So, last night my computer was being really dumb and would log off of the Internet whenever it felt like it. It was obnoxious. So I read 3 articles, but I couldn't do this blog last night.
Number One: I read an article last night, and then my computer logged out of it, and now I can't find it.
But the whole article was about the psychological effects of rape on the victim and the rapist.
Rape victims typically blame themselves for the event that occurred. They say it was completely their fault and that they deserve what they got. I don't think the research that was done for this article was thorough enough. The "facts" were very generalized. What about the victim that knows they were raped and it was not their fault? I would be interested to learn the psychological facts about them.
And also, according to this article, the rapist gains a feeling of power from the rape and feels invincible. But what about the rapist who later regrets the decision to take advantage of someone sexually?
Number Two: http://www.psychologytoday.com/articles/pto-20081103-000001.html
This article is about abortion and the mental effects it has on the potential mother. I don't think this article is very accurate or thorough.
Of course your reaction depends on your temperament and the circumstances. Even I could have told you that. Because abortion is such a debated issue, more situations need to be evaluated.
What about the psychological effects of religion? If your religion is against abortion, then feelings of guilt are going to arise. But what if your not want of a baby seems to outweigh the effect of your religion on your life? Classic cognitive dissonance.
This author gives the illusion that her article has all the answers, but that is simply not true.
Number Three: http://psychology.about.com/od/loveandattraction/a/compassionate.htm
Love cannot be divided into the categories of compassionate and passionate. I know I'm only 17 and the man who wrote this article is a grown man with a PhD in Psychology, but how can you really research this and come to that conclusion? I have experienced love, and though I am young and probably considered inexperienced to most adults, I know this: love is so different for every person, and its different with the different partners that that person experiences. Of course there are such things as compassionate and passionate love, but those are not the only types. Love is so hard to define, and it frustrates me when someone thinks they have all the answers. Who is he to say that he knows so much more about it, just because he has the means to do research?
Hatfield defined passionate love as: "A state of intense longing for union with another. Passionate love is a complex functional whole including appraisals or appreciations, subjective feelings, expressions, patterned physiological processes, action tendencies, and instrumental behaviors. Reciprocated love (union with the other) is associated with fulfillment and ecstasy. Unrequited love (separation) with emptiness, anxiety, or despair" (Hatfield & Rapson, 1993, p. 5).
Can't compassionate love be defined as the state of intense longing for union with another, too?
Wednesday, December 3, 2008
Thursday, October 30, 2008
VORB
The Unspeakable Odyssey of the Motionless Boy
Erik had a stroke at the juncture where his body meets his brain. What is that place called? I'm not exactly sure. Maybe the brain stem?
Anyway, the car accident that caused the stroke caused him to have "Locked-in Syndrome." Erik had no ways of communicating with anyone because his muscles and his brain were no longer connected. The only muscles he was still capable of using were the once that allowed him to look up or down.
A man named Kennedy devised a way to turn Erik's thoughts into speech. When he asked Erik to form vowel sounds, such as "O," a pattern of neurons fired when he thought about moving. But there wasn't any motion, it was like "a light switch with a dead bulb."
I couldn't imagine anything like this happening to anyone I know or love or care about in any way.
And the fact that he had such liveliness and such a strong personality when he was alive makes the story all the more sad. While watching 60 minutes with his mother (and he has no choice because its not like he can leave the room), he asked her "Why do you watch such crappy shows?"
37 minutes
Learning From Mistakes Only Works After Age 12, Study Suggests
I found this article extremely interesting, I read it several times to make sure I fully understand it, and I'm still a bit confused.
So, up until age 8, humans only respond to positive feedback. Negative comments like scolding rarely make an impact on the brain for them. So when they do something wrong, scolding doesn't really do anything and is essentially pointless? That's where I'm confused.
According to the article, "learning from mistakes is complicated." And according to the research, "young children respond better to reward than punishment." Which makes sense, I suppose. I think I still respond better to reward sometimes.
