Category: Psychology

Learning Skills Should Not Be Demeaned as “Training”

(p. A13) One of the few lessons that stuck with me from all the courses I took on the way to earning my Ed.D. came during a classroom discussion that sparked my passion for changing the way we talk about education. I’ll never forget how the professor responded to a student who used the word “training.” Training, the professor admonished, was for animals. Humans receive an education.
We can’t keep speaking of people as if they are animals. Whether an individual acquires a skill credential, a bachelor’s degree, a postgraduate degree or anything in between, it’s all education. We need to think about the words we use and why we use them if we are to break the stigma around all forms of education. If we don’t, we will never overcome the abiding sense of inequality and unfairness that so many Americans feel.

For the full commentary, see:
Virginia Foxx. “Stop Calling It ‘Vocational Training’; How we speak about education reflects class prejudice.” The Wall Street Journal (Wednesday, January 2, 2019): A13.
(Note: the online version of the commentary has the date Dec. 31, 2018.)

Big Data Crushes “Intuition, Skill and Experience”

(p. 14) Drawing on an eclectic bunch of anecdotes and studies, Tenner makes his way through four sectors in which “intuition, skill and experience” have been effectively crushed by “big data, algorithms and efficiency”: media and culture, education, transportation and medicine.
A few of his examples:
Search algorithms have extended the ability to find scientific journal articles and books dating to the 19th century. In principle, this means scholars may encounter a broad range of research and discovery, dredge up forgotten work and possibly connect important dots. But in reality, as one sociologist found after studying citations in 35 million scientific journal articles from before and after the invention of the internet, researchers, beholden to search algorithms’ tendency to generate self-reinforcing feedback loops, are now paying more attention to fewer papers, and in general to the more recent and popular ones — actually strengthening rather than bucking prevailing trends.
GPS is great for getting from one point to another, but if you need more context for understanding your surroundings, it’s fairly useless. We’ve all had experiences in which the shortest distance, as calculated by the app, can also be the most dangerous or traffic-clogged. Compare the efficiency of GPS with the three years aspiring London cabdrivers typically spend preparing for the arduous examination they must pass in order to receive their license. They learn to build a mental map of the entire city, to navigate under any circumstance, to find shortcuts and avoid risky situations — all without any external, possibly fallible, help. Which is the more efficient, ultimately, the cabby or Google Maps?
In the early 2000s, electronic medical records and electronic prescribing appeared to solve the lethal problem of sloppy handwriting. The United States Institute of Medicine estimated in 1999 that 7,000 patients in the United States were dying annually because of errors in reading prescriptions. But the electronic record that has emerged to answer this problem, and to help insurers manage payments, is full of detailed codes and seemingly endless categories and subcategories. Doctors now have to spend an inordinate amount of time on data entry. One 2016 study found that for every hour doctors spent with patients, two hours were given over to filling out paperwork, leaving much less time to listen to patients, arguably the best way to avoid misdiagnoses.
Faced with all these “inefficiently efficient” technologies, what should we do? Tenner wants more balance.

For the full review, see:
Gal Beckerman. ” Kicking the Geeks Where It Hurts.” The New York Times Book Review (Sunday, June 30, 2018): 14.
(Note: the online version of the review has the date June 4, 2018, and has the title “What Silicon Valley Could Use More Of: Inefficiency.”)

The book under review, is:
Tenner, Edward. The Efficiency Paradox: What Big Data Can’t Do. New York: Alfred A. Knopf, 2018.

Obsessive Compulsive Disorder Can Enhance Memory

(p. C1) Sharon remembers the first day it happened, in 1952. She was 5 years old and blindfolded while her friends ran around her, laughing, trying not to be caught in a game of blindman’s bluff. But when she whipped off the scarf, panic set in. The house, the street, even the mountains were in the wrong place. She was totally disoriented.
. . .
She eventually learned she had an unusual condition called developmental topographical disorientation disorder, or DTD.
. . .
(p. C2) Not all brain disorders are as detrimental as DTD. Bob, a TV producer from Los Angeles, remembers every day of his life as if it happened yesterday. His perfect memory is a gift, he says: “I don’t have to mourn people after they’ve passed away because my memory of them is so clear.”
The condition was discovered by James McGaugh at the University of California, Irvine, in 2001, after he received a peculiar email from a woman named Jill. “Since I was 11 I have had this unbelievable ability to recall my past,” she said. “When I see a date…I go back to that day and remember where I was, what I was doing, what day it fell on and on and on.”
. . .
A decade later, Dr. McGaugh had a group of around 50 people with HSAM. By scanning their brains while they carried out memory tasks, he discovered that they had an enlarged caudate nucleus and putamen–two areas implicated in obsessive compulsive disorder. Dr. McGaugh concluded that their extraordinary powers of memory are rooted not in their ability to form memories, but in an unconscious rehearsal of their past. They accidentally strengthen their memories by habitually recalling and reflecting upon them–“a unique form of OCD,” he says.

