Reconstructive Memory & Torture

In class last week I brought up the effects of torture and whether or not it would affect reconstructive memory. Although it was mentioned that torture was a form of ‘coercion’ and would therefore affect reconstructive memory, I decided to research it more in depth on my own.

Despite torture’s notorious political polarity I did not want my research or my post to be. I just wanted to see what this type of severe ‘stress’ does scientifically to the brain when it’s trying to recall facts. This topic has been in my mind for quite a while. My mother read the book How to Break a Terrorist: The U.S. Interrogators Who Used Brains, Not Brutality, to Take Down the Deadliest Man in Iraq a few years ago and always told me to read it. Although I have yet to do that I feel the research I completed was very similar in conclusion.

In the study, they looked at brain scans of people who had be severely tortured and it was noted that their frontal and temporal lobes showed abnormal activity suggesting that their ability to access verbal memory for the recall of a traumatic event was compromised; implying that the knowledge gained from a suspect may be incorrect when tortured.

I have attached both the article that caught my attention from Science Insider as well as Dublin’s Trinity College professor Shane O’Mara’s research. I would suggest reading the Science Insider report first as it will help clarify many of the more abstract points in the research paper.

http://news.sciencemag.org/scienceinsider/2009/09/torture-cant-pr.html

http://news.sciencemag.org/scienceinsider/entry-assets/Torturing%20the%20Brain%20TiCS%202009%20SOM%20non-proof%20version.pdf

Rachel O’Donnell

Education and Creativity

I am very interested in the ways in which hyper-exposure to technology may affect cognition. Pursuing this idea, I found an article about technology as a learning tool:

http://blog.aace.org/2011/09/02/social-media-and-the-classroom/

which linked me to a TED talk by Sir Ken Robinson :

http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html

In the talk, Robinson explains how current Western education models (he focuses on elementary and middle school) "stigmatize mistakes" (where mistakes are, in fact, one of the many agents of creativity) to an extent that "mistakes are the worst thing you can make" in a system, and more importantly in a society, which ascribe to arcane models of intelligence, hierarchically designed for office workers to have more job opportunities and financial success than, say, a dancer. He states that schools are "educating people out of their creative capacities" and that we need to "radically rethink our view of intelligence" to foster, rather than suppress, creative individuals. To do this, intelligence needs to be viewed as interactive, diverse, related to our sensory perceptions, our kinetics (he states, "some people need to move to think") rather than concentrated in textbook, 'heady' learning.

Relative to the article, Robinson's ideas are valid in that incorporating interactive technology, such as video games and, say, Ipads, into the classroom will cater to more kinetic learners, but when I thought about this in terms of my question, Robinson's model seems to suggest two things: 1) for less creative individuals, exposure to interactive technology and learning, especially at this early age, may implant more interactive modes of learning into these individuals, diversifying their intelligence and enhancing their creativity, and 2) for creative individuals, technology may not change the way that they think and process information rather than finally provide them with a suitable agent in which to learn: creativity, in a sense, surpassing technology.

think like a thin person

While we have been discussing basic cognitive psychology concepts these first few classes I could not help but think about an episode of Oprah I had seen a few years ago. The episode was about a diet plan designed by Dr. Oz and involved associating food that people craved with undesirable things so that the dieter would no loner crave those particular foods. While searching for an article about it, I stumbled upon this, an entire book about this type of dieting. It was also written by Judith Beck, daughter of famed psychologist who pioneered cognitive therapy.

http://www.oprah.com/health/How-to-Lose-Weight-Think-Like-a-Thin-Person

basic emotions

http://the-mouse-trap.com/2011/08/31/basic-emotions/

this is an article about emotions and how they re connected and opposed to each other. the article also talks about the different point of views of Ekman and Tomkins. The article is also related to this topic as well:

http://the-mouse-trap.com/2010/03/07/happiness-opposed-to-despairennui-sadness-to-angerirritability/

it talks about 6 or 8 basic emotions that we feel and easily perceive and how the other emotions evolves from the others. One would note that on Plutchik’s wheel Fear is opposed to Anger; Happiness to Sadness; Disgust to Trust (contempt in our scheme) and Surprise to Interest.

sedefgali

Video Games and Cognitive Thought

I looked into the effect of video games on cognitive development...with not-so-shocking results:

http://www.sciencedaily.com/releases/2011/09/110915131637.htm

Because of my recent re-involvement with video games, I decided to look into how beneficial they might actually be. Well, turns out they aren't. It was assumed that by having players need to strategic planning and constant vigilance for sneak-attacks, video games would boost cognitive development, especially in games such as Medal of Honor. This idea however is "fundamentally flawed" according to Florida State University professor of Psychology Walter Boot. Past studies, he said, didn't take into account that people with better cognitive skills may just be drawn to gaming (instead of gaming making for better cognitive skills). "If people are playing games to improve their cognition, they may be wasting their time," Boot said. "Play games because you enjoy them, not because they could boost your brain power."

