Saturday, June 23, 2012
COGNITIVE PSYCHOLOGY FOR DAILY LIFE: Metacognition for better learning
COGNITIVE PSYCHOLOGY FOR DAILY LIFE: Metacognition for better learning: Thinking about thinking Metacognition is cognition about cognition or thinking about thinking. It is a kind of self-auditing or self-...
Thursday, June 21, 2012
COGNITIVE PSYCHOLOGY FOR DAILY LIFE: Information processing by human mind
COGNITIVE PSYCHOLOGY FOR DAILY LIFE: Information processing by human mind: Human mind works by the process of computation. Computation is a process following a well-de...
Tuesday, June 19, 2012
COGNITIVE PSYCHOLOGY FOR DAILY LIFE: Disorder of attention
COGNITIVE PSYCHOLOGY FOR DAILY LIFE: Disorder of attention: The only disorder of attention is attention deficit. Persons suffering from from generalised anxiety disorder often complain that they c...
Saturday, May 26, 2012
Monday, May 21, 2012
Curse of knowledge and other cognitive biases that lead to wrong decision making
A person may be consciously biased towards or against an
ideology, a political party, a religion, a creed, a caste, a country, an ethnic
group etc. But a cognitive bias is different from such conscious partisanship.
Cognitive bias is an unconscious psychological process which guides the
individual in decision making without the individual’s conscious awareness. It
is the result of perceptual distortion, inaccurate judgment, or illogical
interpretation of facts. A conglomeration of these is called irrationality.
Cognitive biases are the result of distortions in the human
mind that always lead to the same pattern of poor judgment, often triggered by
a particular situation. But how can one person decide the judgment of another
person poor? In order to decide the judgment to be poor there should a standard
of “good judgment”. In scientific
investigations of cognitive bias, the source of “good judgment” is that of
people outside the situation which is presumed to cause the poor judgment or a
set of independently verifiable facts.
Positive side of cognitive biases
According to the evolutionary psychology some cognitive
biases are adaptive and beneficial because they lead to more effective actions
in given contexts or enable faster decisions when faster decisions are of
greater value for survival or reproduction.
Some common cognitive biases
Anchoring
This common cognitive bias is also called focalism. It
refers to a common human tendency to rely too heavily, or “anchor” on one piece
of information when making decisions. During normal decision making anchoring
occurs when individuals overly rely on a specific piece of information to
govern their thought-process. Once the anchor is set, there is a bias toward
adjusting or interpreting other information to reflect the “anchored”
information. Through this cognitive bias, the first information about a subject
can affect future decision making and analysis of new information. For example
when a person looks to buy a used car he/she may focus attention excessively on
the distance travelled by it as indicated by the odometer rather than
considering how well the engine or the transmission is maintained.
Focusing effect
Daniel Kahneman |
It is also called focusing illusion. This cognitive bias
occurs when people place too much importance to an event, causing an error in
accurately predicting the utility of future outcome. In economics utility means a measure of
satisfaction. People focus on notable differences, excluding those that are
less conspicuous, when making predictions about happiness or convenience. For
example, a rise in income has only a small and transient effect on happiness
and well-being, but people consistently overestimate this effect. Nobel laureate
Israeli-American psychologist Daniel Kahneman and associates proposed that this
is as a result of a focusing illusion, with which people focusing on
conventional measured of achievement rather than on everyday routine. Kahneman
writes: “Surveys in many countries conducted over decades indicate that, on
average, reported global judgments of life satisfaction or happiness have not
changed much over the last four decades, in spite of large increase in real
income per capita. While reported life satisfaction and household income are
positively correlated in a cross-section of people at a given time, increase in
income has found to have mainly transitory effect on individuals’ reported life
satisfaction.” (Would You Be Happier If You Were Richer? By Daniel Kahneman
et. al. CEPS Working Paper No. 125 May 2006)
Confirmation Bias
The confirmation bias refers to the tendency to selectively
search for and consider information that confirms one's beliefs.
Examples: A student who is going
to write a research paper may primarily search for information that would
confirm his or her beliefs. The student may fail to search for or fully
consider information that is inconsistent with his or her beliefs.
A reporter who is writing an article on an
important issue may only interview experts that support her or his views on the
issue.
An employer who believes that a job applicant is
highly intelligent may pay attention to only information that is consistent
with the belief that the job applicant is highly intelligent.
Curse of knowledge
Robin Hogarth |
The curse of knowledge is a cognitive bias according to
which better-informed individuals may have the disadvantage that they lose some
ability to understand properly the lesser-informed individuals. As such added
information may convey some disutility. The term “curse of knowledge” was
coined by the film and TV music composer Robin Hogarth. In one experiment, one
group of participants "tapped" a well-known song on a table while
another group listened and tried to identify the song. Some "tappers"
described a rich sensory experience in their heads as they tapped out the
melody. Tappers on average estimated that 50% of listeners would identify the
specific tune; in reality only 2.5% were able to. This means that the better
informed individuals failed to understand properly the lesser informed
individuals. It has been argued that the
curse of knowledge could contribute to the difficulty of teaching.
