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Daryl Bambic

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

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

Stress Management - Academic Skills Center: Study Skills Library - Cal Poly, San Luis O... - 0 views

  • How Does Stress Affect You?
    • Chanelle Miller
       
      Psychological:  -Body produces hormones to fight harder or run faster. -Stress can cause heart disease due to the increase in blood pressure and tension that is put on the arteries. -Effects Your immune system therefore causing illnesses.
    • Chanelle Miller
       
      Psychological: -Lack of interaction and good decision making. -Stress can cause anxiety and depression
    • Chanelle Miller
       
      Behavioural: -Causes you to be excited or annoyed. -Takes part in the reason why people smoke, drink and laziness
  • What Causes Stress?
  • Academics
  • ...76 more annotations...
  • Dating
  • Environment
  • Extracurricular
  • Peers
  • Time Management
  • Money
  • Parents
  • pressure of not failing.
  • relationship problems may add to the pressure/stress of academics.
  • viewing heated topics, slow moving traffic, trying to find a parking spot, etc.
  • extracurricular activities a part of their daily routine
  • pressure that is negatively influenced.
  • peer pressure
  • not knowing how to plan and execute daily activities
  • Money is a huge stressor that college students face.
  • Pressure from parents to succeed
  • Method for Identifying the Causes of Stress
    • Chanelle Miller
       
      To help manage your stress first you must identify what's causing your stress. Then, List and prioritize the sources of stress to help overcome and mange your stress level. Crating a management plan and keeping a stress journal would also help!
  • Stress Management Strategies
  • Learn how to say “NO!”
  • Attitude
  • Laugh
  • Avoid alcohol and cigarettes
  • Healthy eating
  • Exercise
  • Relaxing your mind and body
  • Sleep
  • Healthy relationships
  • Time management
  • Organization
  • Budget
  • Spirituality
  • Determine your learning style
  • Slow Down
  • Find a support system
  • Make changes in your surroundings
  • Delegate responsibilities
  • know your limits and do not compromise them.
  • Thinking rationally can take you a long way.
  • it is human nature to want to freak out.
  • Do something that you enjoy,
  • If you are feeling upset, express your feelings.
  • Once the chemical leave your body, you are back to feeling stressed and you are probably worse off than when you started.
  • Eat at least one hot-home cooked meal a day
  • Exercise for 30 minutes a day for at least 3 times per week.
  • physical activities can help you in not only burning off calories, but burning off stress. Exercise helps release tension.
  • take deep breaths
  • alone time”
  • focusing your attention on the present moment.
  • Avoid taking naps for more than 1 hour.
  • at least 7 hours of sleep
  • talk and hang out with friends. Find some you relate to and with whom you can share your problems with.
  • create a schedule, or even a to-do list.
  • Mark down your class meeting times, study time for a specific subject, mealtimes, fun activities, and sleep.
  • learn how to organize your notes, keep track of your assignments and note important due dates or date of exams. Establish your priorities for the day.
  • Distribute your money according to the bills you need to pay for the quarter
  • finding meaning in your life, the ability to connect with others.
  • find out whether you are a visual, auditory or kinesthetic learner.
  • Take your time so that you can ensure a well done job.
  • find someone you feel comfortable sharing your feelings with.
  • try moving to a place where there is no loud music, and brighter lights.
  • dividing up the work or responsibilities helps alleviate pressure and stress.
  • response to a demand
  • brain recognizes a threat.
  • your body releases hormones that activate your “fight or flight” response.
  • Physiological
  • hormones help you to either fight harder or run faster. They increase heart rate, blood pressure, and sweating.
  • heart disease.
  • increase in heart rate and blood pressure, prolonged stress increases the tension that is put on the arteries.
  • immune system
  • cold and flu illness
  • Behavioral
  • jumpy, excitable, or even irritable.
  • drink or smoke heavily, neglect exercise or proper nutrition, or overuse either the television or the computer.
  • Psychological
  • decrease your ability to work or interact effectively with other people, and be less able to make good decisions.
  • anxiety and depression.
Chanelle Miller

What is stress? - 0 views

  • Survival Stress
    • Chanelle Miller
       
      Survival Stress is when your body reacts to danger by pumping adrenaline so you can fight off the dangerous moment. For example, if you were in a forest fire, your body would pump adrenaline so that you can run at intense speeds.
  • Internal Stress
    • Chanelle Miller
       
      Internal Stress is when your body stresses about situation that you have no control over. This is a very dangerous kind of stress! Most mothers deal with this kind. For example, if their son or daughter were on a school trip and they were stressed about their safety and health but yet they can't do anything to help the situation.
  • Environmental Stress
    • Chanelle Miller
       