But I just can't seem to agree with the statement that the young children don't respond to negative feedback as well. I remember specific times when I got in trouble in elementary school, because I was mortified that I did something wrong. Like when I didn't do my homework? That was the worst thing in the world, I was so terrified of what would happen to me. Now, if I don't do my homework, I just kind of say oh well and move on. Maybe its because I have SO many other things occupying my time, whereas when I was 6 or 7 all there was left to do other than homework was play.
I found this section of the article in particular to be most interesting:
"Is it experience?
Is that difference between eight- and twelve-year-olds the result of experience, or does it have to do with the way the brain develops? As yet, nobody has the answer. 'This kind of brain research has only been possible for the last ten years or so,' says Crone, 'and there are a lot more questions which have to be answered. But it is probably a combination of the brain maturing and experience.''
So no wonder I'm confused, no one else knows the answer to my questions.
32 minutes
Erik had a stroke at the juncture where his body meets his brain. What is that place called? I'm not exactly sure. Maybe the brain stem?
Anyway, the car accident that caused the stroke caused him to have "Locked-in Syndrome." Erik had no ways of communicating with anyone because his muscles and his brain were no longer connected. The only muscles he was still capable of using were the once that allowed him to look up or down.
A man named Kennedy devised a way to turn Erik's thoughts into speech. When he asked Erik to form vowel sounds, such as "O," a pattern of neurons fired when he thought about moving. But there wasn't any motion, it was like "a light switch with a dead bulb."
I couldn't imagine anything like this happening to anyone I know or love or care about in any way.
And the fact that he had such liveliness and such a strong personality when he was alive makes the story all the more sad. While watching 60 minutes with his mother (and he has no choice because its not like he can leave the room), he asked her "Why do you watch such crappy shows?"
37 minutes
Learning From Mistakes Only Works After Age 12, Study Suggests
I found this article extremely interesting, I read it several times to make sure I fully understand it, and I'm still a bit confused.
So, up until age 8, humans only respond to positive feedback. Negative comments like scolding rarely make an impact on the brain for them. So when they do something wrong, scolding doesn't really do anything and is essentially pointless? That's where I'm confused.
According to the article, "learning from mistakes is complicated." And according to the research, "young children respond better to reward than punishment." Which makes sense, I suppose. I think I still respond better to reward sometimes.
But I just can't seem to agree with the statement that the young children don't respond to negative feedback as well. I remember specific times when I got in trouble in elementary school, because I was mortified that I did something wrong. Like when I didn't do my homework? That was the worst thing in the world, I was so terrified of what would happen to me. Now, if I don't do my homework, I just kind of say oh well and move on. Maybe its because I have SO many other things occupying my time, whereas when I was 6 or 7 all there was left to do other than homework was play.
I found this section of the article in particular to be most interesting:
"Is it experience?
Is that difference between eight- and twelve-year-olds the result of experience, or does it have to do with the way the brain develops? As yet, nobody has the answer. 'This kind of brain research has only been possible for the last ten years or so,' says Crone, 'and there are a lot more questions which have to be answered. But it is probably a combination of the brain maturing and experience.''
So no wonder I'm confused, no one else knows the answer to my questions.
32 minutes
Monday, October 13, 2008
Attraction
Both of my parents had been in serious relationships before they met each other.
My mom had a steady highschool boyfriend named Fred. She didn't go to college, and instead, she followed him to where he went to college.
My dad had a steady girlfriend in highschool named Linda, and they were engaged for a period of time before he broke it off.
Then, one fateful night, both of my parents happened to be getting drinks at the California Brew Haus. My mom claims that she thought my dad was an idiot, and my dad claims it was love at first sight.
Either way, they developed some sort of attraction to each other and are now happily married with 3 kids.
My mom had a steady highschool boyfriend named Fred. She didn't go to college, and instead, she followed him to where he went to college.
My dad had a steady girlfriend in highschool named Linda, and they were engaged for a period of time before he broke it off.
