Posts Tagged ‘psychology’

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Economics and the Brain: How People Really Make Decisions in Turbulent Times

February 21, 2012

In a 2008 paper on neuroeconomics, Stanford economist George Loewenstein said: “Whereas psychologists tend to view humans as fallible and sometime even self-destructive, economists tend to view people as efficient maximisers of self-interest who make mistakes only when imperfectly informed about the consequences of their actions.”

This view of humans as completely rational – and the market as eminently efficient – is relatively recent. In 1922, in the Journal of Political Economy, Rexford G. Tugwell, said (to paraphrase) that a mind evolved to function best in “the exhilarations and the fatigues of the hunt, the primitive warfare and in the precarious life of nomadism”, had been strangely and quickly transported into a different milieu, without much time to modify the equipment of the old life.

The field of economics has since rejected this more pragmatic (and I would argue, realistic) view of human behavior, in favor of the simpler and neater “rational choice” perspective, which viewed the power of reflection as the only force driving human behavior.

But to paraphrase sociologist Zygmunt Bauman, our currently held views of what is reasonable, sensible and good sense tend to take shape in response to the realities “out there” as seen through the prism of human practice – what humans currently do, know how to do, are trained, groomed and inclined to do.

We compare ourselves to people we know, and come into contact with – either through social groups, or lately, with the advent of mass and, even fragmented media, people we think are like us.

Excerpt of an article written by Paul Harrison, The Conversation. Continue HERE

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The Forgetting Pill Erases Painful Memories Forever

February 21, 2012

Jeffrey Mitchell, a volunteer firefighter in the suburbs of Baltimore, came across the accident by chance: A car had smashed into a pickup truck loaded with metal pipes. Mitchell tried to help, but he saw at once that he was too late.

The car had rear-ended the truck at high speed, sending a pipe through the windshield and into the chest of the passenger—a young bride returning home from her wedding. There was blood everywhere, staining her white dress crimson.

Mitchell couldn’t get the dead woman out of his mind; the tableau was stuck before his eyes. He tried to tough it out, but after months of suffering, he couldn’t take it anymore. He finally told his brother, a fellow firefighter, about it.

Miraculously, that worked. No more trauma; Mitchell felt free. This dramatic recovery, along with the experiences of fellow first responders, led Mitchell to do some research into recovery from trauma. He eventually concluded that he had stumbled upon a powerful treatment. In 1983, nearly a decade after the car accident, Mitchell wrote an influential paper in the Journal of Emergency Medical Services that transformed his experience into a seven-step practice, which he called critical incident stress debriefing, or CISD. The central idea: People who survive a painful event should express their feelings soon after so the memory isn’t “sealed over” and repressed, which could lead to post-traumatic stress disorder.

Written by Jonah Lehrer, WIRED. Image: Dwight Eschliman. Continue the article HERE

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The Power of Introverts: A Manifesto for Quiet Brilliance

January 27, 2012

Author Susan Cain explains the fallacy of “groupwork,” and points to research showing that it can reduce creativity and productivity.

Do you enjoy having time to yourself, but always feel a little guilty about it? Then Susan Cain’s “Quiet : The Power of Introverts” is for you. It’s part book, part manifesto. We live in a nation that values its extroverts – the outgoing, the lovers of crowds – but not the quiet types who change the world. She recently answered questions from Mind Matters editor Gareth Cook.

Cook: This may be a stupid question, but how do you define an introvert? How can somebody tell whether they are truly introverted or extroverted?

Cain: Not a stupid question at all! Introverts prefer quiet, minimally stimulating environments, while extroverts need higher levels of stimulation to feel their best. Stimulation comes in all forms – social stimulation, but also lights, noise, and so on. Introverts even salivate more than extroverts do if you place a drop of lemon juice on their tongues! So an introvert is more likely to enjoy a quiet glass of wine with a close friend than a loud, raucous party full of strangers.

It’s also important to understand that introversion is different from shyness. Shyness is the fear of negative judgment, while introversion is simply the preference for less stimulation. Shyness is inherently uncomfortable; introversion is not. The traits do overlap, though psychologists debate to what degree.

