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Catherine Delisle

Mighty Optical Illusions - 0 views

www.moillusions.com

shared by Catherine Delisle on 07 Feb 11 - Cached
    • Catherine Delisle
      Catherine Delisle on 07 Feb 11
       
      LOOK AT "CAMOUFLAGE CANS BY LIU BOLIN" This optical illusion is very interesting because you don't notice anything until you look at the bottom of the photo and see the shoes. If you move up from there until about three quarters of this photo, you'll see the head, the neck and the hands. This is very interesting because we can see how our eyes can play tricks on us and then see something that they hadn't seen before.
    • trevor kearns
      trevor kearns on 07 Feb 11
       
      The camouflage can illusion was mind blowing. I looked at the picture for at least a minute before realizing there was a person. I was amazed at how well the person could blend in to the background and wish they showed how the painter painted this.
    • anonymous
      anonymous on 08 Feb 11
       
      Wow thats really amazing. The camouflage artist is extremely interesting. Liu Bolin completely camouflages into the background by just painting himself. I find this is extremely good optical illusion because we can see exactly how are eyes play tricks on us. I was very impressed with how well he actually blended in with the background.
  • Danielle Waid on 08 Feb 11
     
    Such a cool optical illusion ! It's really incredible how well the person blends in with the cans... Such a talented artist !
  • Mason Brenhouse on 08 Feb 11
     
    What optical illusions there are. Some are kind of silly however, there are certain ones that truly put things into perspective.
  • mira ahmad on 08 Feb 11
     
    This was very interesting! It's a really cool optical illusion...and I agree with Catherine that you don't notice anything at first until you look on the bottom and then it really clearly shows! It took me a while to realize there was a person in the picture!
Emilie L

The Mind of the Narcissist - 0 views

malignantselflove.tripod.com/msla.html

shared by Emilie L on 02 Apr 12 - No Cached
    • Emilie L
      Emilie L on 02 Apr 12
       
      himself vs. reflection: major point
  • Some people explicitly state that they do not love themselves at all (they are ego-dystonic). Others confine their lack of self-love to certain of their traits, to their personal history, or to some of their behaviour patterns. Yet others feel content with who they are and with what they are doing (ego-syntonic). But one group of people seems distinct in its mental constitution – narcissists.
    • Emilie L
      Emilie L on 02 Apr 12
       
      * keyword: distinct mental constitution (that differs from all the different kinds of confidence kinda brain traits)
  • Some people explicitly state that they do not love themselves at all (they are ego-dystonic).
  • ...40 more annotations...
  • Narcissus is not in love with himself. He is in love with his reflection
  • Loving your True Self is healthy, adaptive, and functional. Loving a reflection has two major drawbacks: One depends on the existence and availability of the reflection to produce the emotion of self-love. The absence of a "compass", an "objective and realistic yardstick", by which to judge the authenticity of the reflection. In other words, it is impossible to tell whether the reflection is true to reality – and, if so, to what extent.
  • they direct their love to other people's impressions of them. He who loves only impressions is incapable of loving people, himself included.
  • If he cannot love himself – he must love his reflection
  • ut to love his reflection – it must be loveable
  • the narcissist is preoccupied with projecting a loveable image, albeit compatible with his self-image (the way he "sees" himself).
  • The more successful this projected image (or series of successive images) is in generating Narcissistic Supply (NS) – the more the narcissist becomes divorced from his True Self and married to the image.
    • Emilie L
      Emilie L on 02 Apr 12
       
      Meaning, the better he is capable of mentally creating better image for himself in the eyes of others (therefore his 'reflection') the more he becomes 'in love' with the idea of himself then who he truly is
  • he prefers his image
  • The narcissist, therefore, is not selfish – because his True Self is paralysed and subordinate
    • Emilie L
      Emilie L on 02 Apr 12
       
      * very good point
  • narcissist is not attuned exclusively to his needs. On the contrary: he ignores them because many of them conflict with his ostensible omnipotence and omniscience. He does not put himself first – he puts his self last. He caters to the needs and wishes of everyone around him – because he craves their love and admiration. It is through their reactions that he acquires a sense of distinct self. In many ways he annuls himself – only to re-invent himself through the look of others. He is the person most insensitive to his true needs.
  • rains himself of mental energy in this process. This is why he has none left to dedicate to others
    • Emilie L
      Emilie L on 02 Apr 12
       
      he is so focused in pleasing everyone else to this image that he has no time to dedicate himself to others = lack of empathy
  • Why should people indulge the narcissist, divert time and energy, give him attention, love and adulation? The narcissist's answer is simple: because he is entitled to it
  • Actually, he feels betrayed, discriminated against and underprivileged because he believes that he is not being treated fairly, that he should get more than he does
  • Clinical data show that there is rarely any realistic basis for these grandiose notions of greatness and uniqueness.
    • Emilie L
      Emilie L on 02 Apr 12
       
      meaning there is nothing really extravagant or particular about them that they should (or could even be really driven!!) to be narcissistic 
  • The narcissist is forced to use other people in order to feel that he exists
  • He is a habitual "people-junkie"
  • With time, he comes to regard those around him as mere instruments of gratification, as two-dimensional cartoon figures with negligible lines in the script of his magnificent life.
    • Emilie L
      Emilie L on 02 Apr 12
       
      bases his own happiness on what others are doing around him + their reflection of him
  • A personality whose very existence is a derivative of its reflection in other people's minds is perilously dependent on these people's perceptions. They are the Source of Narcissistic Supply (NSS). Criticism and disapproval are interpreted as a sadistic withholding of said supply and as a direct threat to the narcissist's mental house of cards.
  • The narcissist does not suffer from a faulty sense of causation. He is not oblivious to the likely outcomes of his actions and to the price he may have to pay. But he doesn't care.
  • he reacts to what he perceives to be a danger to the very cohesion of his self. Thus, every minor disagreement with a Source of Narcissistic Supply – another person – is interpreted as a threat to the narcissist's very self-worth.
    • Emilie L
      Emilie L on 02 Apr 12
       
