes of ethics dovetail with belief systems.
Daryl Bambic

NIMH · Negative Valence Systems: Workshop Proceedings - 0 views

  • Responses to acute threat (Fear): Activation of the brain’s defensive motivational system to promote behaviors that protect the organism from perceived danger. Normal fear involves a pattern of adaptive responses to conditioned or unconditioned threat stimuli (exteroceptive or interoceptive). Fear can involve internal representations and cognitive processing, and can be modulated by a variety of factors.Responses to potential harm (Anxiety): Activation of a brain system in which harm may potentially occur but is distant, ambiguous, or low/uncertain in probability, characterized by a pattern of responses such as enhanced risk assessment (vigilance). These responses to low imminence threats are qualitatively different than the high imminence threat behaviors that characterize fear.Responses to sustained threat: An aversive emotional state caused by prolonged (i.e., weeks to months) exposure to internal and/or external condition(s), state(s), or stimuli that are adaptive to escape or avoid. The exposure may be actual or anticipated; the changes in affect, cognition, physiology, and behavior caused by sustained threat persist in the absence of the threat, and can be differentiated from those changes evoked by acute threat.Frustrative non-reward: Reactions elicited in response to withdrawal/prevention of reward, i.e., by the inability to obtain positive rewards following repeated or sustained efforts.Loss: A state of deprivation of a motivationally significant con-specific, object, or situation. Loss may be social or non-social and may include permanent or sustained loss of shelter, behavioral control, status, loved ones, or relationships. The response to loss may be episodic (e.g., grief) or sustained.
gillian baron-goodman

The Unconscious Mind - 0 views

  • The unconscious mind is still viewed by many psychological scientists as the shadow of a “real” conscious mind
  • unconscious is not identifiably less flexible, complex, controlling, deliberative, or action-oriented than is its counterpart.
  • traditionally defined the unconscious in terms of its unintentional nature; this research has demonstrated the existence of several independent unconscious behavioral guidance systems: perceptual, evaluative, and motivational.
  • ...2 more annotations...
  • unconscious as the primary guiding influence over daily life, even today, is more specific and detailed than any to be found in contemporary cognitive or social psychology
  • unconscious relative to conscious modes of information processing largely depends on how one defines the unconscious
Daryl Bambic

How to Achieve the Creative State of Flow | PickTheBrain | Motivation and Self Improvement - 0 views

  •  
    Begin by reading this article.
Daryl Bambic

Brainology Program - Cultivate a Growth Mindset, by Carol Dweck, Ph.D. - 0 views

  •  
    Develop a learning mindset for life-long learning.  Get ready to become a future leader or at the very least, be in charge of your own learning.
vince chatigny-barbosa

The Psychology Of Success - Forbes.com - 0 views

  • To psychologists, their stories raise fascinating questions. In what ways are the two men, born generations apart and raised in completely different surroundings, alike? More importantly, what makes them different from the great majority of people who never started a business, watched it succeed and become incredibly rich?
    • vince chatigny-barbosa
       
      Some of the questions I will seek to explain during my project 
  • The venture capitalists of the future may use psychological profiles to pick entrepreneurs who are more likely to create winning companies.
  • they simply did not feel risk, or weigh consequences, in the same way as other people.
    • vince chatigny-barbosa
       
      Which part of the brain controls risk-taking? The frontal lobe deals with reasoning so is it fair to say that this part of their brain is adapted differently?
  • ...4 more annotations...
  • entrepreneurs are risk takers
  • Robert Baron, a psychologist at Rensselaer Polytechnic Institute, has shown that entrepreneurs are more successful when they are persuasive and have strong social skills--in other words, that being a charismatic salesman is a big help.
  • For instance, entrepreneurs and normal people seem to worry equally about financial autonomy and/or a feeling of being motivated in their jobs.
  • They have trouble imagining failure, and they don't care what you think.
    • vince chatigny-barbosa
       
      What makes them less scared of failure?
  •  
    Here is a site that seeks to explain the questions I sometimes ask myself. It further proves that the topic of success is in fact discussed by psychologist who seek answers. 
Julian Pendenza

BEATING THE ODDS - 1 views

  • Every state except Utah and Hawai'i permits some form of gambling.
  • Not surprisingly, gambling losses have skyrocketed. Every year, American consumers blow more money on gambling than we spend on music, movies, professional sports, theme parks, and cruises combined, says Dixon—an estimated $68 billion in 2002, according to one source.
    • Julian Pendenza
       
      Important fact
  • 1 percent
  • ...11 more annotations...
  • 3 percent in the last 20 years
  • they are hugely in debt...and their families are in a shambles.
    • Julian Pendenza
       
