#cognitive learning

[ishrata]

The Red Shirt

Nihar, an 18-year-old boy, stood at the edge of the busy intersection every day, weaving through cars and offering colorful balloons to anyone willing to buy. Life had not been kind to him. His father had passed away, leaving Nihar as the sole provider for his sick mother and younger sister. Every coin he earned from selling balloons was carefully saved, not for himself, but to meet the needs of…

[the-wormwormworm]

12 Tips for Applying the Science of Learning to Health Professions Education.

12 Tips for Applying the Science of Learning to Health Professions Education. #FOANed #nursing #nurseeducator

Journal Club Article: Gooding, H. C., Mann, K., & Armstrong, E. (2017). Twelve tips for applying the science of learning to health professions education. Medical teacher, 39(1), 26-31. Background: There is a vast amount of data around the science of learning. The evidence comes from an array of specialties, from cognitive psychology, neuroscience, sociology, anthropology and behavioral…

[zebulontheplanet]

Hearing constantly about gifted autistic kids and people seeing it as THEE autistic trait has completely disregarded those who aren’t gifted and made a HUGE divide in the community. Seeing constantly “yeah autistic people are usually gifted” is so annoying because a VERY large chunk of autistic people, aren’t actually gifted and media has just put the gifted people at the front because they’re more palatable. The “autistic gifted kid burnout” has become more so a trend than anything and I’ve seen a lot of people assume they’re autistic because they are the “gifted kid burnout person” when that isn’t even a requirement for an autism diagnosis. You don’t have to be gifted to be autistic. You don’t have to be!!

Start putting the people who struggle more in the spotlight. Those with intellectual disabilities, those with learning disabilities, those with cognitive disabilities, those who are just generally stereotypically “dumb” and embrace it!

We need to have a very big discussion about this as a community and it needs to start today.

[lostconsultants]

Learning: Effective Methods for Growth

As someone who works with apprentices and trainees, I have a perspective on how people learn and what methods are most effective for conveying information. My experience has taught you that different people have different learning styles, and that finding the right approach can be critical to their success. By understanding the science of learning and the different methods that exist, I can be a…

[stemgirlchic]

why neuroscience is cool

space & the brain are like the two final frontiers

we know just enough to know we know nothing

there are radically new theories all. the. time. and even just in my research assistant work i've been able to meet with, talk to, and work with the people making them

it's such a philosophical science

potential to do a lot of good in fighting neurological diseases

things like BCI (brain computer interface) and OI (organoid intelligence) are soooooo new and anyone's game - motivation to study hard and be successful so i can take back my field from elon musk

machine learning is going to rapidly increase neuroscience progress i promise you. we get so caught up in AI stealing jobs but yes please steal my job of manually analyzing fMRI scans please i would much prefer to work on the science PLUS computational simulations will soon >>> animal testing to make all drug testing safer and more ethical !! we love ethical AI <3

collab with...everyone under the sun - psychologists, philosophers, ethicists, physicists, molecular biologists, chemists, drug development, machine learning, traditional computing, business, history, education, literally try to name a field we don't work with

it's the brain eeeeee

[ghxst-system]

i dont care "how" disabled u are

u deserve any accomodations u need

dont let people shame u for that. they dont have to live with a disability.

[pandemic-info]

Reposting via a redditor; re:

Is there a sound argument for why people aren’t taking this seriously?

Why do they think that way? https://essaysyoudidntwanttoread.home.blog/2022/10/09/why-do-they-think-that/? 7 psychological defense mechanisms used to downplay covid https://threadreaderapp.com/thread/1737582325779624059.html? How to hide a pandemic https://howtohideapandemic.substack.com/p/how-to-hide-a-pandemic Cognitive Dissonance & Ableism https://www.tiktok.com/@fka.monstersincooperated/video/7360285749574421802 Anti-social punishment https://www.tiktok.com/@creative.neurospice/video/7269910082769653038 NYT: Why People Fail to Notice Horrors Around Them (helplessness & habituation) https://archive.is/wVL85 [article about the ongoing right to avoid infection. ... how people just can't really face reality due to death anxiety] https://www.psychologytoday.com/us/blog/side-effects/202309/how-to-socialize-during-a-pandemic Increased risk-taking behavior during the COVID-19 pandemic: psychological underpinnings and implications https://www.scielo.br/j/rbp/a/TPpQKTwfqTH5Q8qKghRkWpf/?format=pdf&lang=en Cognitive Biases https://www.instagram.com/p/C8TdduJMtKH/ We’ve Hit Peak Denial. Here’s Why We Can’t Turn Away From Reality https://www.scientificamerican.com/article/weve-hit-peak-denial-heres-why-we-cant-turn-away-from-reality/ Difficulties in Understanding Population Risk versus Individual Risk https://www.youtube.com/watch?v=_2X_HRfJpio&list=LLkcwJR5kj80dAQNAT83d1NQ&t=2522s

