Tuesday, September 25, 2018
Monday, September 24, 2018
Cog Neuro 180925
Hans Berger in 1929, psychiatrist, first observed brain waves over the the occipital cortex in his young son.
Found alpha waves b/w 8 and 12 Hz when his son closed his eyes.
When he opens eyes, alpha waves gone.
Gama rhythm, 30Hz or more, conscious visual perception and process of discovering a solution to a simple word problem.
Beta,14-40Hz,
Alpha rhythms, 8-12Hz,relaxation and many roles
Theta rhythm, 4-8hippocampal region and frontal cortex
Delta rhythm, 1-4sleep and memory,
Frequency Modulation(FM), silent less noise. Invented in 1933 by American engineer Edwin Armstrong. Wide-band FM is used worldwide to provide high-fidelity sound ober broad
Amplitude Modulation(AM), many noise.
Monday, September 17, 2018
reciprocal determinism
https://www.verywellmind.com/what-is-reciprocal-determinism-2795907
According to psychologist Albert Bandura, reciprocal determinism is a model composed of three factors that influence behavior: the environment, the individual, and the behavior itself. According to this theory, an individual's behavior influences and is influenced by both the social world and personal characteristics.
https://www.verywellmind.com/what-is-reciprocal-determinism-2795907
According to psychologist Albert Bandura, reciprocal determinism is a model composed of three factors that influence behavior: the environment, the individual, and the behavior itself. According to this theory, an individual's behavior influences and is influenced by both the social world and personal characteristics.
According to psychologist Albert Bandura, reciprocal determinism is a model composed of three factors that influence behavior: the environment, the individual, and the behavior itself. According to this theory, an individual's behavior influences and is influenced by both the social world and personal characteristics.
Behavior Component
For example, a child who doesn't like school may act out in class, resulting in negative attention from classmates and teachers. The teachers are forced to alter the school environment for this child (and theoretically others like him).
Reciprocal determinism is the idea that behavior is controlled or determined by the individual, through cognitive processes, and by the environment, through external social stimulus events. So in the case of our troubled student, his dislike of school is being reinforced (and perhaps magnified) by the actions of his teachers and classmates, which he's perpetuating by continuing to act out.
For example, a child who doesn't like school may act out in class, resulting in negative attention from classmates and teachers. The teachers are forced to alter the school environment for this child (and theoretically others like him).
Reciprocal determinism is the idea that behavior is controlled or determined by the individual, through cognitive processes, and by the environment, through external social stimulus events. So in the case of our troubled student, his dislike of school is being reinforced (and perhaps magnified) by the actions of his teachers and classmates, which he's perpetuating by continuing to act out.
Environmental Component
The environmental component is made up of the physical surroundings around the individual that contain potentially reinforcing stimuli, including people who are present (or absent). The environment influences the intensity and frequency of the behavior, just as the behavior itself can have an impact on the environment. So if our student gets yelled at by a teacher for talking in class, it not only has an effect on him but on the classroom environment for the rest of the students, not to mention the teacher.
The environmental component is made up of the physical surroundings around the individual that contain potentially reinforcing stimuli, including people who are present (or absent). The environment influences the intensity and frequency of the behavior, just as the behavior itself can have an impact on the environment. So if our student gets yelled at by a teacher for talking in class, it not only has an effect on him but on the classroom environment for the rest of the students, not to mention the teacher.
Individual Component
The individual component includes all the characteristics that have been rewarded in the past. Personality and cognitive factors play an important part in how a person behaves, including all of the individual's expectations, beliefs, and unique personality characteristics. If our student knows that the teacher is more likely to give him something he wants if he waits until close to the end of the school day to act out, obviously he'll tailor his behavior.
So all the factors in our troubled student example affect each other: the child doesn't like school, he acts out, his teachers and classmates react to his behavior, reinforcing his dislike of school and creating a hostile environment.
The behavior itself is something that may or may not be reinforced at any given time or situation.
Another Example
The individual component includes all the characteristics that have been rewarded in the past. Personality and cognitive factors play an important part in how a person behaves, including all of the individual's expectations, beliefs, and unique personality characteristics. If our student knows that the teacher is more likely to give him something he wants if he waits until close to the end of the school day to act out, obviously he'll tailor his behavior.
So all the factors in our troubled student example affect each other: the child doesn't like school, he acts out, his teachers and classmates react to his behavior, reinforcing his dislike of school and creating a hostile environment.
The behavior itself is something that may or may not be reinforced at any given time or situation.
Of course, the situation doesn't have to be a negative one. If our student is a shy girl who usually keeps to herself (the individual/cognitive component), and enters a room on the first day of class to find that all of the other students are already present (the environment), she might try to slip into the back of the class to avoid becoming the center of attention (the behavioral component).
But if another student at the front of the room boisterously greets our shy girl and invites her to sit down in an adjacent seat, the environment has introduced a new reinforcing stimulus (the friendly student) that could lead to a change in our shy girl's normal routine and a change in her behavior.
Nobel Prize Winner also got rejection from publishers... the importance of perseverance
Selected Bibliography
- The problem of central nervous reorganization after nerve regeneration and muscle transposition. R.W. Sperry. Quart. Rev. Biol. 20:311-369 (1945).
- Regulative factors in the orderly growth of neural circuits. R.W. Sperry. Growth Symp. 10: 63-67 (1951).
- Cerebral organization and behavior. R.W. Sperry. Science 133:1749-1757 (1961).
- Chemoaffinity in the orderly growth of nerve fiber patterns and connections. R.W. Sperry. Proc. Nat. Acad. Sci. USA 50: 703-710 (1963).
- Interhemispheric relationships: the neocortical commissures; syndromes of hemisphere disconnection. R.W. Sperry, M.S. Gazzaniga, and J.E. Bogen. In Handbook Clin. Neurol. P. J. Vinken and G.W. Bruyn (Eds.), Amsterdam: North-Holland Publishing Co. 4: 273-290 (1969).
- Lateral specialization in the surgically separated hemispheres. R.W. Sperry. In Neurosciences Third Study Program. F. Schmitt and F. Worden (Eds.), Cambridge: MIT Press 3:5-19 (1974).
- Mind-brain interaction: mentalism, yes; dualism, no. R.W. Sperry. Neuroscience 5: 195-206 (1980). Reprinted in Commentaries in the Neurosciences. A.D. Smith, R. Llanas and P.G. Kostyuk (Eds.), Oxford: Pergamon Press, pp. 651-662 (1980).
- Science and moral priority: merging mind, brain and human values. R.W. Sperry. Vol. 4 of Convergence, (Ser. ed. Ruth Anshen) New York: Columbia University Press (1982).
How cool the story sounds.
All men die anyway.
What we can leave this world is stories of the person.
OR the contribution to the world.
Albert Einstein.
Sigmund Freud.
Carl Jung.
These are who contributed to the world so much and still we remember their names after death.
Suppose that they were forced to study.
I cannot imagine that scenes.
They must have studied following their passions.
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