Then, one fateful night, both of my parents happened to be getting drinks at the California Brew Haus. My mom claims that she thought my dad was an idiot, and my dad claims it was love at first sight.
Either way, they developed some sort of attraction to each other and are now happily married with 3 kids.
Conflict.
Right now, I'm having a conflict in my life that has to do with people not minding their own business.
I'm dating a boy who has been one of my best friends for a long time, and we're really happy together, right?
And we have a mutual friend, who will go unnamed. She told both of us she didn't have a problem with us dating before we were, so we went ahead and got into a relationship.
But now she's on an angry rampage, because she is also best friends with his ex-girlfriend, who is apparently really hurt by this whole thing.
I think the mutual friend must be experiencing some cognitive dissonance. She is friends with me and my boyfriend, but she is also friends with his ex-girlfriend. She doesn't know who to agree with, especially because the ex-girlfriend made some bad choices in college that she doesn't agree with, which is mainly why her and my boyfriend broke up in the first place. So even though my friend doesn't agree with the ex-girlfriend's lifestyle, she is still supporting her side over ours.
I'm dating a boy who has been one of my best friends for a long time, and we're really happy together, right?
And we have a mutual friend, who will go unnamed. She told both of us she didn't have a problem with us dating before we were, so we went ahead and got into a relationship.
But now she's on an angry rampage, because she is also best friends with his ex-girlfriend, who is apparently really hurt by this whole thing.
I think the mutual friend must be experiencing some cognitive dissonance. She is friends with me and my boyfriend, but she is also friends with his ex-girlfriend. She doesn't know who to agree with, especially because the ex-girlfriend made some bad choices in college that she doesn't agree with, which is mainly why her and my boyfriend broke up in the first place. So even though my friend doesn't agree with the ex-girlfriend's lifestyle, she is still supporting her side over ours.
Monday, October 6, 2008
Video, Outside Readings, Experiments
Video:
It was interesting that the BBC replication of the Milgram experiment ended up with the same results as the actual experiment. Since we already thoroughly discussed and examined the actual Milgram experiment, there really isn't anything different to be said.
Outside Readings:
I was curious about whether or not the people being tested during the Milgram experiment ever wondered if something else was going on, and according to the article, this man did.
"This struck me as bizarre, and although the instructions were in accord with what we had been told, I wondered if something else was going on.
The "professor" said we would draw straws to see which of us would be the learner. He offered the straws to the other man, then announced that he had drawn the short straw and would be the learner. I hadn't seen either straw, and my doubts became suspicions that I was being deceived."
He asked the person doing the test a number of questions because his suspicions increased as he got deeper and deeper into the experiment.
"The professor brought in the learner and I was flabbergasted. His face was covered in tears and he looked haggard. He offered his hand and thanked me for stopping the experiment, saying that the shocks hadn't really hurt but anticipating them had been dreadful...After about a half hour he had not appeared, and I was convinced that he was an actor and that my suspicions about the experiment had been correct."
Experiment:
Game OverYour Score: -1020Average reaction time:Black Armed:661.92msBlack Unarmed:534.96msWhite Armed:603.72msWhite Unarmed:612.44ms
I don't really understand what this experiment was supposed to show. But by the results, i'm assuming it was trying to tell if i'm racist or not. And if i'm reading the results correctly, it shows that i am not. Any suspicious looking man, white or black, i shot. Though sometimes i was wrong in judging if they were dangerous or not.
It was interesting that the BBC replication of the Milgram experiment ended up with the same results as the actual experiment. Since we already thoroughly discussed and examined the actual Milgram experiment, there really isn't anything different to be said.
Outside Readings:
I was curious about whether or not the people being tested during the Milgram experiment ever wondered if something else was going on, and according to the article, this man did.
"This struck me as bizarre, and although the instructions were in accord with what we had been told, I wondered if something else was going on.
The "professor" said we would draw straws to see which of us would be the learner. He offered the straws to the other man, then announced that he had drawn the short straw and would be the learner. I hadn't seen either straw, and my doubts became suspicions that I was being deceived."