Conservatism
It is a cognitive bias. In 1973 British psychologist Glenn
Wilson published an influential book providing evidence that a general factor underlying
conservative beliefs is “fear of uncertainty.” An analysis of research papers
in 2003 established that not only fear of uncertainty but many other
psychological factors like intolerance of ambiguity and need for “cognitive closure”
contribute to the degree of one’s political conservatism. The term cognitive
closure has been defined as “a desire for definite knowledge on some issue and
eschewal of confusion and ambiguity.” (European Review of Social Psychology No.
18 pps. 133-173)
Availability bias
Availability bias is a cognitive bias that causes many to
overestimate probabilities of events associated with memorable or dramatic
occurrences. More than a bias, it is a “cognitive illusion.” Since, memorable
events are further magnified by coverage in the media; the bias is compounded
on the society level. Two well-known examples would be estimations of the
probability of plane accidents and the kidnap of children. Both events are
quite rare, but the huge majority of the population outrageously overestimates
their probability, and behaves accordingly. In reality, one is more likely to
die from an automobile accident than from a plane accident, and a child has a
higher risk of dying in an accident than the risk of getting kidnapped. Availability bias is at the root of many other human biases.
Wednesday, May 16, 2012
Prodigies and idiot savants: Wonders of human intelligence
Sergei Karjakin -The youngest Grand Master |
Comedy
screen writer Andrew Marshall wrote in TIME magazine: “When he was nearly three
years old, Nguyen Ngoc Truong Son would watch his mother and father playing
chess in the family's ramshackle home in the Mekong Delta, and, like any
toddler, pester them to let him play, too. Eventually they relented, assuming
the pieces would soon wind up strewn around the kitchen, a plastic bishop
stuffed into a teapot. To his parents' astonishment, Son did not treat the
chess set as a plaything. He not only knew how to set up the board, which was
crudely fashioned with a piece of plywood and a felt-tipped pen. He had, by
careful observation, learned many of the complex rules of the game. Within a
month, he was defeating his parents with ease. By age 4, Son was competing in
national tournaments against kids many years older. By age 7, he was winning
them. Now 12, he is Vietnam's youngest champion and a grand master in the
making.” ("Small Wonders": TIME Monday, Feb. 17, 2003)
Nguyen Ngoc
Truong Son is, no doubt a child prodigy. In the game of chess the youngest grandmaster
is Sergei Karjakin of Ukraine. The standard definition of a prodigy
is a child who by age 10 displays a mastery of a field usually undertaken only
by adults. Prodigies are, by this definition, extraordinary ones whose standout
accomplishments are obvious. Ellen Winner, a psychologist in Boston and author
of Gifted Children: Myths and Realities says: "I always
say to parents, 'If you have to ask whether your child is a prodigy, then your
child isn't one.'"
Brains of
prodigies
American
psychologist Michael O'Boyle in Melbourne has been scanning the brains of young
people gifted in mathematics. O'Boyle found that, compared with average kids,
children with an aptitude for numbers show six to seven times more metabolic
activity in the right side of their brains, an area known to mediate pattern
recognition and spatial awareness—key abilities for mathematics and music.
Scans also showed heightened activity in the frontal lobes, believed to play a
crucial "executive" role in coordinating thought and improving
concentration. This region of the brain is virtually inactive in average
children when doing the same tasks.
O'Boyle
believes prodigies also can switch very efficiently between the brain's left
and right hemispheres, utilizing other mental resources and perhaps even
shutting down areas that produce random distractions. In short, while their
brains aren't physically different from ordinary children's, prodigies seem to
be able to focus better—to muster the mental resources necessary to solve
problems and learn. O'Boyle says: "For the longest time, these kids'
brains were considered the same as everyone else's; they just did twice as
much, twice as fast. It turns out those quantitative explanations don't fit.
They're doing something qualitatively different."
Neuro-cognitive
basis
What is the
neuro-cognitive basis of this extraordinary brilliance? Are prodigies born
different, gifted by genetic accident to be mentally more efficient? Or is the
management of mental resources something that can be developed? Scientists
aren't sure. Studies have shown that raw intelligence, as measured through IQ
tests, is highly (though not completely) inheritable. But the connection
between high intelligence and prodigious behavior is far from absolute.
So-called idiot savants, for example, show unusual mastery of specific
skills—they could even be described as prodigies were it not for their overall
low intelligence. And many very creative children don't necessarily register
high IQs because they don't test well on standardized intelligence tests and
examinations, says McCann, the education specialist at Flinders University.
Creative kids "are looking for different ways to answer the
questions," she says. "They're looking for the trick questions."
Unlimited
storage capacity of memory
Mauro Pesenti |
In a
pioneering study in this issue, neuroscientist Mauro Pesenti and colleagues
have now used functional brain imaging to examine the calculating prodigy
RĂ¼diger Gamm, and to compare his brain activity with that of normal control
subjects as they perform mental arithmetical calculations. Gamm is remarkable
in that he is able to calculate 9th powers and 5th
roots with great accuracy and he can find the quotient of 2 primes to 60 decimal
places. The authors found that Gamm’s calculation processes recruited a system
of brain areas implicated in episodic memory, including right medial frontal
and parahippocampal gyri, whereas those of control subjects did not. They suggest
that experts develop a way of exploiting the unlimited storage capacity of
long-term memory to maintain task relevant information, such as the sequence of
steps and intermediate results needed for complex calculation, whereas the rest
of us rely on the very limited span of working memory.