See also:

Normalcy bias

Semmelweis reflex

Just-world fallacy

Survivorship bias

Compassion fatigue

Sunk cost fallacy

Learned helplessness

Informational social influence

Ableism

Nihilism

[ishrata]

Mihir: The Versatile Genius

Mihir had always been different. From a young age, he showed a remarkable curiosity about the world around him, never content with just one field of interest. While other children focused on their studies, Mihir explored a variety of passions. His academic performance was unmatched—he was the top student in every class, easily grasping complex concepts and outshining his peers. Yet, Mihir’s…

[the-wormwormworm]

The Science of Learning: Quick Revision Tips

The Science of Learning: Quick Revision Tips #FOANed #nurseeducator #nursing #revision

Here are a few quick revision tips to put into practice when studying. Chunking Theory: Make it bitesize the content you are learning. It’s unlikely you can remember entire chapters, so take keypoints and relate them to the clinical environment (make the hooks to link theory to clinical situations) Challenge: Test yourself, check the textbooks you are using and often you will find questions to…

[briarpatch-kids]

Nothing I hate as a personality trait more than willful ignorance. So many people i know try so hard to learn about the world with so much standing in their way, it's infuriating to see people who CAN learn but choose not to.

[3-aem]

stop telling me facts about gojo—i dont want them Anymore

[buckys-robot-arm]

I think I’m gonna start asking people who want the dissolution of Israel where all of the Jews there would go. Like, okay, you want Israel to cease existing? Where do you propose those 7 million Jewish people should go? Back to Europe? A lot of them are Mizrachi and have been living in the Levant. Even Jews whose (grand)parents fled Europe, do you think those countries would happily take them all in? Do you want them to go to the US? There’s already enough hate here. Or are you fine with them all getting massacred by Hamas et al.? Because that’s what those groups would gleefully do if given the chance

EDIT: said 9 mil instead of 7, but unfortunately I don’t think that’s any better

[mueritos]

its crazy how coming into clinical social work, i really just thought I was up against systems and cycles of trauma....but it turns out i'm up against those two things AND other therapists. the amount of work spent correcting mistakes from other clinicians--whether with clients or during the classroom--is fucking crazy.

i totally get we're all on different journeys in terms of being clinicians. but it is insane finding out day after day of therapists and clinicians saying the worst things ever to clients. demeaning them, telling them "it's all in their head", the racism and the ableism and harm that is caused. like no fucking wonder people are afraid to seek therapy (on top of the accessibility issues). while i'm a little biased and think that at the very least clinical social work training focuses on viewing people within their environments (so not engaging in the medical/individualist models of practice that a lot of counseling programs focus on), that doesn't mean it gives every person the skills to be an effective therapist. i'm also not saying i'm the best clinician ever--I'm literally in training--but boy! it is jarring seeing how some of my peers interact in class and wondering...is that how you are with your clients??

my social work program at the very least also has a focus on anti-racism, but i know students from other programs and some of them don't even mention racism AT ALL and focus entirely on diagnosing people "correctly", or finding the perfect form of therapy to use on a client. but man, what none of these programs teach are basic life skills. wanting to be a clinician isn't enough, especially considering that an inhumane amount of people in my program are 1. so nervous about making mistakes that they lose scope of their practice 2. have so much internalized racism/white guilt to work thru 3. or they have absolutely no listening skills.

again, im not trying to make it seem like I am the number 1 clinician in the world ever. I don't even have a psych background or bachelor's in social work. my reasons for going into social work are quite selfish (I want a job that is very flexible, easily transferable, and can be done in different contexts), and the helping people part is just a plus. i'm just saying it's very jarring seeing other people in training and realizing they too are working with clients. i have conversation after conversation about these issues with other BIPOC/queer/marginalized clinicians, so I know i'm not the only person worried about some of the people that will be out of this program in a few years practicing on their own or with vulnerable populations.