      Environmental Stress is when your body reacts to the people around you, the noise or the amount of pressure you're under from either friends, work or family. For example, a student has a lot of work and their mom and dad have high expectations of their grades.
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  • can become tired, sick, and unable to concentrate or think clearly. Sometimes, they even suffer mental breakdowns.
    • Chanelle Miller
       
      effects of stress: fatigue, lack of concentration, sickness and even mental breakdowns
  • Fatigue and Overwork
    • Chanelle Miller
       
      Fatigue and Overwork stress is one of the hardest stresses to deal with. It happens when your body is over working and not knowing how to mange your time well. It's important that you take some time out of your day to relax. Often students and parents that have an intense job deal with this kind of stress.
  • react by releasing chemi
  • way of responding to any kind of demand.
  • cals into the blood.
  • chemicals
  • bad thing, if their stress is in response to something emotional and there is no outlet for this extra energy and strength
  • physical danger
  • energy and strength
  • things can cause stress
  • response to danger
  • physical
  • emotional
  • . When
  • your body naturally responds with a burst of energy so that you will be better able to survive the dangerous situation (fight) or escape it all together (flight). This is survi
  • you are afraid
  • val stress.
  • worrying about things you can do nothing about or worrying for no reason at all?
  • one of the
  • most important kinds of stress to understand and manage.
  • we can't contro
  • become addicted to the kind of hurried, tense, lifestyle
  • feel stress about things that aren't stressful.
  • response to things around you that cause stress, such as noise, crowding, and pressure from work or family.
  • caused by working too much or too hard at your job(s), school, or home.
  • not knowing how to manage your time well
  • take time out for rest and relaxation
  • one of the hardest kinds of stress
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.
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. 
steven bloom

Flower illsuion - 2 views

  •  
    This website was designed by someone who likes optical illusions. It basically ask you a question about an optical illusion and ask you for your answer in multiple choice format. Then it tells you if you are right or wrong and why.
  •  
    This one is very interesting although I have already seen it before. The only thing I don't like is the fact that the web site shows you what you are supposed to be seeing by flipping it upside down for us. I think it would have been much more interesting to look for it ourselves. All in all, it's very interesting.
justin tavernier

Learning to Learn - 1 views

  •  
    1- Joe Landsber 2- this site is good because it helps learning on a personal level and is specific for each individual
  • ...2 more comments...
  •  
    I like how the questions you need to answer will personalize your results and help you make your own study guide
  •  
    This is a great site because everyone can get their own individual answers. This site offers a better look at how to study and I can see myself using this in the futur.
  •  
    I like how this website tells you that your learning is all about you. It gives you 4 steps so you can make a personalized plan for yourself. Great website.
  •  
    i really liked this site because of the steps it gave you to learn how to learn. You can use your own personal experiences and try to figure things out on your own, with the help of the website. This can be personal, and i would recommend this website for anyone.
alicia waid

Cannabis and mental health - 0 views

    • alicia waid
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      In a Swedish study, it was proved that the use of cannabis increases your chances of developing schizophrenia by 30%.  
    • alicia waid
       
      Even more people are anticipating that cannabis will continue to contribute to even more cases of mental illnesses in the future.
    • alicia waid
       
      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
       
      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
       
      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
       
      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
       
      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
Daryl Bambic

10 Evernote Tips For School - Education Series « Evernote Blogcast - 0 views

  •  
    An important tool that you might want to try out and include on you PLN.  Maybe you will find a different way to use it.
alicia waid

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

    • alicia waid
       
      Brief summary of Stanley Milgram's life.
    • alicia waid
       
      Explanation of Stanley Milgram's experiment on Obedience to Authority.
  • try to expose the external social forces that, though subtle, have surprisingly powerful effects on our behavior.
  • ...10 more annotations...
    • alicia waid
       
      Under the pressure of having someone "superior" to you, tell you to do something, most of the time, you do it even if you don't necessarily want to. 
    • alicia waid
       
      Milgram's experiment left everyone, even today, shocked.  It makes you think who people really are when put in different types of situations, and what kind of a world we live in too.
    • alicia waid
       
      More brief information about Milgram's studies and his early life.
    • alicia waid
       
      *Dissertation: A long essay on a particular subject, esp. one written as a requirement for the Doctor of Philosophy degree.
    • alicia waid
       
      Important to note Milgram's interests here.  He shows more and more interest in conformity.
    • alicia waid
       
      *Conformity: Behavior in accordance with socially accepted conventions or standards.
    • alicia waid
       
      More information on Milgram's studies and achievements. 
    • alicia waid
       
      Stanley was very interested in the Holocaust: How could people do such horrible things?  Because they were told?  The idea intrigued him which led to experiments.  These experiments consisted of how changing aspects of an experimental situation might alter subjects' willingness to obey.
    • alicia waid
       
      Milgram's marriage and more information about his life and studies.
    • alicia waid
       