No more
idiot-savants
Human Calculator: RĂ¼diger Gamm |
Savant
syndrome was first recognized by Dr. J. Langdon Down. He also originated the
term Down’s syndrome. In 1887, he coined the term "idiot savant" to
describe someone who had "extraordinary memory but with a great defect in
reasoning power." Idiot is a person with low intelligence. Savant is
derived from the French, savoir, meaning wise. The term idiot-savant is now
little used because of its inappropriate connotations, and the term savant
syndrome has now been more or less adopted. Another term, autistic savant, is
also widely used, but this can be somewhat misleading. Although there is a
strong association with autism, it is certainly not the case that all savants
are autistic. It is estimated that about 50% of the cases of savant syndrome
are from the autistic population, and the other 50% from the population of
developmental disabilities and CNS injuries.
Savant
talents usually appear spontaneously, without warning. The first encounter with
a savant is often very charged. Perhaps because the gift is so extraordinary
and so at odds with assumptions about the disability itself, it can sometimes
seem as if the talent is being revealed, for the very first time, to a viewer's
eyes.
Although
savants often take an immediate interest in their instrument or special skill,
their fully-formed talents do not necessarily blossom overnight, contrary to
the Hollywood notion of a savant. Musical progress is often non-linear. Some
aspects of the talent may emerge before others (such as memory or technical
ability); although, when the skills come together, there is a quantum leap in
overall ability. Once that happens, savant talents can progress quite rapidly.
Nadia’s
drawings
One of Nadia’s drawings |
“Nadia” was
an autistic savant artist who, by her sixth year, demonstrated an astonishing
ability to draw in what was described as ‘Renaissance-style’ perspective. Nadia
was the subject of a widely-quoted 1977 book by British psychologist Lorna
Selfe. As Nadia gained communicative speech later in childhood, she apparently
lost her artistic talent. Selfe suggested a trade-off between language and
artistic skills: that as language skills were refined, special artistic skills
waned or disappeared.
In fact,
Nadia's loss of interest in drawing came in a shift in her care environment,
and mostly in the wake of her mother's death. It is possible that Nadia simply
lost her main source of encouragement, and that her artistic gift withered for
a lack of praise and reinforcement. Fortunately, such trade-offs are rare.
Savant skills are a very useful ‘conduit toward normalization’ in and of
themselves, and when they exist, can be helpful in developing many other skills
that allow the savant to communicate with the larger world.
A new
explanation
The Indian
born American neuroscientist V. S. Ramachandran writes: “Consider the
possibility that savants suffer brain damage before or shortly after birth. Is
it possible that their brains undergo some form of remapping as seen in phantom
limb patients? Does prenatal or neonatal injury lead to unusual rewiring? In
savants, one part of the brain may for some obscure reasons receive a greater
than average input or some other equivalent impetus to become denser and
larger—a huge angular gyrus, for example. What would be the consequence of
mathematical ability? Would this produce a child who can generate eight-digit
prime numbers? In truth, we know so little about how neurons perform such abstract
operations that it’s difficult to predict what the effect of such change might
be. An angular gyrus double in size could lead not to a mere doubling of
mathematical ability but to a logarithmic or hundred fold increase. You can imagine
an explosion of talent resulting form this simple but “anomalous” increase in
brain volume. The same argument might hold for drawing, music, language, indeed
any human trait.”
He
continues: “a similar argument can be put forth to explain the occasional emergence
of genius or extraordinary talent in the normal population, or to answer the
especially vexing question of how such abilities cropped up in evolution in the
first place.” (PHANTOMS IN THE BRAIN by Sandra Blakeslee & V. S.
Ramachandran p. 192)
Sunday, May 13, 2012
Human intelligence: one or many?
Intelligence
is most widely studied in humans. Animals and plants also are endowed with
intelligence. Yes, plants do have intelligence. A botanist may vouchsafe that plant
intelligence is the ability of plants to sense the environment and adjust their
morphology, physiology, and phenotype accordingly. “Ability” is the phenomenal
aspect of the intelligence. Artificial intelligence is the
simulation of human intelligence in machines.
What really is intelligence?
The definition of intelligence is controversial. In 1994 the Harvard
psychologist Richard J. Herrnstein and political scientist Charles Murray
published a book The Bell Curve which soon became controversial
and best-selling. The book's title comes from the
bell-shaped normal
distribution of intelligence
quotient (IQ)
scores in a population. The central argument in the book is that
intelligence is influenced by both inherited and environmental factors. The
book also argues that those with high intelligence, the “cognitive elite”, are
becoming separated from those of average and below-average intelligence, and
that this is a dangerous social trend with the United States moving toward a
more divided society similar to that in Latin America.
Much of the controversy concerned the parts of the book in
which the authors wrote about racial differences in intelligence and
discuss the implications of those differences. The authors were reported
throughout the popular press as arguing that these IQ differences are genetic;
however, they wrote in chapter 13: "It seems highly likely to us that both
genes and the environment have something to do with racial
differences." The introduction to
the chapter more cautiously states, "The debate about whether and how much
genes and environment have to do with ethnic differences remains
unresolved." Shortly after
publication, many people rallied both in criticism and defense of the book.