For the full essay, see:
Helen Thomson. “‘Lessons From STRANGE BRAINS.” The Wall Street Journal (Saturday, June 30, 2018): C1-C2.
(Note: ellipses between quoted passages, added; ellipsis internal to a paragraph, in original.)
(Note: the online version of the essay has the date June 29, 2018, and has the title “Strange Stories of Extraordinary Brains–and What We Can Learn From Them.”)

Thomson’s essay is closely related to her book:
Thomson, Helen. Unthinkable: An Extraordinary Journey through the World’s Strangest Brains. New York: Ecco, 2018.

Star Wars Details Allow “a Fully Believable, Escapist Experience”

(p. A15) Mr. Jameson clearly lays out the qualities that geeks appreciate in their art: realism bolstered by a deep internal history and the sort of “world-building” exemplified by Tolkien. But in Hollywood “Star Wars” changed the game thanks to its verisimilitude, “which immediately and thoroughly convinces viewers that they are watching humans and aliens skip from planet to planet in a vast, crowded other galaxy with its own detailed history.” Similarly, the biological background of the “Alien” series includes Xenomorphs “whose intricate life cycle can be described from beginning to end in grisly detail.” Books like “The Star Trek Encyclopedia,” in which the show’s designers document “all the alien planets and species that they’d invented” and present starship engineering schematics, are quintessential works of geek culture.
Detail is important to geeks, the author suggests, because they want without “any boundaries, any limits. . . . They don’t want the artwork to ever end.” Whether it’s playing a tabletop game filled with lore about previously unknown characters from the “Star Wars” galaxy or reading a “textbook” to study the fantastic beasts of the “Harry Potter” world, geeks want to believe–at least for a bit. As Mr. Jameson says, “geeks have long thought of artworks as places where one can hang out.” That’s one reason why single films have given way to trilogies and why characters have cross-populated to create Marvel’s seemingly endless “cinematic universe.”

For the full review, see:
Brian P. Kelly. “BOOKSHELF; The Geeks Strike Back.” The Wall Street Journal (Friday, June 8, 2018): A15.
(Note: ellipsis in original.)
(Note: the online version of the review has the date June 7, 2018, and has the title “BOOKSHELF; ‘I Find Your Lack of Faith Disturbing’ Review: The Geeks Strike Back; The “Star Wars” franchise and Marvel’s superhero films reign supreme in today’s Hollywood. How did that happen?”)

The book under review, is:
Jameson, A. D. I Find Your Lack of Faith Disturbing: Star Wars and the Triumph of Geek Culture. New York: Farrar, Straus and Giroux, 2018.