[omegaphilosophia]

The Philosophy of Curiosity

The philosophy of curiosity explores the nature, origins, and implications of human curiosity, which drives individuals to seek knowledge, explore new experiences, and ask questions about the world around them. Curiosity has long been recognized as a fundamental aspect of human cognition and behavior, playing a central role in scientific inquiry, philosophical reflection, and everyday life. Here are some key aspects and theories within the philosophy of curiosity:

Epistemic Curiosity: Epistemic curiosity refers to the desire for knowledge and understanding, motivating individuals to seek information, explore new ideas, and engage in intellectual pursuits. Philosophers have debated the nature of epistemic curiosity, its origins in human cognition, and its role in shaping scientific progress and cultural development.

Aesthetic Curiosity: Aesthetic curiosity pertains to the exploration of beauty, art, and creativity, driving individuals to seek out new experiences, appreciate diverse forms of expression, and engage with works of literature, music, visual art, and other cultural artifacts. Aesthetic curiosity raises questions about the nature of artistic inspiration, cultural interpretation, and subjective experience.

Existential Curiosity: Existential curiosity concerns the exploration of existential questions about the nature of existence, meaning, and purpose, motivating individuals to reflect on their own lives, values, and beliefs. Existential curiosity encompasses inquiries into topics such as the nature of consciousness, the search for transcendence, and the quest for personal fulfillment.

Philosophical Curiosity: Philosophical curiosity involves the pursuit of philosophical inquiry, critical thinking, and self-reflection, prompting individuals to question assumptions, challenge conventional wisdom, and explore fundamental concepts such as truth, morality, justice, and reality. Philosophical curiosity underlies the practice of philosophy as a discipline and informs broader intellectual endeavors.

Ethical Curiosity: Ethical curiosity concerns the exploration of ethical questions and moral dilemmas, motivating individuals to consider the consequences of their actions, empathize with others, and strive for moral growth and development. Ethical curiosity raises questions about the nature of moral values, ethical principles, and the pursuit of the good life.

Cognitive Curiosity: Cognitive curiosity encompasses the exploration of cognitive processes, mental states, and psychological phenomena, driving individuals to understand how the mind works, how knowledge is acquired, and how beliefs are formed. Cognitive curiosity informs research in fields such as psychology, neuroscience, and cognitive science.

Cultural Curiosity: Cultural curiosity involves the exploration of diverse cultures, traditions, and worldviews, prompting individuals to learn about different societies, languages, and customs, and to appreciate the richness of human diversity. Cultural curiosity fosters intercultural understanding, global awareness, and cross-cultural communication.

Metacognitive Curiosity: Metacognitive curiosity pertains to the exploration of one's own cognitive processes and learning strategies, motivating individuals to reflect on their own thinking, monitor their own understanding, and adapt their learning strategies to achieve greater intellectual growth and self-improvement.

Overall, the philosophy of curiosity explores the multifaceted nature of human curiosity and its profound influence on knowledge, creativity, personal growth, and the human condition.

[jcmarchi]

Brain pathways that control dopamine release may influence motor control

New Post has been published on https://thedigitalinsider.com/brain-pathways-that-control-dopamine-release-may-influence-motor-control/

Brain pathways that control dopamine release may influence motor control

Within the human brain, movement is coordinated by a brain region called the striatum, which sends instructions to motor neurons in the brain. Those instructions are conveyed by two pathways, one that initiates movement (“go”) and one that suppresses it (“no-go”).

In a new study, MIT researchers have discovered an additional two pathways that arise in the striatum and appear to modulate the effects of the go and no-go pathways. These newly discovered pathways connect to dopamine-producing neurons in the brain — one stimulates dopamine release and the other inhibits it.