Collective Memory

http://www.psychologytoday.com/blog/what-makes-us-human/201109/commemoration

There are certain monumental events in my life that I will always remember because of my specific and individual relationship to them (ex. my first day of school, my first kiss). There are events that i can remember with my family or a small group of people (ex. my grandparents death, family vacations, that epic 3-day sleepover). But then there are memories that I share with the country or the world. Every year since 9/11 I always end up having a conversation with a group of people about where we were when we found out about the attacks. It is a memory that we all have. The article from a blogger for Psychology today reflects on her own memories of 9/11 and how they were affected by the common account seen on tv and through the news that has become the memory of the masses.

Another thing about the Turing Test

This site addresses the debate about if and when a "machine intelligence" will be able to pass as human. It raises a few interesting questions, or it did for me.

Turing tests are conducted in writing. To pass, a machine must be able to communicate persuasively in writing. This means that it must be able to generate language that makes sense, is sufficiently formal or informal, uses appropriate turns of phrase, etc. It must then be able to fabricate a plausible history for itself. This is an extremely difficult task for an organic human intelligence, and at a certain level of complication, it is impossible to do off-hand.

So, is a Turing test a fair way to evaluate machine intelligence? It seems to require a greater capacity for storing, interpreting, and inventing to pass as human than it does to have a conversation of the same caliber as a human.

If the point is for a machine to pass as a human, does it even matter if it's a fair test?

What would it mean for humans if an artificial intelligence did pass a Turing test?

Cleverbot and the turning test

I came across this quote in the Hunt reading. "If a computer can prove a theorem, navigate a space craft... who is to say that it is a mindless automaton, or that a human being is not one?" And the answer was the turning test. I was wondering if there is more to it than that? Will a computer be capable of thought and self awareness as soon as it is able to pass the turning test? My submission is a site I found that does a pretty good job of simulating a human conversation.

http://cleverbot.com/

Sensory Overload

Whilst looking for an article for our blog, I couldn't help by be distracted: my TV was on and I was starting at the computer screen with multiple tabs open. This being over inundated with information is now part of our lives. I've even been on dates where the guy is too distracted by his iphone to carry on a conversation. If our brain is being over taxed with extraneous information just in our day -to-day lives, I wondered, how overwhelmed is the mind of a doctor or naval officer in today's world full of technological advances.

http://www.wired.com/science/discoveries/news/2007/03/72996?currentPage=1

By Rachel O'Donnell

Language and Meaning

Steven Pinker's talk on the relationship between language and human nature.
Here's a link in case the embedding didn't work:

http://youtu.be/3-son3EJTrU

Basically, Pinker discusses the phenomenon of mutual knowledge, its distinction from individual knowledge, and how individuals verbally relate to one another in various situations. For example, one of the main subjects he covers has to do with the appropriateness of certain behavior or language when applied in a friendly situation, vs. in a professional situation (or any other relationship mode). I found this a very interesting subject, particularly when he discusses innuendo and implied meanings, since discerning between the actual words said and the real content of those words must be a rather complicated cognitive process. I never thought something like 'awkwardness' could be discussed scientifically/linguistically, but here it is.
I also highly recommend checking out the whole RSA Animate series, as they have LOTS of great animated lectures available on all kinds of great subjects.