“Mainstream Science on
Intelligence” was a
public statement issued by a group of 52 academic researchers in the fields
allied to intelligence testing. It was originally published in the Wall
Street Journal in December 13, 1994. The statement says: “intelligence is a
very general mental capability that, among other things, involves the ability
to reason, plan, solve problems, think abstractly, comprehend complex ideas,
learn quickly and learn from experience. It is not merely book learning, a
narrow academic skill, or test-taking smarts. Rather, it reflects a broader and
deeper capability for comprehending our surroundings—catching on, making sense
of things, or figuring out what to do.”
Intelligence tests
Intelligence tests are widely used in educational, business, and
military settings due to their efficacy in predicting behavior. Intelligence quotient
(IQ) is the number arrived at by dividing the mental age with chronological age
and then multiplying with 100. The mental age is assessed through intelligence
tests. Average IQ is 100. The IQ is correlated with many important social
outcomes—individuals with low IQs are more likely to be divorced, have a child
out of marriage, be incarcerated, and need long-term welfare support, while
individuals with high IQs are associated with more years of education, higher
status jobs and higher income. Intelligence is
significantly correlated with successful training and performance outcomes, and
IQ is the single best predictor of successful job performance.
Core of human intelligence or g
Charles Edward Spearman |
Specific abilities and G factor |
There are many different kinds of IQ tests using a wide variety of test
tasks. Some tests consist of a single type of task, others rely on a broad
collection of tasks with different contents including visual-spatial, verbal,
numerical tasks and asking for different cognitive processes such as reasoning,
memory, rapid decisions, visual comparisons, spatial imagery, reading, and
retrieval of general knowledge. The British
psychologist Charles Edward Spearman found that a single common factor
explained the positive correlations among different tasks of an intelligence
test. Spearman named it g or
"general intelligence factor". He interpreted it as the core of human
intelligence that, to a larger or smaller degree, influences success in all
cognitive tasks and thereby creates the positive manifold. This interpretation
of g as a common cause
of test performance is still dominant in intelligence tests.
Multiple
intelligences
The American developmental psychologist Howard Earl Gardner proposed the
theory of multiple intelligences based on studies not only of normal children
and adults but also of gifted individuals called savants and prodigies and of
persons who have suffered brain damage. This led Gardner to break intelligence
down into at least eight different components: logical, linguistic, spatial,
musical, kinesthetic pertaining to body-movements, interpersonal, naturalist
pertaining to environment, and existential.
Howard Earl Gardner |
1. Logical/Mathematical intelligence: This area has to do with logic, abstractions, reasoning and
numbers and critical thinking. While it is often assumed that those with this
intelligence naturally excel in mathematics, chess, computer programming and
other logical or numerical activities. Logical reasoning is closely linked to fluid intelligence and to general ability.
2. Spatial intelligence: This area deals with spatial
judgment and the ability to visualize with the mind's eye. Careers which suit
those with this type of intelligence include artists, designers and architects.
A spatial person is also good with puzzles.
3. Verbal/Linguistic
intelligence: This area has to do with words, spoken
or written. People with high verbal-linguistic intelligence display a facility
with words and languages. They are typically good at reading, writing, telling
stories and memorizing words along with dates. They tend to learn best by
reading, taking notes, listening to lectures, and by discussing and debating
about what they have learned. Those with verbal-linguistic intelligence learn
foreign languages very easily as they have high verbal memory and recall, and
an ability to understand and manipulate syntax and structure. Verbal ability is
one of the most g-loaded abilities.
4. Kinesthetic/Bodily intelligence: The core elements of the bodily-kinesthetic intelligence
are control of one's bodily motions and the capacity to handle objects
skillfully. Gardner elaborates to say that this intelligence also includes a
sense of timing, a clear sense of the goal of a physical action, along with the
ability to train responses so they become like reflexes. In theory, people who
have bodily-kinesthetic intelligence should learn better by involving muscular
movement. They are generally good at physical activities such as sports or
dance. They may enjoy acting or performing, and in general they are good at
building and making things.
5. Musical intelligence: This area has to do with sensitivity to sounds, rhythms, tones, and music. People
with a high musical intelligence normally have good pitch and are able to sing,
play musical instruments, and compose music. Since there is a strong auditory
component to this intelligence, those who are strongest in it may learn best
via lecture. Language skills are typically highly developed in those whose base
intelligence is musical. In addition, they will sometimes use songs or rhythms
to learn. They have sensitivity to rhythm, pitch, meter, tone, melody or
timbre.
6. a. Interpersonal intelligence: Interpersonal intelligence is the ability to understand
others. In theory, individuals who have high interpersonal intelligence are
characterized by their sensitivity to others' moods, feelings, temperaments and
motivations, and their ability to cooperate in order to work as part of a
group.
6. b. Intrapersonal intelligence: This area has to do with introspective and
self-reflective capacities. This refers to having a deep understanding of the
self; what your strengths/ weaknesses are, what makes you unique, being able to
predict your own reactions/emotions. Philosophical and critical thinking is
common with this intelligence. Many people with this intelligence are authors,
philosophers, and members of clergy.
7. Naturalistic intelligence: This area to do with nurturing and relating information to
one’s natural surroundings. They become naturalists, farmers and gardeners.