      * big point
  • He would rather discern disapproval and unjustified criticism where there are none then face the consequences of being caught off-guard.
  • that the narcissist cannot take chances. He would rather be mistaken then remain without Narcissistic Supply
  • blames others for his behaviour
    • Emilie L
      Emilie L on 02 Apr 12
       
      again, lack of humility
  • The narcissist – wittingly or not – utilises people to buttress his self-image and to regulate his sense of self-worth. As long and in as much as they are instrumental in achieving these goals, he holds them in high regard, they are valuable to him
  • This is a result of his inability to love others: he lacks empathy, he thinks utility, and, thus, he reduces others to mere instruments
  • In 1977 the DSM-III criteria included: An inflated valuation of oneself (exaggeration of talents and achievements, demonstration of presumptuous self-confidence); Interpersonal exploitation (uses others to satisfy his needs and desires, expects preferential treatment without undertaking mutual commitments); Possesses expansive imagination (externalises immature and non-regimented fantasies, "prevaricates to redeem self-illusions"); Displays supercilious imperturbability (except when the narcissistic confidence is shaken), nonchalant, unimpressed and cold-blooded; Defective social conscience (rebels against the conventions of common social existence, does not value personal integrity and the rights of other people).
    • Emilie L
      Emilie L on 02 Apr 12
       
      1977 Criteria to Narcissistics * very interesting, gives personality traits + actions 
  • He sees them only through this lens.
  • The narcissist is portrayed as a monster, a ruthless and exploitative person. Yet, inside, the narcissist suffers from a chronic lack of confidence and is fundamentally dissatisfied. This applies to all narcissists. The distinction between "compensatory" and "classic" narcissists is spurious. All narcissists are walking scar tissue, the outcomes of various forms of abuse.
    • Emilie L
      Emilie L on 02 Apr 12
       
      strong on the outside, weak on the inside * contradicts with the other article I read earlier..
  • Freud (1915) offered a trilateral model of the human psyche, composed of the Id, the Ego, and the Superego.
    • Emilie L
      Emilie L on 02 Apr 12
       
      * find further research
  • According to Freud, narcissists are dominated by their Ego to such an extent that the Id and Superego are neutralised. Early in his career, Freud believed narcissism to be a normal developmental phase between autoeroticism and object-love. Later on, he concluded that linear development can be thwarted by the very efforts we all make in our infancy to evolve the capacity to love an object (another person).
  • The frustrated and abused child learns that the only "object" he can trust and that is always and reliably available, the only person he can love without being abandoned or hurt – is himself.
    • Emilie L
      Emilie L on 02 Apr 12
       
      ouuuu
  • This choice – to concentrate on the self – is the result of an unconscious decision to give up a consistently frustrating and unrewarding effort to love others and to trust them.
  • So, is pathological narcissism the outcome of verbal, sexual, physical, or psychological abuse (the overwhelming view) – or, on the contrary, the sad result of spoiling the child and idolising it (Millon, the late Freud)?
    • Emilie L
      Emilie L on 02 Apr 12
       
      What makes a narcissistic (i.e., triggers it?)
  • Overweening, smothering, spoiling, overvaluing, and idolising the child – are also forms of parental abuse.
    • Emilie L
      Emilie L on 02 Apr 12
       
      Too much love can apparently ruin a child
  • This is because, as Horney pointed out, the smothered and spoiled child is dehumanised and instrumentalised. His parents love him not for what he really is – but for what they wish and imagine him to be: the fulfilment of their dreams and frustrated wishes. The child becomes the vessel of his parents' discontented lives, a tool, the magic airbrush with which they seek to transform their failures into successes, their humiliation into victory, their frustrations into happiness. The child is taught to give up on reality and adopt the parental fantasies. Such an unfortunate child feels omnipotent and omniscient, perfect and brilliant, worthy of adoration and entitled to special treatment. The faculties that are honed by constantly brushing against bruising reality – empathy, compassion, a realistic assessment of one's abilities and limitations, realistic expectations of oneself and of others, personal boundaries, team work, social skills, perseverance and goal-orientation, not to mention the ability to postpone gratification and to work hard to achieve it – are all lacking or missing altogether. This kind of child turned adult sees no reason to invest resources in his skills and education, convinced that his inherent genius should suffice. He feels entitled for merely being, rather than for actually doing (rather as the nobility in days gone by felt entitled not by virtue of its merits but as the inevitable, foreordained outcome of its birth right). The narcissist is not meritocratic – but aristocratic.
    • Emilie L
      Emilie L on 02 Apr 12
       
      too much love explained: the child is smothered by love and thus thinks theres a reason for it nana the world revolves around me because mummy and Daddy think so I am there pride and joy, because I am in fact an angel... now look at me I am a narcissitic and it's like a legit mental disorder.
  • This is Millon's mistake. He makes a distinction between several types of narcissists. He wrongly assumes that the "classic" narcissist is the outcome of parental overvaluation, idolisation, and spoiling and, thus, is possessed of supreme, unchallenged, self-confidence, and is devoid of all self-doubt.
  • Yet, this distinction is both wrong and unnecessary. Psychodynamically, there is only one type of pathological narcissism – though there are two developmental paths to it. And all narcissists are besieged by deeply ingrained (though at times not conscious) feelings of inadequacy, fears of failure, masochistic desires to be penalised, a fluctuating sense of self-worth (regulated by NS), and an overwhelming sensation of fakeness.
    • Emilie L
      Emilie L on 02 Apr 12
       