He asked the person doing the test a number of questions because his suspicions increased as he got deeper and deeper into the experiment.
"The professor brought in the learner and I was flabbergasted. His face was covered in tears and he looked haggard. He offered his hand and thanked me for stopping the experiment, saying that the shocks hadn't really hurt but anticipating them had been dreadful...After about a half hour he had not appeared, and I was convinced that he was an actor and that my suspicions about the experiment had been correct."
Experiment:
Game OverYour Score: -1020Average reaction time:Black Armed:661.92msBlack Unarmed:534.96msWhite Armed:603.72msWhite Unarmed:612.44ms
I don't really understand what this experiment was supposed to show. But by the results, i'm assuming it was trying to tell if i'm racist or not. And if i'm reading the results correctly, it shows that i am not. Any suspicious looking man, white or black, i shot. Though sometimes i was wrong in judging if they were dangerous or not.
Sunday, October 5, 2008
Violating a Social Norm
What Social norm was violated?
Well, normal people don't typically wear prom dresses to school. Or any type of elegant outfit, for that matter.
In high school, there are certain clothes that are known to be appropriate. Most people wear jeans or sweatpants, and sometimes girls wear skirts. T-shirts and sweatshirts are acceptable, as are sneakers and flip-flops. While it is not typically said out loud, when someone wears something different from everyone else, it is noticed and commented on. My friend Hannah does New Visions and comes to school in her scrubs, and naturally, people want to know why.
So, when me and Emma wore out prom dresses to school, people were naturally curious. Because we weren't dressed like all the other kids, people wanted to know why.
How did you violate this social norm?
We brainstormed articles of clothing that would not violate the dress code, but would still stick out. So in the end, we decided on wearing our prom dresses.
How did you feel before and during your actions?
Before, I felt self-conscious but excited. I was curious to see how other people would react and hoped that I didn't look dumb. While I was performing my experiment, I had mixed emotions. I was uncomfortable in my dress and I didn't want people to think I was weird. But at the same time, it was fun doing something out of the ordinary.
How did the observers of your behavior react?
There were 3 different reactions.
1. People looked angry. I don't really know why, but I got some pretty nasty looks.
2. My friends laughed, because they know I can be kind of crazy.
3. People said we looked pretty and actually asked what we were doing.
P.S. I have 2 videos but they wouldn't upload onto my blog.
Well, normal people don't typically wear prom dresses to school. Or any type of elegant outfit, for that matter.
In high school, there are certain clothes that are known to be appropriate. Most people wear jeans or sweatpants, and sometimes girls wear skirts. T-shirts and sweatshirts are acceptable, as are sneakers and flip-flops. While it is not typically said out loud, when someone wears something different from everyone else, it is noticed and commented on. My friend Hannah does New Visions and comes to school in her scrubs, and naturally, people want to know why.
So, when me and Emma wore out prom dresses to school, people were naturally curious. Because we weren't dressed like all the other kids, people wanted to know why.
How did you violate this social norm?
We brainstormed articles of clothing that would not violate the dress code, but would still stick out. So in the end, we decided on wearing our prom dresses.
How did you feel before and during your actions?
Before, I felt self-conscious but excited. I was curious to see how other people would react and hoped that I didn't look dumb. While I was performing my experiment, I had mixed emotions. I was uncomfortable in my dress and I didn't want people to think I was weird. But at the same time, it was fun doing something out of the ordinary.
How did the observers of your behavior react?
There were 3 different reactions.
1. People looked angry. I don't really know why, but I got some pretty nasty looks.
2. My friends laughed, because they know I can be kind of crazy.
3. People said we looked pretty and actually asked what we were doing.
P.S. I have 2 videos but they wouldn't upload onto my blog.
Tuesday, September 30, 2008
Abu Ghraib Prison Story
I hate America.
No, really. Sometimes I'm ashamed to admit to myself that I live in a country so full of hypocracy and secrets. Actually, this is true most of the time.