      Milgram's experiment has opened so many of our eyes'.  Although we knew we have a tendency to obey orders, we did not know to what depth we would go in order to obey those orders.  His experiment has forever enlightened us with a disturbing and harsh truth.  
    • alicia waid
       
      People, such as the U.S. Army have taken Milgram's experiment and has learnt from it.  The U.S. Army are making sure that anyone who is apart of their leadership team are leaders that will be aware of their authority and also their responsibilities (to make good decisions).
Daryl Bambic

Embracing stress is more important than reducing stress, Stanford psychologist says - 0 views

  • Psychologists have found that the ability to embrace stress requires a high tolerance for ambiguity and uncertainty. You have to be able to understand that two seemingly opposite things can be true at the same time.
  • People who had experienced the highest number of stressful life events in the past were most likely to consider their lives meaningful.
  • basic biology of the stress response
  • ...4 more annotations...
  • Stress leaves an imprint on your brain that prepares you to handle similar stress the next time you encounter it.
  • stress inoculation
  • Going through the experience gives your brain and body a stress vaccine.
  • how you think about stress matters is because it changes how you respond to stress.
Catherine Delisle

Mighty Optical Illusions - 0 views

shared by Catherine Delisle on 07 Feb 11 - Cached
    • Catherine Delisle
       
      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
       
      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
       
      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.
  •  
    Such a cool optical illusion ! It's really incredible how well the person blends in with the cans... Such a talented artist !
  •  
    What optical illusions there are. Some are kind of silly however, there are certain ones that truly put things into perspective.
  •  
    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!
Daryl Bambic

The teenage brain | Science News for Students - 1 views

  • dopamine.
  • Dopamine levels in general peak during adolescence.
  • increased activity in the ventral striatum
  • ...27 more annotations...
  • prefrontal cortex’s ability to boss the brain increases with age.
  • reward system can outmuscle the master planner.
  • adolescent brain specifically evolved to respond to rewards so teens would leave behind the protection provided by their parents and start exploring their environment — a necessary step toward the independence they will need in adulthood.
    • Daryl Bambic
       
      Evolutionary reward...the teen phase of development is what has pushed us forward with the new discoveries
  • So that’s why you have parents to act as your prefrontal cortex,” Frank jokes. Then, all too often, he says, “you reach adolescence and you don’t listen to your parents anymore.”
  • brain acts as the sculptor and chops away excess synapses. Scientists refer to this process as synaptic pruning.
    • Daryl Bambic
       
      Great image of pruning as sculpting
  • If you have ever thought that the choices teenagers make are all about exploring and pushing limits, you are on to something
  • necessary phase in teen development
  • exploratory period.
  • Even laboratory mice experience a similar phase during their development.
  • Young mice that explore most tend to live longest
  • magnetic resonance imaging (MRI) scanner. The scanner relies on a powerful magnet and radio waves to create detailed images of the brains
  • Teens also can play games that require them to make choices,
  • observing and measuring which parts of the teens’ brains are most active
  • During the risk-taking and rewards-based tests, one region deep inside the brain shows more activity in adolescents than it does in children or adults, Crone says. This region, known as the ventral striatum, is often referred to as the “reward center”
  • Adolescents are particularly sensitive and responsive to influence by friends, desires and emotions, researchers say. It’s one of the hallmarks of this stage in life.
  • eel good” response helps explain why they often give in to impulsive desires.
  • to be shouting louder” between the ages of 13 and 17 than at any other time during human development.
  • prefrontal cortex, it’s the brain’s master planner.
  • brain is locked in a tug-of-war between the logical pull of the prefrontal cortex and the impulsive pull of the ventral striatum.
  • toward years of serious risk-taking
  • prefrontal cortex seems to lag in developing. It turns out this delay serves an important evolutionary function,
  • So it’s important that the master planner not be too rigid or restrictive during adolescence. Instead, it stays open to learning.
  • One of the processes involves axons, or fibers that connect nerve cells. From infancy, these fibers allow one nerve cell to talk to another. Throughout the teen years, fatty tissue starts to insulate the axons from interfering signals — it is a bit like the plastic that coats electrical cables.
  • In axons, the insulating tissue allows information to zip back and forth between brain cells much more quickly. It also helps build networks that link the prefrontal cortex with other brain regions, allowing them to work together more efficiently.
  • The second key process involves synapses. A synapse is like a dock between nerve cells. Nerve cells communicate by transmitting chemical and electrical signals. Those signals move through the synapses.
  • brain starts discarding many of these connections
  • So the brain strengthens the synapses it really needs and eliminates those that either slow things down or aren’t useful.
alicia waid

Milgram's Experiment on Obedience to Authority - 4 views

    • alicia waid
       
      Excellent site for summary of Milgram's experiment.
    • alicia waid
       
      Important to note the different kinds of studies that were made. (2 variations talked about.)
    • alicia waid
       