8. Existential intelligence: Some proponents of multiple intelligence theory proposed spiritual
or religious intelligence as a possible additional type. Gardner did not want
to commit to a spiritual intelligence, but suggested that an “existential” intelligence
may be a useful construct.
It seems that Gardner crystallized and categorized different facets of
human intelligence into distinct types of intelligence. In individual with high
general intelligence different abilities may develop in appropriate
circumstances if properly motivated, supported and persevered.
Friday, May 11, 2012
How a criminal mind evolves?
A few days ago a boy aged 15 studying in the tenth standard
of a High School in the Indian state of Kerala cold-bloodedly murdered one of
his classmates by first stunning the victim with a stone-blow and then cutting
the throat with a knife. The murderer led the victim to the toilet of the
school by telling him to show a secret object. The murderer-boy admitted to the
police that he murdered his classmate in vengeance to the defeat he met in the
altercation which took place between him and the victim some months back.
Juvenile delinquency
Psychologically the act of the boy is juvenile delinquency
or in simple terms youth crime. By legal definition it is participation in
illegal behavior by minors under 18 years.According to Laurence Steinberg, department of psychology,
Temple University, Philadelphia, in recent years the average for first arrest
has dropped significantly, and younger boys and girls are committing crimes.
Between 60 and 80 percent of adolescents engage in some form of juvenile
offense. These can range from status offenses such as underage smoking to
property crimes such as theft, robbery and violent crimes. The number of teens
who offend is so high that it would seem to be a cause for worry. But Laurence
Steinberg considers juvenile offending as normative adolescent behavior. This
is because most teens tend to do offend by committing non-violent crimes, only
once or a few times, and these offenses are confined to adolescence. When the
adolescents offend repeatedly or violently their offending is likely to
continue beyond adolescence. In such cases offenses become increasingly
violent. According to psychologist Terrie Moffitt it is likely that such
individuals begin offending and displaying antisocial behavior even before
reaching adolescence.
Evolution of a delinquent mind
Laurence Steinberg |
Adolescence is a transition phase from childhood to
adulthood. In the early periods of industrialization and in the ages before
industrial era there was no transition phase. A child spontaneously develop
into an adult and start working and living adult life. According to Laurence Steinberg,
who wrote the noted book The 10 Basic Principles of Good Parenting, the
new drawn out transition from childhood to adulthood, that is now common in
western and developing words, has left many adolescents in a limbo where they
must seek to define their identity and place in the world. Sometimes
delinquency may provide a way to get an identity.
Contrary to popular belief it is highly rare for teenagers
to become spontaneously aggressive, antisocial or violent simply with the onset
of adolescence. Only about 5 to 10 per cent commit violent crimes. In the
United States, according to criminologist Alex R. Piquero, one third of all of
suspects arrested for violent crimes are under eighteen. (Piquero et al. (2003):The
Criminal Career Paradigm: Background and Recent Developments)
Different types of juvenile delinquents
Terrie Moffitt |
Lifelong studies of offenders conducted by psychologist
Terrie Moffitt have established that there are two different types of offenders
that emerge in adolescence. One is the repeat offender, referred to as the
life-course-persistent offender who begins showing antisocial and aggressive
behavior in late childhood and continues into adulthood. The second category of
offenders are age specific referred to as the adolescence-limited offender. In
this category delinquency begins and ends during their adolescence. Therefore a
careful childhood history of the juvenile delinquents is essential to determine
whether they will be lifelong persistent offenders, or just adolescent-limited
offenders. Although most of the adolescent-limited delinquents drop all
criminal activities once they enter adulthood, psychological studies have
established that they still show more mental health problems, substance abuse,
and finance problems, both in adolescence and adulthood, than those who were
never delinquent.
Masculinity and delinquency
It is a fact that more young men commit offenses than young
women. One suggestion is that the ideas of masculinity may make young men
more likely to offend. Being tough, powerful, aggressive, daring and competitive becomes a way for young men to assert and express their masculinity.
Acting out these ideals may make young men more likely to engage
in antisocial and criminal behavior. Also, the way young men are treated by others, because of their
masculinity, may reinforce aggressive traits and behaviors, and make them more
susceptible to offending.
Alternatively, young men may actually
be naturally more aggressive, daring and prone to risk-taking. According to a
study led by Florida State University criminologist Kevin M. Beaver, adolescent
males who possess a certain type of variation in a specific gene are more likely to group together with delinquent peers. The
study, which appears in the September 2008 issue of the Journal of Genetic
Psychology, is the first to establish a statistically significant association
between an affinity for antisocial peer groups and a genetic factor.
Risk factors
Two important risk factors that lead to juvenile delinquency
are parenting style and peer group association. Following parenting styles are
undoubtedly at fault causing juvenile delinquency:
"Permissive" parenting is
characterized by a lack of discipline. It encompasses the following subtypes:
§ "neglectful"
parenting, characterized by a lack of monitoring and thus of knowledge of the
child's activities,
§ "indulgent"
parenting, characterized by enablement of
misbehavior,
§ "authoritarian"
parenting, characterized by harsh discipline and refusal to justify discipline
on any basis other than "because I said so".