Our country preaches about equality, opportunity, and freedom. And yes, the benefits of being an American outweigh the benefits of most other countries.
But in this case, the knowledge that I am an American makes me want to throw up.
I fully believe that the outcome of the Abu Ghraib Prison Story is completely the fault of the American soldiers and the concept of mass hysteria. The soldiers were so full of prejudice against the Iraqui people, and rightly so for what they had seen in their line of duty, but they acted on their prejudice in ways that are unimaginable. No human being should ever have that much power over another life.
Ever.
It was estimated that 90% of the prisoners were discovered innocent after the fact. 90%!
9 out of 10 of the abused, humiliated, tortured human beings in that prison had no more of a connection to our enemy than you or me. That is disgusting.
If there had been more supervision over the soldiers, this would have never happened.
No, really. Sometimes I'm ashamed to admit to myself that I live in a country so full of hypocracy and secrets. Actually, this is true most of the time.
Our country preaches about equality, opportunity, and freedom. And yes, the benefits of being an American outweigh the benefits of most other countries.
But in this case, the knowledge that I am an American makes me want to throw up.
I fully believe that the outcome of the Abu Ghraib Prison Story is completely the fault of the American soldiers and the concept of mass hysteria. The soldiers were so full of prejudice against the Iraqui people, and rightly so for what they had seen in their line of duty, but they acted on their prejudice in ways that are unimaginable. No human being should ever have that much power over another life.
Ever.
It was estimated that 90% of the prisoners were discovered innocent after the fact. 90%!
9 out of 10 of the abused, humiliated, tortured human beings in that prison had no more of a connection to our enemy than you or me. That is disgusting.
If there had been more supervision over the soldiers, this would have never happened.
Thursday, September 25, 2008
Influence
Webster Young Life has made a HUGE impact on my life and who I am today. I have met some of my best friends through young life, had some of the best experiences at young life, and it is a safe place to express my faith.
I first attended on accident in 8th grade when it was at my neighbor's house, and have been involved ever since. We meet every tuesday night, and sometimes Friday mornings. Allow me to explain.
There are two different aspects of Young Life- Campaigners, and Club. Campaigners is basically a bible study, and Club is music, games, fun, and a little bit of the Word. When club is Tuesday nights, Campaigners meets Friday mornings.
I've been going to Young Life camp every summer for the past 3 years, and it is truly the best week of the year each time.
Currently, I'm training to become a Young Life Leader when I go to college. I go to Leadership every Friday night, along with Young Life on Tuesdays, and its a lot of fun. :)
Monday, September 22, 2008
New Knowledge?
Question:
Now that you understand the basics of our memory systems, what can you (could you, will you) do with this new knowledge? This should be done in class. For homework, you are to comment on someone else's blog entry to this question.
Answer:
I would love to use the information I know to learn more about my sister and her condition.
After being alive and healthy for only 5 days, a germ travelled up her left side into her brain, causing most of her right functions to become sub-normal (officially diagnosed at Meningitis). She had a patch over her left eye for a couple years in order to strengthen the vision in her right, she lost most fine motor skills in her right hand, and she is very much a left-brained person.
She loves to read and write and draw. She is one of the most creative people I know, and I want to know more about why this happened and why when one side of the brain is directly affected, the long-term effects are on the right.
She has a lot of problems with her short term memory. She won't remember to do simple things like wash her hair, or brush her teeth. My family has "assigned" seats at the dinner table, and she never remembers where she sits. These are only a few examples.
She also has a few learning disabilities resulting from her condition, OCD and ADHD to name a couple.
Most people can't really tell anything is wrong with her, and that is owed mainly to her medicine. When she forgets to take it, its a pretty scary experience. :)
I love my sister more than anyone, so I'm fascinated to learn about why she is how she is.
Now that you understand the basics of our memory systems, what can you (could you, will you) do with this new knowledge? This should be done in class. For homework, you are to comment on someone else's blog entry to this question.
Answer:
I would love to use the information I know to learn more about my sister and her condition.