Chernobyl Was Due to “Bureaucratic Incompetence,” Not Due to Technology

(p. C6) Dr. Medvedev’s study of Lysenko was not approved for official publication in the Soviet Union, but samizdat, or clandestine, copies circulated among the intelligentsia. In 1969, the book was translated into English and published as “The Rise and Fall of T.D. Lysenko.”
Dr. Medvedev was fired from his job at an agricultural research laboratory, and within a few months was summoned to a meeting with a psychiatrist, on the pretext of discussing the behavior of his teenage son. Instead, Dr. Medvedev was taken to a holding cell, where he managed to pick the lock and walk away.
Soon afterward, on May 29, 1970, as Dr. Medvedev recounted in his book “A Question of Madness,” he was confronted at his home by two psychiatrists accompanied by several police officers.
“‘If you refuse to talk to us,’ one of the psychiatrists told Dr. Medvedev, ‘then we will be obliged to draw the appropriate conclusions . . . And how do you feel yourself, Zhores Aleksandrovich?’
“I answered that I felt marvelous.
“‘But if you feel so marvelous, then why do you think we have turned up here today?’
“‘Obviously, you must answer that question yourself,’ I replied. “A police major arrived. “‘ And who on earth might you be?’ Dr. Medvedev asked. ‘I didn’t invite you here.’ ”
“He protested, to no avail, that the homes of Soviet citizens were considered private and inviolable to the forces of the state.
“‘Get to your feet!” the police major ordered Dr. Medvedev. ‘I order you to get to your feet!’ ”
Two lower-ranking officers, twisted Dr. Medvedev’s arms behind his back, forced him out of his house and into an ambulance. He was driven to a psychiatric hospital.
The preliminary diagnosis was “severe mental illness dangerous to the public,” and Dr. Medvedev was repeatedly warned to stop his “publicist activities.”
Meanwhile, his brother, Sakharov and other activists for greater openness in the Soviet system sent telegrams and published open letters calling for Dr. Medvedev’s release. One of his friends, the novelist Alexander Solzhenitsyn, then still living in the Soviet Union, condemned Dr. Medvedev’s detention with a bold and blistering statement.
“The incarceration of freethinking healthy people in madhouses is spiritual murder,” he said. “It is a fiendish and prolonged torture . . . These crimes will never be forgotten, and all those who take part in them will be condemned endlessly, while they live and after they’re dead.
“It is shortsighted to think that you can live constantly relying on force alone, constantly scorning the objections of conscience.”
Solzhenitsyn received the Nobel Prize for Literature later that year.
. . .
In 1990, Dr. Medvedev wrote an account of the 1986 nuclear disaster at Chernobyl, which he considered inevitable, with the Soviet Union’s history of scientific and bureaucratic incompetence.
“In the end, I was surprised at how poorly designed the reactor actually was,” he told the New York Times in 1990. “I wanted to write this book not only to show the real scale of this particular catastrophe, but also to demolish a few more secrets and deliberate misconceptions.”

For the full obituary, see:
SCHUDEL, Matt. “‘Scientist exposed agricultural fraud and Soviet incompetence.” The Washington Post (Sunday, Sept. 6, 2018): C6.
(Note: ellipses between paragraphs, added; ellipses internal to paragraphs, in original.)
(Note: the online version of the obituary has the date Sept. 4, 2018, and has the title “‘James Mirrlees, Whose Tax Model Earned a Nobel, Dies at 82.”)

The books by Zhores Medvedev that were mentioned above, are:
Medvedev, Zhores A. The Rise and Fall of T. D. Lysenko. New York: Columbia University Press, 1969.
Medvedev, Zhores A., and Roy A. Medvedev. A Question of Madness: Repression by Psychiatry in the Soviet Union. London: Mcmillan London Ltd., 1971.
Medvedev, Zhores A. The Legacy of Chernobyl. New York: W. W. Norton & Company, 1990.

Videogames Help ADHD Children

(p. A9) It isn’t often that children are encouraged to play videogames.
But a group of Boston Children’s Hospital researchers have developed videogames for children with conditions such as attention deficit hyperactivity disorder (ADHD) and anxiety, or those who just need to learn how to control their emotions better.
The videogames track a child’s heart rate, displayed on the screen. The games get increasingly difficult as the player’s heart rate increases. To be able to resume playing without extra obstacles the child has to calm themselves down and reduce their heart rate.
“What we’re trying to do is build emotional strength for kids,” said Jason Kahn, co-founder and chief scientific officer of Mighteor, a Boston-based company and spinoff of Boston Children’s Hospital. BCH runs an accelerator and funded some of the research and development of the products. They retain a small piece of ownership of Mighteor. Dr. Kahn worked as a developmental psychologist at Boston Children’s for seven years and maintains an affiliation there but launched the company in November [2016].
The games help children “build muscle memory,” he said. So once they are able to reduce their heart rate over and over again the response of physiologically calming themselves down becomes more automatic.

For the full story, see:
Sumathi Reddy. “‘When Videogames Can Help.” The Wall Street Journal (Tuesday, July 18, 2017): A9.
(Note: bracketed year added.)
(Note: the online version of the story has the date July 17, 2017, and has the title “YOUR HEALTH; When Children Can Benefit From Playing Videogames.”)

Some Brain Traits Ease Music Learning

(p. C2) A study published in Cerebral Cortex in July [2015] shows that unusual activity in specific neural areas can predict how easily musicians learn their chops.
. . .
The data . . . point to a distinct starting advantage in some people–and where that advantage might reside in the brain. A retroactive examination of the first fMRI images predicted who would be the best learners.
Those with a hyperactive Heschl’s gyrus (part of the cerebral cortex that is associated with musical pitch) and with lots of reactivity in their right hippocampus (an area linked to auditory memory) turned out to be more likely to remember tunes they had heard before and, after some practice, play them well.
The “kicker,” said Dr. Zatorre, was finding that neural head start. “That gives you an advantage when you’re learning music, and it’s a completely different system from the parts of the brain that show learning has taken place. It speaks to the idea of 10,000 hours.” In his book “Outliers,” Malcolm Gladwell called 10,000 hours of practice “the magic number of greatness.” Dr. Zatorre disagrees, saying, “Is it really fair to say that everyone’s brain is structured the same way, and that if you practice, you will accomplish the same thing?”