      * much importanto: there is only reaaally one type of narcissism despite having two different paths to it i. too much love ii. not enough 
  • hey tend to ignore him – or actively abuse him – when these needs are no longer pressing or existent.
  • The narcissist's past of abuse teaches him to avoid deeper relationships in order to escape this painful approach-avoidance pendulum. Protecting himself from hurt and from abandonment, he insulates himself from people around him. He digs in – rather than spring out.
  • This shocking revelation deforms the budding Ego. The child forms a strong dependence (as opposed to attachment) on his parents. This dependence is really the outcome of fear, the mirror image of aggression. In Freud-speak (psychoanalysis) we say that the child is likely to develop accentuated oral fixations and regressions. In plain terms, we are likely to see a lost, phobic, helpless, raging child.
    • Emilie L
      Emilie L on 02 Apr 12
       
      child-like ego problems: strong dependence on parents creates a super vulnerable child
  • Emilie L on 02 Apr 12
     
    "The World of the Narcissist (Essay)" - tons of information +lots to read through, primary resource! like a fountain of info on narcissists. Reliability: not many ads, written by a doctor (has his CV published online, http://samvak.tripod.com/cv.html), wrote two books- one of which is an "ebook"
Mason Brenhouse

scary_optical_illusion_count_faces.jpg 413×550 pixels - 1 views

www.optical-illusions.in/...tical_illusion_count_faces.jpg

illusions

shared by Mason Brenhouse on 08 Feb 11 - No Cached
  • Mason Brenhouse on 08 Feb 11
     
    This is a rather perculiar optical illusion in which 2 things can be viewed, a large face or a man riding a horse. I cannot really verify the credibility of this site seeing as how it is just an image. 
  • Frankie Ferreira on 08 Feb 11
     
    WOW this illusion is one of the most mind-boggling ones ive ever seen. Besides seeing a man's portrait, i also see a buunch of other things or people around or in his face as well as a second face portrayed into his face. Craziness.
Daryl Bambic

Why Seeing (The Unexpected) Is Often Not Believing : NPR - 0 views

www.npr.org/...xpected-is-often-not-believing

brain illusions invisible

shared by Daryl Bambic on 18 Jul 11 - No Cached
  • Daryl Bambic on 18 Jul 11
     
    Seeing is not always believing
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.
Giuliano Musacchio

Inside A Psychopath's Brain: The Sentencing Debate : NPR - 0 views

www.npr.org/...story.php

shared by Giuliano Musacchio on 01 Mar 12 - Cached
  • The scores range from zero to 40
    • Giuliano Musacchio
      Giuliano Musacchio on 01 Mar 12
       
      low numbers: GOOD high numbers: BAD
  • He says he can often see it in their eyes: There's an intensity in their stare, as if they're trying to pick up signals on how to respond. But the eyes are not an element of psychopathy, just a clue.
  • cores their pathology on the Hare Psychopathy Checklist, which measures traits such as the inability to feel empathy or remorse, pathological lying, or impulsivity.
  • ...7 more annotations...
  • He seems calm, even normal
    • Giuliano Musacchio
      Giuliano Musacchio on 01 Mar 12
       
      They can be hard to identify, they seem like regular people
  • his IQ is over 140
    • Giuliano Musacchio
      Giuliano Musacchio on 01 Mar 12
       
      They are smart...
  • The subjects rate whether the picture is a moral violation on a scale of 1 to 5. Kiehl says most psychopaths do not differ from normal subjects in the way they rate the photos: Both psychopaths and the average person rank the KKK with a burning cross as a moral violation. But there's a key difference: Psychopaths' brains behave differently from that of a nonpsychopathic person. When a normal person sees a morally objectionable photo, his limbic system lights up. This is what Kiehl calls the "emotional circuit," involving the orbital cortex above the eyes and the amygdala deep in the brain. But Kiehl says when psychopaths like Dugan see the KKK picture, their emotional circuit does not engage in the same way.
    • Giuliano Musacchio
      Giuliano Musacchio on 01 Mar 12
       
      Look back on notes taken during documentary on the Brain, similar information and tests
  • He notes that alcoholics have brain abnormalities. Do we give them a pass if they kill someone while driving drunk?
  • Neuroscience and neuroimaging is going to change the whole philosophy about how we punish and how we decide who to incapacitate and how we decide how to deal with people
  • Just like DNA, he believes brain scans will eventually be standard fare. And that, he and others say, could upend our notions of culpability, crime and punishment.
    • Giuliano Musacchio
      Giuliano Musacchio on 01 Mar 12
       
      This articles is very intriguing and similar to a part of the Brain documentary... This website seems credible because their is no advertisement, this is a well known new station and it is partners with pbs, which is a reliable source when it comes to news stories. This website is also very easy to contact.
Erin Waxman