After being alive and healthy for only 5 days, a germ travelled up her left side into her brain, causing most of her right functions to become sub-normal (officially diagnosed at Meningitis). She had a patch over her left eye for a couple years in order to strengthen the vision in her right, she lost most fine motor skills in her right hand, and she is very much a left-brained person.
She loves to read and write and draw. She is one of the most creative people I know, and I want to know more about why this happened and why when one side of the brain is directly affected, the long-term effects are on the right.
She has a lot of problems with her short term memory. She won't remember to do simple things like wash her hair, or brush her teeth. My family has "assigned" seats at the dinner table, and she never remembers where she sits. These are only a few examples.
She also has a few learning disabilities resulting from her condition, OCD and ADHD to name a couple.
Most people can't really tell anything is wrong with her, and that is owed mainly to her medicine. When she forgets to take it, its a pretty scary experience. :)
I love my sister more than anyone, so I'm fascinated to learn about why she is how she is.
Sunday, September 21, 2008
Experiments
Be a Juror
Task: To imagine that you're part of a jury. I was asked to make a judgement about a case as though i was on the actual jury.
Conclusion: I do not this the suspect could have been proven guilty, based on the evidence given. There is too much coincidence and not enough solid proven fact offered as evidence. I would need to see proof that he earned the money, proof that the ammonia was from his job, and a better eyewitness.
I think this was a test of memory and deduction skills. Maybe? Honestly, i had no idea what this had to do with Psychology.
Word Recognition
Task: Stare at the pulsing +. Then, a word appeared to either the left or the right, and the goal was to remember the word and write it down.
1. Tower- .09 seconds
2. Booth- incorrect
3. Aisle- .09 seconds
4. Debit- .09
5. I blinked. Whoops.
6. Waltz- .09 seconds
7. Mulch- .09 seconds
8. Bulge- Wrong
...etc, etc, etc...
I tried bulge like 5 times, until i realized it was Bugle at .16 seconds.
This could have been a test of my ability to retain information. Or some sort of eye test.
Task: To imagine that you're part of a jury. I was asked to make a judgement about a case as though i was on the actual jury.
Conclusion: I do not this the suspect could have been proven guilty, based on the evidence given. There is too much coincidence and not enough solid proven fact offered as evidence. I would need to see proof that he earned the money, proof that the ammonia was from his job, and a better eyewitness.
I think this was a test of memory and deduction skills. Maybe? Honestly, i had no idea what this had to do with Psychology.
Word Recognition
Task: Stare at the pulsing +. Then, a word appeared to either the left or the right, and the goal was to remember the word and write it down.
1. Tower- .09 seconds
2. Booth- incorrect
3. Aisle- .09 seconds
4. Debit- .09
5. I blinked. Whoops.
6. Waltz- .09 seconds
7. Mulch- .09 seconds
8. Bulge- Wrong
...etc, etc, etc...
I tried bulge like 5 times, until i realized it was Bugle at .16 seconds.
This could have been a test of my ability to retain information. Or some sort of eye test.
Mike the Amnesia Man
Main Ideas:
Mike suffers from Amnesia, resulting from a car crash in his Junior year of high school. Before his accident, he was an A-B student, was the president of his class, and was very involved in sports. During the accident he fractured his back, and 4 months after he went through a series of comas, seizures, and awake periods. Through rehabilitation, his cognitive functions returned to normal, but his memory never returned in full. He remembers everything prior to his coma, but nothing after.
Vocab:
Cerebral cortex: the furrowed outer layer of gray matter in the cerebrum of the brain, associated with the higher brain functions, as voluntary movement, coordination of sensory information, learning and memory, and the expression of individuality
Long term potentiation (LTP): is the long-lasting improvement in communication between two neurons that results from stimulating them simultaneously.[1] Since neurons communicate via chemical synapses, and because memories are believed to be stored within these synapses,[2] LTP and its opposing process, long-term depression, are widely considered the major cellular mechanisms that underlie learning and memory.