For the full commentary, see:
Susan Pinker. “Practice Makes Some Perfect, Others Maybe Not.” The Wall Street Journal (Saturday, Aug. 29, 2015): C2.
(Note: ellipses, and bracketed year, added.)
(Note: the online version of the commentary has the date Aug. 26, 2015.)

The print version of the Cerebral Cortex article discussed above, is:
Herholz, Sibylle C., Emily B. J. Coffey, Christo Pantev, and Robert J. Zatorre. “Dissociation of Neural Networks for Predisposition and for Training-Related Plasticity in Auditory-Motor Learning.” Cerebral Cortex 26, no. 7 (July 1, 2016): 3125-34.

The Gladwell book mentioned above, is:
Gladwell, Malcolm. Outliers: The Story of Success. New York, NY: Little, Brown, and Co., 2008.

Buddhist Monks Fear Death

(p. C4) A recent paper in the journal Cognitive Science has an unusual combination of authors. A philosopher, a scholar of Buddhism, a social psychologist and a practicing Tibetan Buddhist tried to find out whether believing in Buddhism really does change how you feel about your self–and about death.
The philosopher Shaun Nichols of the University of Arizona and his fellow authors studied Christian and nonreligious Americans, Hindus and both everyday Tibetan Buddhists and Tibetan Buddhist monks.
. . .
The results were very surprising. Most participants reported about the same degree of fear, whether or not they believed in an afterlife. But the monks said that they were much more afraid of death than any other group did.
Why would this be? The Buddhist scholars themselves say that merely knowing there is no self isn’t enough to get rid of the feeling that the self is there. Neuroscience supports this idea.
. . .
Another factor in explaining why these monks were more afraid of death might be that they were trained to think constantly about mortality. The Buddha, perhaps apocryphally, once said that his followers should think about death with every breath. Maybe just ignoring death is a better strategy.

For the full commentary, see:
Alison Gopnik. “Who’s Most Afraid to Die? A Surprise.” The Wall Street Journal (Saturday, June 9, 2018): C4.
(Note: ellipses added.)
(Note: the online version of the commentary has the date June 6, 2018.)

The print version of the Cognitive Science article discussed above, is:
Nichols, Shaun, Nina Strohminger, Arun Rai, and Jay Garfield. “Death and the Self.” Cognitive Science 42, no. S1 (May 2018): 314-32.

More Boys Choose Math Fields Due to Their Weaker Verbal Skills

(p. C2) A key tenet of modern feminism is that women will have achieved equity only when they fill at least 50% of the positions once filled by men. In some fields, women have already surpassed that target–now comprising, for example, 50.7% of new American medical students, up from just 9% in 1965, and 80% of veterinary students. But the needle has hardly moved in many STEM fields–such as the physical sciences, technology, engineering and math, in which barely 20% of the students are female.
A new study suggests some surprising reasons for this enduring gap. Published last month in the journal Psychological Science, the study looked at nearly a half million adolescents from 67 countries who participated in the Program for International Student Assessment, the world’s largest educational survey. Every three years, PISA gauges the skills of 15-year-olds in science, reading and math reasoning. In each testing year, the survey focuses in depth on one of those categories.
. . .
Some fascinating gender differences surfaced. Girls were at least as strong in science and math as boys in 60% of the PISA countries, and they were capable of college-level STEM studies nearly everywhere the researchers looked. But when they examined individual students’ strengths more closely, they found that the girls, though successful in STEM, had even higher scores in reading. The boys’ strengths were more likely to be in STEM areas. The skills of the boys, in other words, were more lopsided–a finding that confirms several previous studies.

For the full commentary, see:
Susan Pinker. “Why Don’t More Women Choose STEM Careers?” The Wall Street Journal (Saturday, March 3, 2018): C2.
(Note: ellipsis added.)
(Note: the online version of the commentary has the date March 1, 2018, and has the title “Why Aren’t There More Women in Science and Technology?”)