Postpartum Depression | Canadian Mental Health Association - 0 views

www.cmha.ca/...postpartum-depression

#postpartum #help #symptoms #mothers #children

shared by Erin Waxman on 05 Apr 13 - No Cached
  • References to postpartum depression date back as far as the 4th century BC. Despite this early awareness, it has not always been recognized as an illness.
  • The sooner the condition is diagnosed, the more effective the treatment.
  • The mother may fear she is losing her mind or fear that others may feel she is unfit to be a mother.
    • Erin Waxman
      Erin Waxman on 05 Apr 13
       
      example: visions of seeing harm done to their baby, or even seeing them do harm to their own child.
  • ...13 more annotations...
  • The “baby blues” is the most minor form of postpartum depression. It usually starts 1 to 3 days after delivery, and is characterized by weeping, irritability, lack of sleep, mood changes and a feeling of vulnerability. These “blues” can last several weeks. It’s estimated that between 50% and 80% of mothers experience them.
  • Women with this condition suffer despondency, tearfulness, feelings of inadequacy, guilt, anxiety, irritability and fatigue.
  • A woman with postpartum depression may regard her child with ambivalence, negativity or disinterest.
    • Erin Waxman
      Erin Waxman on 05 Apr 13
       
      to me this is the most scary thing in the world. To have just given life to a child and to feel such negative feelings towards it when it should be the happiest time in your life.
  • An adverse effect on the bonding between mother and child may result.
    • Erin Waxman
      Erin Waxman on 05 Apr 13
       
      very important and can cause severe damage to the child. The lack of feelings of love and belonging in a child's first years can result in many behavioural and psychological problems in the future.
  • The depression can begin at any time between delivery and 6 months post-birth, and may last up to several months or even a year
  • Postpartum psychosis is a relatively rare disorder. The symptoms include extreme confusion, fatigue, agitation, alterations in mood, feelings of hopelessness and shame, hallucinations and rapid speech or mania. Studies indicate that it affects only one in 1000 births.
  • The exact cause of postpartum depression is not known.
  • One factor may be the changes in hormone levels that occur during pregnancy and immediately after childbirth.
    • Erin Waxman
      Erin Waxman on 05 Apr 13
       
      this is the most common thought cause of the illness
  • There is no one trigger; postpartum depression is believed to result from many complex factors. It is important, however, to communicate to women with postpartum depression that they did not bring it upon themselves.
  • One certain fact is that women who have experienced depression before becoming pregnant are at higher risk for postpartum depression.
  • The risk increases in women who have experienced 2 or more abortions, or women who have a history of obstetric complications.
  • a difficult relationship, lack of a support network, stressful events during the pregnancy or after delivery.
  • Therapy, support networks and medicines such as antidepressants are used to treat postpartum depression.
Erin Waxman

Military uses war simulations to help prevent PTSD in soldiers | PRI.ORG - 1 views

www.pri.org/...nt-ptsd-in-soldiers-13189.html

military war simulations help ptsd soldiers

shared by Erin Waxman on 01 May 13 - No Cached
  • War simulations are being used by the military to mentally prepare and test soldiers for the stressful conditions they could face during war. Researchers hope to prevent future cases of PTSD among combat veterans through new initiatives they're testing now.
  • the U.S. has had about 2.5 million soldiers in Iraq and Afghanistan, and an estimated 300,000 have been diagnosed with PTSD.
  • The Department of Defense is spending millions of dollars to figure out effective ways to treat and, hopefully, prevent PTSD, Noonan said.
    • Erin Waxman
      Erin Waxman on 01 May 13
       
      very important investment. PTSD is a horrible illness and with so many soldiers developing it, we need to find a way to prevent it.
  • ...5 more annotations...
  • "These (simulations) are intended to expose the recruits to combat conditions to teach them that they can trust their training, that they can actually do their jobs, perform first aid, execute whatever orders they're supposed to be executing, under combat condition," he said. "It also introduces them to fear and stress under combat conditions."
  • who tosses volunteers out of airplanes with sensors all over their bodies to try and understand why combat veterans develop PTSD.
    • Erin Waxman
      Erin Waxman on 01 May 13
       
      i'd be interested to read more about this
  • Parodi has found that some people possess an optimal fear response, which she calls the "warrior brain" — meaning they think clearly during a stressful period and once the stressful period ends, their fear response returns back to normal.
    • Erin Waxman
      Erin Waxman on 01 May 13
       
      I wonder how much this has to do with the sympathetic and parasympathetic parts of the nervous system.
  • "As far as to the application to preventing PTSD, I think what the military ultimately wants to do is to be able to develop and incorporate into their training program, similar to what the SEALS are doing, where you can expose recruits to stressful situations," he said. "But you also want to arm them with the psychological tools — that they need to recognize, that they need to function at maximum capacity during the stressful situation. And when it ends, they need to put it behind them and move on."
  • But the current treatment has a success rate of just 40 percent.
  • Erin Waxman on 01 May 13
     
    PRI Public Radio International article talks about the use of war simulators BEFORE going into the war for soldiers to hopefully prevent them from getting PTSD in the future. Very interesting to see that doctors are trying to stop this illness even before the soldiers go into war.
Daryl Bambic

Behaviorism - 4 views

www.simplypsychology.org/behaviorism.html

behaviourism psychology

shared by Daryl Bambic on 26 Apr 12 - No Cached
  • Psychology should be seen as a science. 
  • Its theoretical goal is … prediction and control” (1913, p. 158).
  • concerned with observable behavior,
  • ...17 more annotations...
  • a person’s environment determines their behavior
  • 'tabula rasa' (a blank slate).
  • There is little difference between the learning that takes place in humans and that in other animals.  Therefore research can be carried out on animals as well as humans.
  • Behavior is the result of stimulus – response
  • no matter how complex,
  • All behavior is learnt from the environment
  • Limitations
  • Strengths
  • The psychodynamic approach (Freud) criticizes behaviorism as it does not take into account the unconscious mind’s influence on behavior, and instead focuses on external observable behavior.
  • (tabula rasa)
  • Humanism also rejects the nomothetic approach
  • humans have free will (personal agency
  • Chromosomes and hormones
  • Mediation processes occur between stimulus and response, such as memory, thinking, problem solving etc.
    • Daryl Bambic
      Daryl Bambic on 26 Apr 12
       