Peer group association with antisocial peer groups
is also very important causative factor of juvenile delinquency. This occurs as a result of faulty parenting where the
child is left unsupervised.
Other factors that may mislead a
teenager into juvenile delinquency include low socio-economic status, poor
school performance and failures, peer rejection and attention deficit
hyperactivity disorder (ADHD).
Children with low intelligence and
those suffering from ADHD are more likely to do badly in school. This may
increase the chances of offending. Low educational attainment, low attachment
to school, and low educational aspirations are all risk factors for offending
in themselves. Most of these tend to be influenced by a mix of both genetic and
environmental factors.
Criticism of risk factor researches
Two UK academics, Stephen Case and
Kevin Haines, among others, criticized risk factor research in their academic
papers and a comprehensive polemic text, Understanding Youth Offending: Risk
Factor Research, Policy and Practice. The validity of risk factor
research is criticized for:
Reductionism - over-simplifying complex experiences
and circumstances by converting them to simple quantities, relying on a
psychosocial focus whilst neglecting potential socio-structural and political
influences;
Determinism - characterizing young people as
passive victims of risk experiences with no ability to construct negotiates or
resist risk;
Imputation - assuming
that risk factors and definitions of offending are homogenous across countries
and cultures and assuming that statistical correlations between risk factors
and offending actually represent causal relationships.
Wednesday, May 9, 2012
Perfectionism is manifestation of personality disorder
Case
vignette
Mr. R.,
working as pharmacist in a Government hospital, experiences ‘mental tension’
whenever he sees things at home or at the pharmacy in a disorderly fashion. He
wants everything in orderly way and neat and tidy condition. He often scolds
his only son studying in the higher secondary class for not keeping his books
in neat and tidy manner. He did his daily exercise
to keep himself fit but his son never bothered to do exercise. He
couldn’t gather why he is all the time worried and
dissatisfied. He was constantly disappointed
with his wife and son who, according to him, never rose to his standards. He
has been pointing out their faults, lecturing them about their duties and
warning them about how their future would be doomed unless they changed their
easygoing nature. His wife and son are becoming more and more detached and
irresponsible, quite contrary to what he wanted. They seemed to be purposely
not following his instructions. They avoided him even to the extent of refusing
to sit together to have a meal. Obviously, they found his constant blaming and
advising unacceptable. He concluded:
“Doctor, I am a perfectionist. But my wife and son are not. That is why I am
worried about them. What should I do to correct them?”
Perfectionism is a personality disorder
Mr.
R. was absolutely correct when he said that he was a perfectionist. But
perfectionist is, as William Shakespeare said in King Lear, “striving to be better, oft mar
what's well”. Perfectionism is the manifestation of a personality disorder
called obsessive-compulsive personality disorder. In the international
classification of diseases it is designated as ‘anancastic personality
disorder.’ It is characterized by the following:
- feelings of excessive doubt and caution;
- preoccupation with details, rules, lists, order, organization or schedule;
- perfectionism that interferes with task completion;
- excessive conscientiousness, scrupulousness, and undue preoccupation with productivity to the exclusion of pleasure and interpersonal relationships;
- excessive pedantry and adherence to social conventions;
- rigidity and stubbornness;
- unreasonable insistence by the patient that others submit to exactly his or her way of doing things, or unreasonable reluctance to allow others to do things;
- intrusion of insistent and unwelcome thoughts or impulses.
Perfectionists may be mistaken for high achievers, but
there are some key differences between them. How to identify a perfectionist?
Following are the telltale traits of perfectionist:
All-or-nothing thinking:
Perfectionists, like high achievers, tend to set high goals
and work hard toward them. However, a high achiever becomes satisfied with
doing a great job and achieving excellence or something close to it. They are
not tense even if their very high goals aren’t completely met. Perfectionists
will accept nothing less than perfection. Even “almost perfect” is considered
as failure by perfectionists. This kind of evaluation of achievements is due to
their “all-or-nothing thinking’. This type of thinking is a cognitive
distortion. They see everything in black or white. Therefore this type of
thinking is also called black-and-white thinking.
Harsh self-criticism:
Perfectionists are far more critical of themselves than are
high achievers. While high achievers take pride in their accomplishments and
tend to be supportive of others, perfectionists tend to spot tiny mistakes and
imperfections in their own work, as well as in others work.
Perfectionists are
pushed by fear:
High achievers tend to be pulled toward their goals by a desire to
achieve them, and are happy with any steps made in the right direction.
Perfectionists, on the other hand, tend to be pushed toward their goals by a fear of not reaching them. They see anything less
than a perfectly met goal as a failure.
Unrealistic goals:
A perfectionist’s goals aren’t always reasonable. While high
achievers can set their goals high, perhaps enjoying the fun of going a little further
once goals are reached, perfectionists often set their initial goals out of
reach. Because of this, high achievers tend to be not only happier, but more
successful than perfectionists in the pursuit of their goals.
No result orientation:
High achievers can enjoy the process of chasing a goal. Perfectionists
see the goal and nothing else. They’re so concerned about meeting the goal and
avoiding the dreaded failure that they can’t enjoy the process of growing and
striving.
Depressed by unmet
goals:
While high achievers are able to bounce back fairly easily
from disappointment, perfectionists tend to beat themselves up much more and
wallow in negative feelings when their high expectations go unmet. This leads to
depression.