Continue on Live Science HERE

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Why Economic Growth Totally Is Imperative

January 9, 2012



Wouldn’t it make more sense to worry about the long-term sustainability and durability of global growth? Wouldn’t it make more sense to worry whether conflict or global warming might produce a catastrophe that derails society for centuries or more?

There is a certain absurdity to the obsession with maximizing long-term average income growth in perpetuity, to the neglect of other risks and considerations. Consider a simple thought experiment. Imagine that per capita national income (or some broader measure of welfare) is set to rise by 1% per year over the next couple of centuries. This is roughly the trend per capita growth rate in the advanced world in recent years. With annual income growth of 1%, a generation born 70 years from now will enjoy roughly double today’s average income. Over two centuries, income will grow eight-fold.

Now suppose that we lived in a much faster-growing economy, with per capita income rising at 2% annually. In that case, per capita income would double after only 35 years, and an eight-fold increase would take only a century.

Finally, ask yourself how much you really care if it takes 100, 200, or even 1,000 years for welfare to increase eight-fold. Wouldn’t it make more sense to worry about the long-term sustainability and durability of global growth? Wouldn’t it make more sense to worry whether conflict or global warming might produce a catastrophe that derails society for centuries or more?

Even if one thinks narrowly about one’s own descendants, presumably one hopes that they will be thriving in, and making a positive contribution to, their future society. Assuming that they are significantly better off than one’s own generation, how important is their absolute level of income?

An column by Will Wilkinson on Big Think. Continue HERE
[Image: arindambanerjee / Shutterstock.com]

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What Mind, Brain, and Education (MBE) Can Do for Teaching

January 8, 2012


Discipline and sub-disciplines in Mind, Brain, and Education Science. Source: Bramwell for Tokuhama-Espinosa

Evidence-Based Solutions for the Classroom

How do we learn best? What is individual human potential? How do we ensure that children live up to their promise as learners? These questions and others have been posed by philosophers as well neuroscientists, psychologists, and educators for as long as humans have pondered their own existence. Because MBE science moves educators closer to the answers than at any other time in history, it benefits teachers in their efficacy and learners in their ultimate success.

Great teachers have always “sensed” why their methods worked; thanks to brain imaging technology, it is now possible to substantiate many of these hunches with empirical scientific research. For example, good teachers may suspect that if they give their students just a little more time to respond to questions than normal when called upon, they might get better-quality answers. Since 1972 there has been empirical evidence that if teachers give students several seconds to reply to questions posed in class, rather than the normal single second, the probability of a quality reply increases.[1] Information about student response time is shared in some teacher training schools, but not all. Standards in MBE science ensure that information about the brain’s attention span and need for reflection time would be included in teacher training, for example.

The basic premise behind the use of standards in MBE science is that fundamental skills, such as reading and math, are extremely complex and require a variety of neural pathways and mental systems to work correctly. MBE science helps teachers understand why there are so many ways that things can go wrong, and it identifies the many ways to maximize the potential of all learners. This type of knowledge keeps educators from flippantly generalizing, “He has a problem with math,” and rather encourages them to decipher the true roots (e.g., number recognition, quantitative processing, formula structures, or some sub-skill in math). MBE science standards make teaching methods and diagnoses more precise. Through MBE, teachers have better diagnostic tools to help them more accurately understand their students’ strengths and weakness. These standards also prevent teachers from latching onto unsubstantiated claims and “neuromyths” and give them better tools for judging the quality of the information. Each individual has a different set of characteristics and is unique, though human patterns for the development of different skills sets, such as walking and talking, doing math or learning to read, do exist. One of the most satisfying elements of MBE science is having the tools to maximize the potential of each individual as he or she learns new skills.

The following was an excerpt from Mind, Brain, and Education Science: A comprehensive guide to the new brain-based teaching (W.W. Norton) a book based on over 4,500 studies and with contributions from the world’s leaders in MBE Science. Continue HERE