      What are the three main objections of the Behaviourism?
    • Marie-Lise Pagé
      Marie-Lise Pagé on 27 Apr 12
       
      The three main objections is that human cannot be compare to animals, human have free will and they make their own decisions and it doesn't take into account the unconscious mind.
    • Julian Posteraro
      Julian Posteraro on 27 Apr 12
       
      1) Humans have free will and are able to make their own decisions. This is objected because our actions are made based on our surroundings. 2) Animals and humans are not comparable. They are however because they can both be controlled by a stimulus for example. 3) People are born with a blank slate in their mind. Freud believed that they were actually born with instincts.  
    • kelsey sazant
      kelsey sazant on 27 Apr 12
       
      The three main objections of the Behaviourism is that humans cannot be accurately represented by animals because we have a different and more complex mind we also have free will and a different decision making process. Hormones also have a huge influence on our behaviour, this does not effect animals as drastically. 
    • Ally Talarico
      Ally Talarico on 27 Apr 12
       
      We are born with a "blank slate" therefore we are not born with a unconscious mind. Behavior isn't determined by our unconscious mind but by our environment. If it's not measurable, it's not a good theory. Also, we can't test on animals and just accept that they are the same as humans. They aren't. We are a lot more advanced and complex than most animals. We have free will and we make decisions differently than they do. 
    • Daryl Bambic
      Daryl Bambic on 26 Apr 12
       
      What are the strengths of Behaviourism?
    • Marie-Lise Pagé
      Marie-Lise Pagé on 26 Apr 12
       
      The strengths are that it's scientific so the experements done can support the theories. It helps us understand certain behaviours we have. Also, it can help us compare ourselves to animals since most of the experements are done on animals. 
    • Julian Posteraro
      Julian Posteraro on 27 Apr 12
       
      Behaviourism is beneficial because knowing that a simple or complex stimulas can trigger a certain reaction, we can learn how to better control other people or animals. For example, a stimulas can be used to train your pet animal or to calm your energetic child down. Knowing that behaviourism is predictable, we can have a certain amount of subtle control over others when needed, in therapy for example. There are also many experiments that help support the theories of Behaviourism. This is also something that is common between animals and humans. We both can react a certain way based on our environment. 
    • Ally Talarico
      Ally Talarico on 27 Apr 12
       
      It's scientific, it's highly applicable through therapy, it emphasizes objective measurement. There are many experiments to support theories as well. 
    • kelsey sazant
      kelsey sazant on 27 Apr 12
       
      The main strengths of Behaviourism are that it is scientific and therefore can test and approve or reject falsifiable theories. It can also be used as therapy or treatment if used or understood properly. It also helps us understand our behaviours by comparing them to animals, this helps us further understand our own species through the observation of another. 
    • Daryl Bambic
      Daryl Bambic on 26 Apr 12
       
      Why is Behaviourism primarily concerned with observable behaviour? How is that different from Freudian psychoanalytic theory?
    • Marie-Lise Pagé
      Marie-Lise Pagé on 26 Apr 12
       
      Behaviourism is primarily concerned with observable  behaviour because it wants to have data and the only way to get it is by seeing something happen. It is different than the Freudian psychoanalytic because Freud's theory was that you can't change the behaviour, but in behaviourism we can change the reaction.  Behaviourism says that internal events like thinking will be explained with olur behaviour.
    • Jordyn Shell
      Jordyn Shell on 27 Apr 12
       
      Behaviourism is primarily concerned with observable  behaviour because the only way to know if something is occurring is to OBSERVE IT, hence 'observable behaviour' (behaviours which are required to be seen, like MLP said). It's different than Freud's theory because he believed that behaviour was permanent, no matter what the behaviour was. However you acted and such wasn't controllable or changeable.
    • Ally Talarico
      Ally Talarico on 27 Apr 12
       
      Behaviorism is proven by observation. Also, the theory explains that we can change the reaction of certain other actions. Freudian theory believes that behavior or permanent. Although we believe that we are being rational when making decisions, we really aren't.
    • Eli Michon
      Eli Michon on 27 Apr 12
       
      Behaviorism need observation to be justified because you cant know what is happening unless it's witnessed. when thinking about this, i think of how a person under arrest is innocent until proven guilty. Freudian theory however presumed that behavior was a permanent thing and that every psychological advance you made would be determined and preset.
    • Julian Posteraro
      Julian Posteraro on 27 Apr 12
       
      Behaviourism is concerned with observable behaviour because our environment determines our behaviour. Technically, people have no free will because every action made is a reaction to another. Freud doesn't take into consideration the unconscious mind and disregards behaviourism. He also believes that we are born with instincts and not with "tabula rasa". These two theories are different because if our surroundings can predetermine our behaviour, then our behaviour isn't permanent unless our environment is.  
    • kelsey sazant
      kelsey sazant on 27 Apr 12
       
      Behaviorism is primarily concerned with observable behaviour because the only way to be certain that a change is occurring is to see it. This is quite different than Freud's theory because he believed that the behaviours that humans have cannot be altered. However, although our behaviours are believed to be set in stone, some things like routines and environments can change our reactions and perspectives. 
    • Emilie L
      Emilie L on 27 Apr 12
       