Afraid to fail:
Perfectionists are also much more afraid to fail than are
high achievers. Failure becomes a very scary prospect. And, since anything less
than perfection is seen as ‘failure’, this can lead to procrastination.
Procrastination:
Procrastination is deferring
an action to a later time. Perfectionism and procrastination do tend
to go hand in hand. This is because, fearing failure as they do, perfectionists
will sometimes worry so much about doing something imperfectly that they become
immobilized and fail to do anything at all! This leads to more feelings of
failure, and a vicious cycle is thus perpetuated.
Defensiveness:
Because a less-than-perfect performance is so painful and
scary to perfectionists, they tend to take constructive criticism defensively,
while high achievers can see criticism as valuable information to help their
future performance.
Low self esteem:
High achievers tend to have high esteem of themselves; not so
with perfectionists. They tend to be very self-critical and unhappy, and suffer
from low self-esteem. They can also be lonely or isolated, as their critical
nature and rigidity can push others away as well. This can lead to lower
self-esteem.
Get rid of perfectionism
Perfectionism can rob you of your peace of mind, enjoyment of life, and
self esteem. Though it’s a process that may take a little time, shedding the
burden of perfectionism can greatly decrease the level of stress you feel on a
daily basis.
Recognizing
that a change may be needed is a very important first step toward creating a
more easygoing nature and achieving the inner peace and real success that comes
from overcoming perfectionism and being able to say that ‘almost perfect’ or
‘less than perfect’ is also a job well done.
A restructuring of cognition or mindset and personality is
needed to get rid of perfectionism; here are some important steps you can take
to maintain a healthier attitude:
Make a cost-benefit
analysis:
Take a closer look at your perfectionist traits. You may
think you’re more effective because of them. Many researchers have proved that
this isn’t true. Perfectionism has many negative consequences, and you may be
experiencing several of them right now. Make a list of all the ways
perfectionism is hurting you (and those around you), and you’ll be more
motivated to shed these tendencies.
Self-awareness of your
tendencies:
By becoming more aware of your patterns, you’re in a better
position to alter them. It is better to record your perfectionist
thoughts as they pop into your mind. If it is impractical for you
to write down thoughts as they come, try to go over your day each night and
remember the times when you felt you’d failed, and write down what you thought
at the time. This will help you become more aware of perfectionist thoughts as
they come to you in the future.
See the positive:
Try to stop spotting mistakes. It may be difficult to just
stop. But you can soften your tendency to notice the bad by making a conscious
effort to notice all that is good with your work and the achievements of
others. If you notice something you don’t like about yourself or your work, for
example, look for five other qualities that you do like. This will balance out your
critical focus and become a positive new habit.
Change
your self-talk:
A perfectionist always engages in negative self-talk like
‘my work isn’t good enough’, ‘I am not trying hard enough’, and ‘they are not good enough’. Negative
self talk can perpetuate
unhealthy behaviors and wreak havoc on your self esteem; by altering your self-talk, you can go a
long way toward enjoying life more and gaining an increased appreciation for
yourself and your work.
Set
realistic goal
Perfectionists tend to set goals of unreasonable excellence. These goals tend to be
unrealistic and cause problems by being so rigidly demanding and leaving little
room for error. Instead, you can reduce a lot of stress by changing your goals.
Enjoy the process:
You may be used to focusing on results, and getting depressed
if your results are less than perfect. One important way to recover from
perfectionism is to begin focusing more on the process of reaching toward a goal, rather
than just focusing on the goal itself. You can also enjoy the process of
reaching a goal by getting involved with a group who is also trying to achieve
the same goal you’re after. If you find you don’t achieve perfection, you can
then reflect back and see all that you’ve gained in just working toward a
worthy goal, assessing and appreciating the gains you did make
in the process.
Learn to handle
criticism:
Do not look at criticism as an attack and react defensively.
Constructive criticism can give you important clues on how to improve your
performance, making your less-than-perfect performances into useful stepping
stones that lead to excellence. If the criticism you’re receiving is harsh,
just remind others and yourself that mistakes are a great way to learn.
Sunday, May 6, 2012
Artificial intelligence and Chinese room argument
Marvin Lee Minsky |
American cognitive
scientist Marvin Lee Minsky once wrote: “Will robots inherit the
earth? Yes, but they will be our children.”
Robots are machines run by artificial intelligence. Artificial intelligence is a product of human
intelligence.
But, what is intelligence?
Intelligence is the computational part of the ability to
achieve goals in the world. Varying kinds and degrees of intelligence occur in
people, many animals and some machines.
Computation and
calculation
Computation is a type of calculation.
A calculation is a process for transforming one or
more inputs into one or more results, with variable change.
The term
is used in a variety of senses, from the very definite arithmetical calculation
of using an algorithm to logically calculating a strategy in a
competition or the chance of a successful relationship between two people.
For
example, multiplying 7 by 8 is a simple algorithmic
calculation. Estimating the fair price for financial
instruments using the Black–Scholes model is a complex
algorithmic
calculation.
To calculate means to ascertain by
computing. The English word derives from the Latin calculus, which
originally meant a small stone in the gall-bladder (from Latin calx). It also meant a pebble
used for calculating, or a small stone used as a counter in an abacus.