Alisa Nadolishny

Brain Calisthenics for Abstract Ideas

New York Times- June 6, 2011

Article By Benedict Carey

http://www.nytimes.com/2011/06/07/health/07learn.html?pagewanted=1

Researchers at several different universities developed computer programs aiming to strengthen students’ pattern recognition abilities, especially in math and science subjects such as fractions and graphs. The computer programs were generally fast-paced and forced students to select answers quickly and intuitively rather than slowly using the school-taught methods or formulas. Correct intuitive response is a product perceptual learning and pattern recognition. Perceptual learning is much different than the typical instruction given in schools. Schools tend to favor “top-down” problem solving: first learn the rules, theorems, laws of physics, then try the homework problem. Perceptual learning is the opposite; it is a “bottom-up” technique grounded in pattern recognition and intuition applied to problem solving. Cognitive scientists propose that students, teachers and schools should take advantage of perceptual learning.

Sofie Kofodimos

Space Alien Abductions: Are Your Memories Real?

Construction Of Space Alien Abduction Memories

I came across this article after searching for cognitive psych related subjects such as memory, perception, etc., and found the subject quite abnormal. The connection between perception, hypnosis, nightmares, and hallucinations has all been likened in one way or another to the thousands of alien abduction stories that have been told over the years.

Something that struck me as particularly interesting in the article was the comment on the research that shows a negative correlation between confidence and the accuracy of a memory. The blame placed on hypnosis and the suggestive, influential effect it can have was also note-worthy, especially considering the effects such a thing has on those with confusing psychological disorders such as Dissociative Identity Disorder. All of this helps to shed a little light on such an odd, seldom thought of phenomenon.

Replace Magic Potions with Cognitive Solutions: An Article by Vivian Diller, Ph.D.

http://www.psychologytoday.com/blog/face-it/201010/replace-magic-potions-cognitive-solutions

Beauty is much more than skin deep according to psychologist Vivian Diller. By using some simple cognitive tips, we can change the way we think about beauty and how we perceive ourselves. Beauty is both objective and subjective- pretty women have been known to feel ugly while less traditionally attractive women have been known to have a confidence in their looks that influences the way others see them. Diller points out that "self-image is fluid and timeless"; how you see yourself is constantly changing and if you only try to fix yourself externally you will never feel truly beautiful. She points out that one's identity is composed of many different factors and to define yourself entirely by your looks will ultimately lead to unhappiness- substance does in fact count for something. Beauty, while obviously influenced by physical factors, has much more to do with psychology than one would expect.

This article is especially important in today's society where physical beauty is valued over all else (except for perhaps money). I thought this article was effective because unlike other articles that seem to spit cliches about inner beauty at you while lacking any hard evidence, this article admitted to the importance of physical attractiveness but also showed psychology's influence over beauty. By changing how we think about beauty we can begin to affect how we see ourselves.

Homework: Quality over Quantity

The Trouble with Homework by Annie Murphy Paul

Homework, at all levels of education, is now being examined with a scientifically critical eye. A new discipline called Mind, Brain, and Education is being implemented to see if it has any impact on how we learn through accomplishing homework. Certain techniques, such as "spaced repetition" and "interleaving", are proving to be superior to previous teaching practices for homework. Students who applied these techniques scored much higher on tests and retained the information longer.

I think that we can all relate to this article that I found in the New York Times. Typically for me, homework has often felt more like busywork rather than actual studying. Understanding the ways in which we learn could help future generations possibly even enjoy their education. Such a large part of learning and grading is placed on homework. If homework isn't improved, it will eventually effect everything from graduation percentages to how we evolve as a nation. Not be cliche, but children truly are the future - we have to improve education to further improve ourselves.

Memory

THE PSYCHOLOGY OF REMEMBERING: A MEMORY LIKE A JOURNAL by Maria Konnikova

This article is about the act of remembering and how it influences of sense of self and the world around us. I am interested in the analogues to photography and writing in this article because these art forms also acts as aids to remember details and events sometimes that our memory fails to capture. As tools, are photography and writing helpful or is the process of doing these take away from our imperfect memory? I also have never heard of the condition known as, "hyperthymesia" (an ability to be able to recall the minute details from any day on demand). I guess this is like a hyper-photographic memory?

http://bigthink.com/ideas/40163?utm_source=Big+Think+Weekly+Newsletter+Subscribers&utm_campaign=8ea178ec45-Wednesday_Newsletter_September_14_2011&utm_medium=email

Language & Personality

http://www.telegraph.co.uk/news/uknews/1493260/A-second-language-changes-personality.html

(& incase you don't know Basil Fawlty)

http://www.4shared.com/video/pzqHLzVp/Fawlty_Towers_-_1x06_-_The_Ger.html