The print version of the Psychological Science article discussed above, is:
Stoet, Gijsbert, and David C. Geary. “The Gender-Equality Paradox in Science, Technology, Engineering, and Mathematics Education.” Psychological Science 29, no. 4 (April 2018): 581-93.

Origin of False Memories

(p. A19) Memories are subject to serious flaws, given the limitations and imperfections of the biological and psychological processes of recording, retaining and recalling them. Memories aren’t computer files with exacting recall and retrieval functions. They are often disassembled and stored in “packets” in multiple brain locations. People don’t store the fine details of all daily experiences, because of neuron capacity limitations. Even important details can be missed or lost.
Hence the brain must be selective in which memories it stores and must condense them so that many details are left out. Many eyewitnesses and even victims of crimes don’t take note of the facial features of gun-toting assailants or the make and color of getaway cars.
. . .
My colleague Elizabeth Loftus was able to “implant” false memories in a significant subset of laboratory subjects by showing them an official-looking poster of Disney characters, including Mickey Mouse and Bugs Bunny. Many subjects later remembered meeting Bugs Bunny on a childhood trip to Disneyland. Some of them even reported that Bugs had touched them inappropriately.
That was impossible. Bugs Bunny isn’t a Disney character.

For the full commentary, see:
Richard B. McKenzie. “A Stumble Down Memory Lane; Like Kavanaugh’s latest accuser, people often have ‘gaps.’ They don’t always fill them with truth..” The Wall Street Journal (Tuesday, September 25, 2018): A19.
(Note: ellipsis added.)
(Note: the online version of the commentary has the date Sept. 24, 2018.)

The commentary quoted above is partly based on McKenzie’s book:
McKenzie, Richard B. A Brain-Focused Foundation for Economic Science: A Proposed Reconciliation between Neoclassical and Behavioral Economics. Basingstoke, UK: Palgrave Macmillan, 2018..

“Wishing Only for More Time”

(p. A20) Walter Mischel, whose studies of delayed gratification in young children clarified the importance of self-control in human development, and whose work led to a broad reconsideration of how personality is understood, died on Wednesday [September 12, 2018] at his home in Manhattan.
. . .
In a series of experiments at Stanford University beginning in the 1960s, he led a research team that presented preschool-age children with treats — pretzels, cookies, a marshmallow — and instructed them to wait before indulging themselves. Some of the children received strategies from the researchers, like covering their eyes or reimagining the treat as something else; others were left to their own devices.
The studies found that in all conditions, some youngsters were far better than others at deploying the strategies — or devising their own — and that this ability seemed to persist at later ages. And context mattered: Children given reason to distrust the researchers tended to grab the treats earlier.
. . .
For the wider public, it would be the marshmallow test. In the late 1980s, decades after the first experiments were done, Dr. Mischel and two co-authors followed up with about 100 parents whose children had participated in the original studies. They found a striking, if preliminary, correlation: The preschoolers who could put off eating the treat tended to have higher SAT scores, and were better adjusted emotionally on some measures, than those who had given in quickly to temptation.
The paper was cautious in its conclusions, and acknowledged numerous flaws, including a small sample size. No matter. It was widely reported, and a staple of popular psychology writing was born: If Junior can hold off eating a marshmallow for 15 minutes in preschool, then he or she is headed for the dean’s list.
. . .
In 2014, Dr. Mischel published his own account of the experiment and its reception, “The Marshmallow Test: Mastering Self-Control.”
In at least one serious replication attempt, scientists failed to find the same results. Still, there is general agreement that self-discipline, persistence, grit — call it what you like — is a good predictor of success in many areas of life.
. . .
“I am glad that at the choice point at 18 I resisted going into my uncle’s umbrella business,” he wrote in the autobiographical essay. “The route I did choose, or stumbled into, still leaves me eager early each morning to get to work in directions I could not have imagined at the start, wishing only for more time, and not wanting to spend too much of it looking back.”

For the full obituary, see:

Benedict Carey. “Walter Mischel, 88, Marshmallow Test Creator, Dies.” The New York Times (Saturday, Sept. 15, 2018): A20.
(Note: ellipses, and bracketed date, added.)
(Note: the online version of the obituary has the date Sept. 14, 2018, and has the title “Walter Mischel, 88, Psychologist Famed for Marshmallow Test, Dies’.”)

Mischel’s book on delayed gratification, is:
Mischel, Walter. The Marshmallow Test: Mastering Self-Control. New York: Little, Brown and Company, 2014.