By controlling the amount of dopamine in the brain via clusters of neurons known as striosomes, these pathways appear to modify the instructions given by the go and no-go pathways. They may be especially involved in influencing decisions that have a strong emotional component, the researchers say.

“Among all the regions of the striatum, the striosomes alone turned out to be able to project to the dopamine-containing neurons, which we think has something to do with motivation, mood, and controlling movement,” says Ann Graybiel, an MIT Institute Professor, a member of MIT’s McGovern Institute for Brain Research, and the senior author of the new study.

Iakovos Lazaridis, a research scientist at the McGovern Institute, is the lead author of the paper, which appears today in the journal Current Biology.

New pathways

Graybiel has spent much of her career studying the striatum, a structure located deep within the brain that is involved in learning and decision-making, as well as control of movement.

Within the striatum, neurons are arranged in a labyrinth-like structure that includes striosomes, which Graybiel discovered in the 1970s. The classical go and no-go pathways arise from neurons that surround the striosomes, which are known collectively as the matrix. The matrix cells that give rise to these pathways receive input from sensory processing regions such as the visual cortex and auditory cortex. Then, they send go or no-go commands to neurons in the motor cortex.

However, the function of the striosomes, which are not part of those pathways, remained unknown. For many years, researchers in Graybiel’s lab have been trying to solve that mystery.

Their previous work revealed that striosomes receive much of their input from parts of the brain that process emotion. Within striosomes, there are two major types of neurons, classified as D1 and D2. In a 2015 study, Graybiel found that one of these cell types, D1, sends input to the substantia nigra, which is the brain’s major dopamine-producing center.

It took much longer to trace the output of the other set, D2 neurons. In the new Current Biology study, the researchers discovered that those neurons also eventually project to the substantia nigra, but first they connect to a set of neurons in the globus palladus, which inhibits dopamine output. This pathway, an indirect connection to the substantia nigra, reduces the brain’s dopamine output and inhibits movement.

The researchers also confirmed their earlier finding that the pathway arising from D1 striosomes connects directly to the substantia nigra, stimulating dopamine release and initiating movement.

“In the striosomes, we’ve found what is probably a mimic of the classical go/no-go pathways,” Graybiel says. “They’re like classic motor go/no-go pathways, but they don’t go to the motor output neurons of the basal ganglia. Instead, they go to the dopamine cells, which are so important to movement and motivation.”

Emotional decisions

The findings suggest that the classical model of how the striatum controls movement needs to be modified to include the role of these newly identified pathways. The researchers now hope to test their hypothesis that input related to motivation and emotion, which enters the striosomes from the cortex and the limbic system, influences dopamine levels in a way that can encourage or discourage action.

That dopamine release may be especially relevant for actions that induce anxiety or stress. In their 2015 study, Graybiel’s lab found that striosomes play a key role in making decisions that provoke high levels of anxiety; in particular, those that are high risk but may also have a big payoff.

“Ann Graybiel and colleagues have earlier found that the striosome is concerned with inhibiting dopamine neurons. Now they show unexpectedly that another type of striosomal neuron exerts the opposite effect and can signal reward. The striosomes can thus both up- or down-regulate dopamine activity, a very important discovery. Clearly, the regulation of dopamine activity is critical in our everyday life with regard to both movements and mood, to which the striosomes contribute,” says Sten Grillner, a professor of neuroscience at the Karolinska Institute in Sweden, who was not involved in the research.

Another possibility the researchers plan to explore is whether striosomes and matrix cells are arranged in modules that affect motor control of specific parts of the body.

“The next step is trying to isolate some of these modules, and by simultaneously working with cells that belong to the same module, whether they are in the matrix or striosomes, try to pinpoint how the striosomes modulate the underlying function of each of these modules,” Lazaridis says.

They also hope to explore how the striosomal circuits, which project to the same region of the brain that is ravaged by Parkinson’s disease, may influence that disorder.

The research was funded by the National Institutes of Health, the Saks-Kavanaugh Foundation, the William N. and Bernice E. Bumpus Foundation, Jim and Joan Schattinger, the Hock E. Tan and K. Lisa Yang Center for Autism Research, Robert Buxton, the Simons Foundation, the CHDI Foundation, and an Ellen Schapiro and Gerald Axelbaum Investigator BBRF Young Investigator Grant.