      Results: Important to note the 3 different outcomes. State brief explanations of how they're different.
  • ...40 more annotations...
    • alicia waid
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      Basic information of experiment.
    • alicia waid
       
      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
  • treat silence as an incorrect answer and apply the next shock level to the student.
  • 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.
  • 15 to 450 volts
  • 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
  • Rebelled.
  • gave up responsibility for their actions, blaming the experimenter
  • Obeyed but blamed themselves.
  • harsh on themselves
  • Obeyed but justified themselves.
  • was a greater ethical imperative calling for the protection of the learner over the needs of the experimenter.
Daryl Bambic

Behaviorism - 4 views

  • 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
       
      What are the three main objections of the Behaviourism?
    • Marie-Lise Pagé
       
      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
       
      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
       
      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
       
      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
       
      What are the strengths of Behaviourism?
    • Marie-Lise Pagé
       
      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
       
      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
       
      It's scientific, it's highly applicable through therapy, it emphasizes objective measurement. There are many experiments to support theories as well. 
    • kelsey sazant
       
      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
       
      Why is Behaviourism primarily concerned with observable behaviour? How is that different from Freudian psychoanalytic theory?
    • Marie-Lise Pagé
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      '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)
vince chatigny-barbosa

The Psychology of Success, Leading Your Company Article - Inc. Article | Inc.com - 0 views

  • Why do some leaders thrive while others struggle? The answers might surprise you.
  • Today's Editor's Picks Tech Bubble? Why It’s Different This Time What Sleep Deprivation Is Doing to You What a 9-Year-Old Can Teach You About Selling Shaking Up Commercial Real Estate How to Pitch a CEO: 4 Tips They're hype
  • rconfident risk-takers
  • ...25 more annotations...
  • big decisions
  • often fail
  • to see the big picture.
  • Interpersonal
  • They're charismatic visionaries who don't play well with others
  • That's the stereotype of successful entrepreneurs.
  • on the fly but
  • They make
  • AIS--
  • Myth: They thrive on risk
  • the way they respond to stress
  • They score in the 83rd percentile on what TAIS calls "performance under pressure.
  • 5% higher than CEOs in general
  • Myth: They're control freaks
  • Myth: They're lousy at strategy
  • Myth: They're bullies
  • enjoy facing adversity
  • manage and mitigate their risk.
  • 91st percentile on their need to control things
  • ocus over time
  • essentially, willingness to sacrifice anything necessary to achieve a goal
  • quick on their feet
  • awareness
  • analysi
  • CEOs score higher than 82% of the population on their ability to express support and encouragement
  •  
    Here is an article (A research is included) on how the psychology of success is present in the business world. How do successful entrepreneurs differentiate themselves from others? The article speaks solely from a business standpoint. 
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.
Daryl Bambic

Take The ACE Quiz - And Learn What It Does And Doesn't Mean : Shots - Health News : NPR - 0 views

  • Remember this, too: ACE scores don't tally the positive experiences in early life that can help build resilience and protect a child from the effects of trauma. Having a grandparent who loves you, a teacher who understands and believes in you, or a trusted friend you can confide in may mitigate the long-term effects of early trauma, psychologists say
  • Resilience, he says, builds throughout life, and close relationships are key
  • nightmares
  • ...6 more annotations...
  • recurring thoughts
  • re-enact the trauma
  • distracted or withdrawn.
  • ometimes misdiagnosed as symptoms of attention deficit hyperactivity disorder,
  • difficulty in regulating emotions and behavior,"
  • secure attachments with caring adults.
Matthew Schaffer

What Is Good Brain Food? | Psychology Today - 0 views

  • even more of an influence
  • It's becoming pretty clear in research labs around the country that the right food, or the natural neurochemicals that they contain, can enhance mental capabilities
  • It may also be a major cause of depression and aggression.
  • ...6 more annotations...
  • Intellectual performance requires the specific type of fat found most commonly in fish, known as omega-3 fatty acids
    • Matthew Schaffer
       
      Certain fats are better for you than others. Eating the right ones can make you smarter.
    • Matthew Schaffer
       
      We need a good balance of omega-6 and omega-3
  • proper balance of omega-6s and omega-3s. Canola oil and walnut oil are highly recommended.
  • polyunsaturated oils widely recommended as healthful for the heart and widely used in cooking, frying and prepared food—corn, safflower and sunflower oils—have almost no omega-3s.
  • Sugar can make you sharp—although no one can figure out what is the right dose at the right time.
  •  
    This is a credible website because it is a business which is run almost like a magazine, that constantly has new posts about new topics. They are a very famous psychology blog and have links to contact the website members which is always assuring.
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