      One of the main problems of gambling
  • the most common treatment option for the problem, recorded a success rate of only 8 percent after two years of treatment. Therapy can boost the success rate considerably, but many people still don't respond well or simply don't have access to it.
    • Julian Pendenza
       
      This is a reason of why this is such a big problem in today society
  • First, he's set up a "casino room" in his lab. This room, equipped with a one-way mirror for observing subjects, has slot machines, a roulette wheel, a craps table, and a poker table. No money is used to play these games, only tokens, but the physical experience of gambling is otherwise the same. (Research subjects do sometimes get extra course credit or gift cards as incentives for participating.)
    • Julian Pendenza
       
      Procedure for expierement
  • Impulsivity and the gambling environment.
  • • Immediate gratification.
  • Pathological gamblers "don't have rational discounting curves," says Dixon. "They would rather have smaller amounts of money immediately than more later.
  • Perceptions of winning and losing.
  • • Irrational beliefs
  • The illusion of control
  • The fact that money isn't the only motivation for gambling is something that Dixon and his students know from the Gambling Intervention Program, which he began at SIUC in early 2005. This free eight-week program, closely modeled after a program developed by psychologist Nancy Petry at the University of Connecticut School of Medicine, is tailored to the individual.
    • Julian Pendenza
       
      justification
  •  
    Behaviour research and its relation with Gambling, written by Marilyn Davis. Based on the research done by a professor of behaviour analysis and therapy with SIUC's rehabilitation Institution. This is a credible site because it is a ''.edu'' site which means educational organization. There for its a site whose purpose is to educate. Also it is a site created for the Southern Illinois University.
dunya darwiche

How Do I Learn Best? - Job Bank - 0 views

  • adult learners are generally the best learners
  • adults are highly motivated, very curious, and know how to apply their practical life experiences to new information.
Daryl Bambic

1.1 Psychology as a Science | Introduction to Psychology - 1st Canadian Edition - 1 views

  • Because values cannot be considered to be either true or false, science cannot prove or disprove them.
    • Daryl Bambic
       
      Falsifiability + Popper
    • Daryl Bambic
       
      See Popper and why it is important to be able to prove something false.
  • This factual information can and should be made available to help people formulate their values about abortion and incarceration, as well as to enable governments to articulate appropriate policies
  • Although scientists use research to help establish facts, the distinction between values and facts is not always clear-cut. Sometimes statements that scientists consider to be factual turn out later, on the basis of further research, to be partially or even entirely incorrect
  • ...24 more annotations...
  • A major goal of psychology is to predict behaviour by understanding its causes. Making predictions is difficult, in part because people vary and respond differently in different situations.
  • differences in extraversion, intelligence, self-esteem, anxiety, aggression, and conformity.
  • we cannot always predict who will become aggressive or who will perform best in graduate school or on the job.
  • predictions made by psychologists (and most other scientists) are only probabilistic.
  • behaviour is that almost all behaviour is multiply determined, or produced by many factors.
  • depression is caused by lower-level genetic factors, by medium-level personal factors, and by higher-level social and cultural factors.
  • single cause.
  • are not independent of one another
  • much human behaviour is caused by factors that are outside our conscious awareness,
  • Sigmund Freud (1856-1939), who argued that many psychological disorders were caused by memories that we have repressed and thus remain outside our consciousness.
  • Research demonstrates that individuals who are exposed to highly stressful situations over long periods of time develop more health problems than those who are not
    • Daryl Bambic
       
      "Research demonstrates"...what is wrong with this? Can we know how this study was conducted? What were the variables? Was it correlation or causation?
  • Although science is not perfect, the requirements of empiricism and objectivity result in a much greater chance of producing an accurate understanding of human behaviour than is available through other approaches.
    • Daryl Bambic
       
      Great psychologists have not used the scientific method and contributed important insights into human behaviour. What role does the unconscious mind play in behaviour?
  • biological influences
  • abilities and characteristics of individual people
  • social groups,
  • cognitive and motivational biases
  • Research psychologists use scientific methods to create new knowledge about the causes of behaviour, whereas psychologist-practitioners, such as clinical, counselling, industrial-organizational, and school psychologists, use existing research to enhance the everyday life of others.
    • Daryl Bambic
       
      Leave a sticky note for yourself or others with whom you share this page.
  • collect and interpret data in their everyday lives
  • accepting explanations for events without testing them thoroughly may lead us to think that we know the causes of things when we really do not.
  • Empirical methods include the processes of collecting and organizing data and drawing conclusions about those data
  • scientific method as the set of assumptions, rules, and procedures that scientists use to conduct empirical research.
  • Statements that cannot be objectively measured or objectively determined to be true or false are not within the domain of scientific inquiry
  • Values are personal statements such as “Abortion should not be permitted in this country,” “I will go to heaven when I die,”
1 - 15 of 15
Showing 20 items per page