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We each absorb select scenes in our environment through which we interpret a situation, creating our own reality by that to which we give attention. Our brain naturally tries to process what could otherwise be overwhelming amounts of information, by reducing it to a simplified story. However, because that story is based on a small sliver of reality, our perception may be incorrect. Thought holes, or cognitive distortions, are skewed perceptions of reality. They are negative interpretations of a situation based on poor assumptions. Studies show self-defeating thoughts (i.e., "I'm a loser") can trigger self-defeating emotions (i.e., pain, anxiety, malaise) that, in turn, cause self-defeating actions (i.e., acting out, skipping school). Left unchecked, this tendency can also lead to more severe conditions, such as depression and anxiety. Accurate thinking--identifying and recognizing one's false assumptions--can help reduce negative thinking. Here are 8 common thought holes: 1. Jumping to conclusions: judging a situation based on assumptions as opposed to definitive facts 2. Mental filtering: paying attention to the negative details in a situation while ignoring the positive 3. Magnifying: magnifying negative aspects in a situation 4. Minimizing: minimizing positive aspects in a situation 5. Personalizing: assuming the blame for problems even when you are not primarily responsible 6. Externalizing: pushing the blame for problems onto others even when you are primarily responsible 7. Overgeneralizing: concluding that one bad incident will lead to a repeated pattern of defeat 8. Emotional reasoning: assuming your negative emotions translate into reality, or confusing feelings with facts

This article describes the effects of comic books in children's education, how the preconceived idea is that comic books lead to lower reading scores. The research found that this assumption was wrong and it promotes more organized thoughts and more linear narrative writing.

By Lauren Lowry Hanen Certified Speech-Language Pathologist and Hanen Staff Member Do you ever wonder if boys really do talk later than girls? Or if it's confusing to speak two languages to a child? And when grandma says using a pacifier is going to cause speech problems later, should you believe her?

Much of our recent reporting, especially from New Orleans, has focused on young people who are neither in school, nor working. There are an estimated five and a half million of them, ages 16 to 24, in the United States. But what do we call them? The nomenclature has fluctuated widely over the decades. And each generation's preferred term is packed with assumptions- economic, social, cultural, and educational - about the best way to frame the issue. Essentially, each name contains an argument about who's at fault, and where to find solutions.

Kitty displays a slippery slope fallacy when she talks about them smoking, then assumes that Donna is dancing around topless then states that the basement is like Amsterdam. Red also makes a hasty generalization that the boys learned to smoke because they listen to the Beatles. His assumption is that all rock band members and their followers are hippies and pot heads.

Would be interesting to analyze each of these theories for their enthymemes

The fallacy is it assumes that the breakfast the viewer is eating is not "serious" if thats even a way to describe a breakfast. The line "isn't it time to get a serious breakfast" commits the logical fallacy, where the question is loaded with assumptions.

There are many ways that what you do with your body can translate into a language to show what you are feeling. Words are not neccesary for others to know the type of person you are. By reading actions, people can know if you are fit for a job or your characteristics.

Body language is extremely important when in a leadership position. You may not think what you're doing with your head or hands is important, but studies show that everything from a head tilt, to walking on stage gives people a certain impression. For people to see you as a good leader, you need to be confident and aware of your actions. If you are on stage talking to a bunch of people, and you are playing with your hair or touching your neck, people pick up on this and make the assumption that you are nervous. It may not be intentional but subconsciously they think you are intimated even though a leader should be calm and controlled. This article explores other ways leaders and speakers can use body language to more powerfully convey their point.

Alexia LaFata in Culture Texting is the biggest catch-22 of our time. We love it for its convenience and fun Emojis, but we probably don't notice just how much it's making us feel like sh*t. Everybody loves the feeling of the little red (1) on the screen, but what about when you're waiting for an answer that never comes?

Because each individual and gender values and perceives sending and receiving text messages unequally, it is often difficult to assume the intent of a person's text message. Due to assumptions, social normality conditions, and the expectations people have on each other, the objective of a person's message can get lost in the receiver's translation and perception of the text.

A good working memory is perhaps the brain's most important system when it comes to learning a new language. But it appears that working memory is first and foremost determined by our genes. Mila Vulchanova, a professor at NTNU's Department of Modern Foreign Languages, led a study of approximately one hundred ten-year-old elementary school students from Norway. Her research suggests that a good working memory is a decisive factor in developing good language skills and competency. Vulchanova states, "Not only is working memory important in learning new words, it is also important in our general language competence, in areas such as grammar skills. Working memory is connected to our ability to gather information and work with it, and to store and manipulate linguistic inputs as well as other inputs in the brain." Vulchanova's results run contrary to some conventional assumptions in both linguistics and cognitive sciences. Quite often it is believed that children acquire languages regardless of their cognitive abilities, such as perception, spatial understanding, and working memory. In other words, children don't need to learn language per se. It just comes on its own. The results from Vulchanova's research contradict this idea. Not only did the researchers find out that there is a close relationship between language competence in the first language and working memory, but that language competence in the mother tongue correlated highly with skills in a foreign language. "We have found evidence that there is a link between language development and the capacity of our working memory, and that there are common cognitive mechanisms that support the ability to learn both your mother tongue and a second language," Vulchanova says. "This is important, because it has been the tradition in linguistics to maintain that learning your native language is qualitatively different from learning a foreign language," she says.