      'Because the study of behavior(ism) relies on the things we do visually (thus observable behavior). Like the text mentions, its an external and measurable study, instead of "average" physcology which is passed off on internal oberservaton (thoughts). It's different because Freudian theory suggest that everything is done mentally: our decisions, reactions. Happens through the brain; behaviorism suggests that we can study something that is said to be in our minds, based off of our actions (externally)
michelle tappert

Eating Disorder Prevention | Cause of an Eating Disorder | Eating Disorder Causes | Ano... - 0 views

www.something-fishy.org/...what.php

shared by michelle tappert on 01 Apr 12 - Cached
    • michelle tappert
      michelle tappert on 01 Apr 12
       
      This poem is extremely well known and very powerful. It explains how people suffering from eating disorders do no see themselves the way they truly are. They look into a mirror and see something completely different. 
    • michelle tappert
      michelle tappert on 01 Apr 12
       
      the bolded letters above are extremely interesting because usually people blame this disease on one specific thing but in reality it is a mixture of so many different factors. 
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. 
Anthony Baloukas

Is Genius Born or Can It Be Learned? - TIME - 0 views

www.time.com/...0,8599,1879593,00.html

nature nurture genius curiosity psychology achievement.

shared by Anthony Baloukas on 06 Apr 13 - Cached
  • geniuses are the result of both good genes and good surroundings.
    • Anthony Baloukas
      Anthony Baloukas on 06 Apr 13
       
      This answers the question to my TFAD project. 
  • Geniuses are those who "have the intelligence, enthusiasm, and endurance to acquire the needed expertise in a broadly valued domain of achievement" and who then make contributions to that field that are considered by peers to be both "original and highly exemplary."
    • Anthony Baloukas
      Anthony Baloukas on 06 Apr 13
       
      The definition of genius, and what it takes to actually be a special human being. 
  • How to produce genius is a very old question, one that has occupied philosophers since antiquity.
    • Anthony Baloukas
      Anthony Baloukas on 06 Apr 13
       
      It's interesting to see that this question has been asked for a long time. If it were possible to produce a genius, would we eventually all live in a society filled with gifted individuals?
  • ...4 more annotations...
  • There are IQ tests
    • Anthony Baloukas
      Anthony Baloukas on 06 Apr 13
       
      There is a procedure to determine whether someone is a genius or not. 
  • the debate over what leads to genius has been dominated by a bitter, binary argument: is it nature or is it nurture — is genius genetically inherited, or are geniuses the products of stimulating and supportive homes?
  • "open to experience, introverted, hostile, driven, and ambitious."
    • Anthony Baloukas
      Anthony Baloukas on 06 Apr 13
       
      This is aid to be the main characteristics of a genius. 
  • Personality traits also matter.
alicia waid

Cannabis and mental health - 0 views

www.ncbi.nlm.nih.gov/...PMC1124674

schizophrenia cannabis mental health psychosis studies statistics depression

shared by alicia waid on 06 Apr 13 - No Cached
    • alicia waid
      alicia waid on 06 Apr 13
       
      Cannabis is too easy to access (become more and more easy to access, as well).  People are under the influence that smoking cannabis is not bad for you, and that it is, in fact, better than smoking tobacco.  However, this is not the case, as researchers are starting to see that cannabis might actually be causing mental illnesses. 
  • most drug users take other drugs in addition to cannabis create methodological problems and explain the dearth of reliable evidence
    • alicia waid
      alicia waid on 06 Apr 13
       
      It is believed that cannabis triggers the onset or relapse of schizophrenia in predisposed people, however this cannot be certain, because many of the people being researched on have taken other drugs, which makes it hard to determine wether the triggers are from the cannabis or from any of the other drugs.
  • ...34 more annotations...
    • alicia waid
      alicia waid on 06 Apr 13
       
      During a test (that occurred over 15 years), it was discovered that by smoking marijuana during adolescence, you are increasing your risk of developing schizophrenia.  However, they are not certain that marijuana is the only cause: Other drugs might be a factor too, and a few other concepts. 
    • alicia waid
      alicia waid on 06 Apr 13
       
      In addition, research is showing that cannabis also has a relation with depression.  It was studied over a period of 15 years, and results show that by smoking cannabis, you are increasing your risk of developing a major depression.  It was also showed that the use of cannabis also increases the idea of suicide and inability to feel pleasure.  
    • alicia waid
      alicia waid on 06 Apr 13
       
      Although only few studies were talked about in the National institution of Health, they are enough to prove that cannabis increases ones rist of developing schizophrenia AND depression.  The studies also provide very little support to prove that there is also a link between marijuana and mental health problems that are largely due to self medication (harder to prove).  These studies are not trying to say that if you smoke cannabis you will develop schizophrenia or depression, however it is saying that those who are more vulnerable will.  
    • alicia waid
      alicia waid on 06 Apr 13
       
      It is important to note that those who use cannabis must reduce their usage if they want their risk of developing schizophrenia or depression to decrease.  It was estimated that if you were to have reduced your exposure to cannabis, the incidence of psychosis would have reduced treatment by as much as 50% (Dutch study).
    • alicia waid
      alicia waid on 06 Apr 13
       
      In a Swedish study, it was proved that the use of cannabis increases your chances of developing schizophrenia by 30%.  
    • alicia waid
      alicia waid on 06 Apr 13
       
      Even more people are anticipating that cannabis will continue to contribute to even more cases of mental illnesses in the future.
    • alicia waid
      alicia waid on 06 Apr 13
       