Hippocampus: a complex neural structure (shaped like a sea horse) consisting of grey matter and located on the floor of each lateral ventricle; intimately involved in motivation and emotion as part of the limbic system; has a central role in the formation of memories
Temporal lobe: The lower lateral lobe of either cerebral hemisphere, located in front of the occipital lobe and containing the sensory center of hearing in the brain.
Mike suffers from Amnesia, resulting from a car crash in his Junior year of high school. Before his accident, he was an A-B student, was the president of his class, and was very involved in sports. During the accident he fractured his back, and 4 months after he went through a series of comas, seizures, and awake periods. Through rehabilitation, his cognitive functions returned to normal, but his memory never returned in full. He remembers everything prior to his coma, but nothing after.
Vocab:
Cerebral cortex: the furrowed outer layer of gray matter in the cerebrum of the brain, associated with the higher brain functions, as voluntary movement, coordination of sensory information, learning and memory, and the expression of individuality
Long term potentiation (LTP): is the long-lasting improvement in communication between two neurons that results from stimulating them simultaneously.[1] Since neurons communicate via chemical synapses, and because memories are believed to be stored within these synapses,[2] LTP and its opposing process, long-term depression, are widely considered the major cellular mechanisms that underlie learning and memory.
Hippocampus: a complex neural structure (shaped like a sea horse) consisting of grey matter and located on the floor of each lateral ventricle; intimately involved in motivation and emotion as part of the limbic system; has a central role in the formation of memories
Temporal lobe: The lower lateral lobe of either cerebral hemisphere, located in front of the occipital lobe and containing the sensory center of hearing in the brain.
Clive, Part 2
This was Part 2 to Clive's story. Equally as fascinating, and judging by the change in his wife's appearence, it must have took part a few years after the first one.
Main Ideas:
This video focused more on making Clive comfortable, acting on the fact that he gets extremely emotional in unfamiliar circumstances, as addressed in the first movie. When he is put into strange situations, there is more stress to his memory, causing more emotion. When he stays somewhere familiar, there is less demand on him to remember, and he stays calm. His wife Deborah is also more involved in this video.
I found it particularly interesting when she was asking him what month it was, and he guessed correctly, and then knew that next month was his birthday, and his brothers.
Vocab:
Neuropsychology: The branch of psychology that deals with the relationship between the nervous system, especially the brain, and cerebral or mental functions such as language, memory, and perception.
Cognitive: of or pertaining to the mental processes of perception, memory, judgment, and reasoning, as contrasted with emotional and volitional processes.
Episodic memory: memory for episodes in your own life
Coronal: Of, relating to, or having the direction of the coronal suture or of the plane dividing the body into front and back portions.
Amygdala: a ganglion of the limbic system adjoining the temporal lobe of the brain and involved in emotions of fear and aggression.
Main Ideas:
This video focused more on making Clive comfortable, acting on the fact that he gets extremely emotional in unfamiliar circumstances, as addressed in the first movie. When he is put into strange situations, there is more stress to his memory, causing more emotion. When he stays somewhere familiar, there is less demand on him to remember, and he stays calm. His wife Deborah is also more involved in this video.
I found it particularly interesting when she was asking him what month it was, and he guessed correctly, and then knew that next month was his birthday, and his brothers.
Vocab:
Neuropsychology: The branch of psychology that deals with the relationship between the nervous system, especially the brain, and cerebral or mental functions such as language, memory, and perception.
Cognitive: of or pertaining to the mental processes of perception, memory, judgment, and reasoning, as contrasted with emotional and volitional processes.
Episodic memory: memory for episodes in your own life
Coronal: Of, relating to, or having the direction of the coronal suture or of the plane dividing the body into front and back portions.
Amygdala: a ganglion of the limbic system adjoining the temporal lobe of the brain and involved in emotions of fear and aggression.
That Clive Guy, Part 1.