The abacus was an instrument used by Greeks and Romans for arithmetic
calculations, preceding the slide-rule and the electronic calculator. It consisted
of perforated pebbles sliding on an iron bars.
What is artificial intelligence?
John McCarthy |
Artificial
intelligence (AI) is the intelligence of machines. Generally, the term is applied to the branch
of computer science that aims to create AI. The text books dealing with the
subject define the field as "the study and design of intelligent
agents" where an intelligent agent is a system or machine that perceives its environment and
takes actions that maximize its chances of success. John McCarthy was an American computer scientist and cognitive scientist. He coined the term "artificial intelligence". He
defines AI as "the science and
engineering of making intelligent machines." AI research is highly technical and
specialized, divided into subfields. Machine implementation of human cognitive
ability is an ambitious and challenging objective. Its ultimate goal includes
total integration, understanding, and representation of animal behavours and
cognitive processes of humans—namely, thinking, feeling, speaking, symbolic
processing, remembering, learning, knowing, consciousness, problem solving,
planning, and decision making. These processes compose a broad cognitive and
behavioural spectrum of living systems.
Human mind consists of modules
Many
cognitive scientists depict the mind as “modular”—consisting of different parts
that interact to produce both external behaviors and internal phenomena such as
introspection. Such compartmental paradigms make it possible to create models
of mind and build machines that based on such modular concepts. This paradigm
provides for emulating the human brain. Such forms of emulation are the very
essence of artificial intelligence. Naturally the AI has different branches or
subspecialties performing different functions.
Subspecialties or programs of artificial intelligence:
Logical AI
This program decides what
to do by inferring that certain actions are appropriate for achieving its
goals. Cognitive scientist Robert
C. Moore distinguishes three uses of logic in AI; as a tool of analysis, as a
basis for knowledge representation, and as a programming language.
Search
AI programs often examine
large numbers of possibilities, e.g. moves in a chess game or inferences by a
theorem-proving program.
Pattern recognition
When a program makes
observations of some kind, it is often programmed to compare what it sees with
a pattern. For example, a vision program may try to match a pattern of eyes and
a nose in a scene in order to find a face.
Representation
Facts about the world have
to be represented in some way. Usually languages of mathematical logic are
used.
Inference
From some facts, others can
be inferred. This is emulation of human reasoning. The simplest kind of
non-monotonic reasoning is default reasoning in which a conclusion is to be
inferred by default, but the conclusion can be withdrawn if there is evidence
to the contrary. For example, when we hear of a bird, we may infer that it can
fly, but this conclusion can be reversed when we hear that it is a penguin. It
is the possibility that a conclusion may have to be withdrawn that constitutes
the non-monotonic character of the reasoning.
Commonsense knowledge and
reasoning
This is the area in which
AI is farthest from human-level, in spite of the fact that it has been an
active research area since the 1950s.
Learning from experience
Programs do that. Such programs
are made imitating the neural networks of human brain.
Planning
Planning programs start
with general facts about the world (especially facts about the effects of
actions), facts about the particular situation and a statement of a goal. From
these, they generate a strategy for achieving the goal. In the most common
cases, the strategy is just a sequence of actions.
The list of programs is incomplete. Some
of these may be regarded as concepts or topics rather than full branches.
Chinese
room argument
Cognitive scientists Stuart Russell and Peter
Norvig wrote in the third edition (2009) of the book Artificial Intelligence:
A Modern Approach: “Once we have a complete, comprehensive theory of mind,
it becomes possible to express the model in machine form.” But some philosophers think this is over
confidence and they believe the “Chinese-room-argument” is valid for ever.
The Chinese Room
argument was put forward by American philosopher John Rogers Searle. It is an
argument against the possibility of artificial intelligence which is true
replica of human mind. The argument centers on a thought experiment in which
someone who knows only English sits alone in a room following English
instructions for manipulating strings of Chinese characters. To those outside
the room watching the performer it appears as if someone in the room
understands Chinese. Searle summarized the
Chinese Room argument concisely:
Imagine a native English speaker who knows no Chinese locked in a room full of boxes of Chinese symbols (a data base) together with a book of instructions for manipulating the symbols (the program). Imagine that people outside the room send in other Chinese symbols which, unknown to the person in the room, are questions in Chinese (the input). And imagine that by following the instructions in the program the man in the room is able to pass out Chinese symbols which are correct answers to the questions (the output). The program enables the person in the room to pass the Turing Test for understanding Chinese without understand a word of Chinese.
Searle goes on to say,
The point of the argument is this: if the man in the room does not understand Chinese on the basis of implementing the appropriate program for understanding Chinese then neither does any other digital computer solely on that basis because no computer, qua computer, has anything the man does not have.
John Rogers Searle |
Searle develops broader implications of his argument. Searle also aims to refute the functionalist approach to understanding minds, especially that form of functionalism known as the Computational Theory of Mind that treats minds as information processing systems. As a result of its scope, as well as Searle's clear and forceful writing style, the Chinese Room argument has probably been the most widely discussed philosophical argument in cognitive science to appear in the in the past 25 years. By 1991 computer scientist Pat Hayes had defined Cognitive Science as the ongoing research project of refuting Searle's argument.
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