      With further analysis, it has been discovered that cannabis is the drug associated with the possibility of developing schizophrenia (and not the impact of other drugs).  
    • alicia waid
      alicia waid on 06 Apr 13
       
      During another experiment, it was found that 59 people with a basic diagnosis of a psychotic disorder show a strong association with the use of cannabis and psychosis.  It is evident that the longer you've been smoking the drug, the more your symtoms will worsen(there is a higher chance), just like with any other drug.  
    • alicia waid
      alicia waid on 06 Apr 13
       
      In New Zealand, it was discovered that people who smoke marijuana are three times more likely to develop schizophrenia, by the age of 15 or 18.  
    • alicia waid
      alicia waid on 06 Apr 13
       
      An Australian study was also made that shows the more you smoke cannabis, the higher your rates of anxiety or depression might be.  It was proven that this link is more prone to young women than young men, however this was not proved in any other study (except the australian one).  
    • alicia waid
      alicia waid on 06 Apr 13
       
      It was proven, however, that any young human being that has used cannabis three times or more by the age of 18 is more likely to have some sort of depressive disorder by the age of 26! (And unfortunately, this was proved even to those that stopped smoking cannabis and got themselves under control.  After the first 3 times, it was too late).
  • 1990s
  • The link between cannabis and psychosis is well established
  • link between use of marijuana and depression
  • triggers the onset or relapse of schizophrenia in predisposed people and also exacerbates the symptoms generally
  • use of marijuana during adolescence increased the risk of schizophrenia in a dose-response relation
  • possible causal role of other drugs, and prodromal symptoms of schizophrenia
  • led to the use of cannabis, rather than cannabis triggering the psychosis.
  • is associated with later schizophrenia and that this is not explained by prodromal symptoms
  • cannabis
  • relation between
  • strong association between use of cannabis and psychosis
  • Participants who showed psychotic symptoms at baseline and used cannabis had a worse outcome
  • used cannabis three times or more by age 15 or 18
  • more likely to have schizophreniform disorder at age 26
  • cannabis increased the risk of major depression
  • increase in suicidal ideation and anhedonia
  • the use of cannabis and anxiety or depression in a large cohort of 14-15 year olds followed for seven years
  • Length of exposure to use of cannabis predicted the severity of the psychosis
  • higher rates of anxiety or depression
  • frequency
  • study in the New Zealand
  • did not find an association between cannabis use at age 15 and depressive disorder at age 26
  • that young people who had used cannabis three times or more by age 18 were more likely to have a depressive disorder at age 26
  • findings strengthen the argument that use of cannabis increases the risk of schizophrenia and depression
  • importance of reducing the use of cannabis in people who use it
  • exposure to cannabis would have reduced the incidence of psychosis requiring treatment by as much as 50%
  • showing that the use of cannabis increased the risk of schizophrenia by 30%
  • cannabis will contribute to more episodes or new cases of the illness
Raghav Mohan

The Effects of Exercise on the Brain - 0 views

serendip.brynmawr.edu/...mmcgovern.html

brain psychology depression stress memory neurotransmitters exercise motivation help you learn neurogenesis BDNF phsyical mental health chemicals adolescent

shared by Raghav Mohan on 06 Apr 13 - Cached
  • Raghav Mohan on 06 Apr 13
     
    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...
  • Raghav Mohan on 06 Apr 13
     
    *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.
  • Raghav Mohan on 06 Apr 13
     
    *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.
  • Raghav Mohan on 06 Apr 13
     
    *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.
  • Raghav Mohan on 06 Apr 13
     
    *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.
Zach Fenlon

The cognitive benefits of play: Effects on the learning brain - 0 views

www.parentingscience.com/benefits-of-play.html

brain psychology play

shared by Zach Fenlon on 06 Apr 13 - No Cached
  • In 1964, Marion Diamond and her colleagues published an exciting paper about brain growth in rats. The neuroscientists had conducted a landmark experiment, raising some rats in boring, solitary confinement and others in exciting, toy-filled colonies.
    • Zach Fenlon
      Zach Fenlon on 06 Apr 13
       
      This is very interesting because it proves the research that i found for my project but with new studies. It is also amazing to see that this topic has been researched since the 60s.
  • the “enriched” rats had thicker cerebral cortices than did the “impoverished” rats (Diamond et al 1964).
  • rats raised stimulating environments had bigger brains.
    • Zach Fenlon
      Zach Fenlon on 06 Apr 13
       
      I wasn't aware that play could affect even the size of the brain, even though it is rats and not humans. I was always under the impression that the brain doesn't change sizes once it has reached it's adult state.
  • ...8 more annotations...
  • Several experimental studies show that school kids pay more attention to academics after they’ve had recess
  • Note that physical education classes are not effective substitutes for free playtime
    • Zach Fenlon
      Zach Fenlon on 06 Apr 13
       
      This means that the affects of organized play are not as valuable as free play. 
  • To reap all the benefits of play, a play break must be truly playful.
  • when kids pretend together—“results in improved performances in both cognitive-linguistic and social affective domains.”
    • Zach Fenlon
      Zach Fenlon on 06 Apr 13
       
      this is exactly what i discussed in my project. 
  • Some research suggests that the way kids play contributes to their ability to solve divergent problems.
  • The results? Kids given divergent play materials performed better on divergent problems. They also showed more creativity in their attempts to solve the problems (Pepler and Ross 1981).
  • Researchers found that the complexity of block play predicted kids’ mathematics achievements in high school.
    • Zach Fenlon
      Zach Fenlon on 06 Apr 13
       