I was so fascinated by this guy's story. I can't even imagine not being able to remember something I had just experienced less than a minute before. That's crazy. And I absolutely LOVED how he remembered his feelings for his wife so strongly. He can barely remember who he is, and he can't remember his passion for music unless he's at a piano, but he instantly recognizes his wife.
But anyway, onto the assignment.
Main Ideas:
This video was a demonstration of how fundamental memory is to our daily lives. Clive had a full working memory all of his life, until he experienced an everyday headache. And everything went downhill from there. He weaves in and out of his life, and only remembers moments. No past, just moments. He's constantly checking his watch and recording what is happening, because he knows he'll forget. His condition also causes him to repeat everything he says, and become extremely emotional when he can't remember what he was doing or talking about, or where he is.
Vocab:
Temporal lobe: The lobe of each cerebral hemisphere lying to the side and rear of the frontal lobe. The temporal lobe controls hearing and some aspects of language perception, emotion, and memory.
Hippocampus: a complex neural structure (shaped like a sea horse) consisting of grey matter and located on the floor of each lateral ventricle; intimately involved in motivation and emotion as part of the limbic system; has a central role in the formation of memories
Memory: the mental capacity or faculty of retaining and reviving facts, events, impressions, etc., or of recalling or recognizing previous experiences.
But anyway, onto the assignment.
Main Ideas:
This video was a demonstration of how fundamental memory is to our daily lives. Clive had a full working memory all of his life, until he experienced an everyday headache. And everything went downhill from there. He weaves in and out of his life, and only remembers moments. No past, just moments. He's constantly checking his watch and recording what is happening, because he knows he'll forget. His condition also causes him to repeat everything he says, and become extremely emotional when he can't remember what he was doing or talking about, or where he is.
Vocab:
Temporal lobe: The lobe of each cerebral hemisphere lying to the side and rear of the frontal lobe. The temporal lobe controls hearing and some aspects of language perception, emotion, and memory.
Hippocampus: a complex neural structure (shaped like a sea horse) consisting of grey matter and located on the floor of each lateral ventricle; intimately involved in motivation and emotion as part of the limbic system; has a central role in the formation of memories
Memory: the mental capacity or faculty of retaining and reviving facts, events, impressions, etc., or of recalling or recognizing previous experiences.
Monday, September 8, 2008
Number One
Hello!
I'm Kelsey.
I don't really know what to say about myself.
I'm the oldest of three girls. My youngest sister is in 8th grade, I kind of can't stand her, but I hope as I get older she won't be as annoying. My other one is in 10th grade, and she has special needs. I love her more than anything. My parents hold me on a pretty tight rope, they like to pretend. But they really do trust me and my decisions, and there isn't any reason they shouldn't.
I'm one of those weird kids that gets bored with summer and can't wait to go back to school. I'm in mostly advanced classes, except for math, and my teachers are my greatest role models.
I never want to really leave high school, so I hope to come back as an art teacher.
I also can't be happy unless i'm stressed, because i'm weird. I do way too many things at once, including Speech and Debate, the Morning Show, voice lessons, and every school play that has occurred since I started high school. I've been in 10 so far, am currently involved in my 11th, and hope to have done 13 before I leave.
And thats basically it.
I'm Kelsey.
I don't really know what to say about myself.
I'm the oldest of three girls. My youngest sister is in 8th grade, I kind of can't stand her, but I hope as I get older she won't be as annoying. My other one is in 10th grade, and she has special needs. I love her more than anything. My parents hold me on a pretty tight rope, they like to pretend. But they really do trust me and my decisions, and there isn't any reason they shouldn't.
I'm one of those weird kids that gets bored with summer and can't wait to go back to school. I'm in mostly advanced classes, except for math, and my teachers are my greatest role models.
I never want to really leave high school, so I hope to come back as an art teacher.
I also can't be happy unless i'm stressed, because i'm weird. I do way too many things at once, including Speech and Debate, the Morning Show, voice lessons, and every school play that has occurred since I started high school. I've been in 10 so far, am currently involved in my 11th, and hope to have done 13 before I leave.
And thats basically it.
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