      I didn't realize that studies have identified what play affects what skills. 
  • The association between block play and math performance remained even after researchers controlled for a child’s IQ. It therefore seems plausible that block play itself influenced the cognitive development of these kids.
    • Daryl Bambic
      Daryl Bambic on 07 Apr 13
       
      No site summary or evaluation of credibility.
  • Zach Fenlon on 06 Apr 13
     
    This link was very interesting because it specified new elements of how play affects the play, even what types of play.
Daryl Bambic

Is Anybody in There? Searching for Consciousness in an Injured Brain | Wired Science | ... - 2 views

www.wired.com/...all

brain neuroscience consciousness

shared by Daryl Bambic on 13 Feb 13 - No Cached
  • eft to languish in nursing homes where no one bothers with physical therapy or even to check for glimmers of regained consciousness
  • many patients with no outward signs of awareness retain some degree of consciousness
  • In Wallis’ case, brain scans revealed evidence that his brain had rewired itself to some extent to compensate for the injury
  • ...13 more annotations...
    • Daryl Bambic
      Daryl Bambic on 13 Feb 13
       
      Brains re-wiring themselves is called brain plasticity.  
  • y rare, a 2009 study by Belgian researchers found that 41 percent of hospital and rehab patients with a vegetative state diagnosis were actually minimally conscious
  • ike a flickering light, and you’re going to miss it unless you systematically look for it,” Fins said.
  • n a few cases, this technology has enabled rudimentary communication with patients trapped inside an unresponsive body. In the future, some scientists believe, it may be possible to directly decode these patients’ thoughts.
    • Daryl Bambic
      Daryl Bambic on 13 Feb 13
       
      For an explanation of how this decoding might work, go to the end of the article.
  • Getting these methods right is crucial, as pressure mounts to use them in medical decisions, including whether or not to terminate life support, and in the legal battles that sometimes ensue. There are a number of ongoing legal cases in Canada that involve vegetative or minimally conscious patients and end of life decisions, says Adrian Owen, a neuroscientist at the University of Western Ontario. “I’m absolutely sure fMRI is going to play a role in one or more of these cases in the next 12 months.”
    • Daryl Bambic
      Daryl Bambic on 13 Feb 13
       
      The role of technology in ethical decision making.
  • technology that created these disorders in the first place.
  • ut a badly damaged brain is not necessarily unconscious. The recent research tells us quite clearly that human consciousness is not binary. It can exist in degrees, fade in and out, even when the body is unresponsive.
    • Daryl Bambic
      Daryl Bambic on 13 Feb 13
       
      Consciousness is not binary but a question of degrees.
  • wen also described a new way to assess mental function in unresponsive patients. It involves scanning someone’s brain as they watch an 8 minute clip of an Alfred Hitchcock film. When healthy people do this, various parts of the brain synchronize their activity at certain times in the clip. Owen argues that if brain injury patients exhibit similar patterns, it could be a telltale sign of residual cognitive function.
  • imple yes-no communication probably isn’t enough to allow patients to participate in decisions about their care.
  • Gallant’s lab has shown that it’s possible to reconstruct still images and video clips from the patterns of activity elicited in the brain of the person viewing them. If Gallant can see what your visual cortex is doing, he can tell you, more or less, what you’re looking at.
Daryl Bambic

Smells Like Teen Synapses: A Look Inside Adolescent Brains and Behaviors - Knowing Neurons - 0 views

knowingneurons.com/...dolescent-brains-and-behaviors

shared by Daryl Bambic on 04 Jan 17 - No Cached
  • By puberty, the density of dendritic spines (small knobs which receive signals from axons) in the prefrontal cortex is two to three times greater compared to that of adults.
  • New synapses are either strengthened or eliminated based on an individual’s experiences.  Connections and pathways that are activated more frequently get reinforced and are more likely to remain through adulthood, while those accessed less frequently are lost across the teenage years.
  • prefrontal cortex (where much of this synaptic reorganization occurs) in supporting functions like problem solving, self-regulation, decision making, and long term planning, one can begin to see the implications for teenage behavior
Joe Inhaber

The Psychology of Music: Effects on Behavior, Intelligence, Learning, Pain and Health |... - 0 views

jennifercopley.suite101.com/the-psychology-of-music-a45967

shared by Joe Inhaber on 18 Mar 12 - No Cached
    • Joe Inhaber
      Joe Inhaber on 18 Mar 12
       
      Different kinds of music better of your intelligence than others, Mozart Better than Metal.
  • Merrill h
  • ad one group of mice listen to classical music 24 hours a day and another to heavy metal music. He then timed the mice as they ran through mazes to see if the music affected their speed of learning.
  • ...8 more annotations...
  • In a second experiment, mice that listened to Mozart for 10 hours a day dramatically improved their maze-solving abilities, while the heavy metal mice actually became worse at solving mazes than they had been at the beginning of the experiment.
    • Joe Inhaber
      Joe Inhaber on 18 Mar 12
       
      Music Helps With Verbal Memory
  • intelligence test scores grew higher in children who took lessons in keyboarding or singing.
  • music lessons scored higher on tests of verbal memory than a control group of students without musical training.
  • classify words as violent or nonviolent, those who had listened to violent lyrics were more likely to ascribe aggressive meanings to words such as “rock” and “stick.”
  • link between youth violence and violent media, including music
  • professor James Gundlach found higher rates of suicide among those who listen to country music.
    • Joe Inhaber
      Joe Inhaber on 18 Mar 12
       
      Country Music Is bad
  • Joe Inhaber on 18 Mar 12
     
    Music Behavior
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