Bloggeh.com » Interesting

5 Creepy ways Video Games are trying to get you addicted

Dave — Wed, 10 Mar 2010 03:44:38 +0000

http://www.cracked.com/article_18461_5-creepy-ways-video-games-are-trying-to-get-you-addicted.html

Magic and the Brain: Teller Reveals the Neuroscience of Illusion

Dave — Wed, 12 Aug 2009 03:37:13 +0000

Magic is all about exploiting the gaps in human perception.

“For Teller (that’s his full legal name), magic is more than entertainment. He wants his tricks to reveal the everyday fraud of perception so that people become aware of the tension between what is and what seems to be.”

http://www.wired.com/science/discoveries/magazine/17-05/ff_neuroscienceofmagic?currentPage=all

Finding the right mentor

Dave — Fri, 06 Jun 2008 03:06:14 +0000

1Â Â .Â Whatâ€™s Your Objective?
Look at your short and long term plans. Where do you want to end up?
Lifestyle wise, financially, family? Your mentor must be in synergy
with your long term goals and ideally be already living the lifestyle
youâ€™re aiming to acquire.2.Â Find A Business You Want To Be Like.
When I started my coaching programme I did an immense amount of
research before finding a model I liked. When I did, I surrounded
myself in information and knowledge from its creator. Iâ€™d rather be
a rich modeler then a broke original thinker any day. You can then
infuse your own personality and ideas into the foundation once it’s
up and running.

3.Â Be Aware of How You Work Best.
Do you need someone to check up on you every day to keep you on track?
Do you want to be surrounded by a group of like-minded individuals
to keep you focused?
For example, my coaching programme starts from $4,995 per year for
basic group coaching to $50,000 for one on one time with me depending
on your needs. Youâ€™d be surprised how many opt for the high end.
My point is, you need to be very clear on your learning style,
needs and ambitions are before jumping in.

4.Â Ask around.
Talk to trusted friends and collegues on who theyâ€™re using as mentors
and business coaches to give you some direction. Ask them to tell
you about their successes and failures. Also remember: mentors donâ€™t
necessarily need to be in the flesh, some of the greatest copywriters
of all times have been my mentors long after they were buried 6 feet
under. Thereâ€™s a world of knowledge out there in books and manuals
for you to get your hands on.

5.Â TAKE ACTION.
Once youâ€™ve done your research, make a decision! There will always
be a better way, a better offer, a more tempting opportunity.
If you sit around and wait for the planets to align with your Chinese
monkey year… the horse will have bolted.

With consumers getting smarter and the economy becoming tougher,
itâ€™s no wonder that 80% of the businesses that exist today will be
gone in 5 years time. We donâ€™t have the luxury of making our own
mistakes anymore, we need to take fast, strategic action from
those who have tread the path before us and battled on our behalves.

-Â Â Information (of the right kind) is power.
-Â Â Model the successes of others.
-Â Â Donâ€™t be too proud to follow in someone elseâ€™s footsteps.

As I said before, Iâ€™d rather be a “wealthy copier” than a
“broke original thinker”.

Credit goes to Mal Emery (www.malemery.com)

Five Reasons to Stop Saying “Good Job!”

Dave — Mon, 10 Dec 2007 13:16:09 +0000

By Alfie Kohn

NOTE: An abridged version of this article was published in Parents magazine in May 2000 with the title “Hooked on Praise.” For a more detailed look at the issues discussed here, please see the books
Punished by Rewards and Unconditional Parenting.

Hang out at a playground, visit a school, or show up at a child’s birthday party, and there’s one phrase you can count on hearing repeatedly: “Good job!” Even tiny infants are praised for smacking their hands together (“Good clapping!”). Many of us blurt out these judgments of our children to the point that it has become almost a verbal tic.

Plenty of books and articles advise us against relying on punishment, from spanking to forcible isolation (“time out”). Occasionally someone will even ask us to rethink the practice of bribing children with stickers or food. But you’ll have to look awfully hard to find a discouraging word about what is euphemistically called positive reinforcement.

Lest there be any misunderstanding, the point here is not to call into question the importance of supporting and encouraging children, the need to love them and hug them and help them feel good about themselves. Praise, however, is a different story entirely. Here’s why.

1. Manipulating children. Suppose you offer a verbal reward to reinforce the behavior of a two-year-old who eats without spilling, or a five-year-old who cleans up her art supplies. Who benefits from this? Is it possible that telling kids they’ve done a good job may have less to do with their emotional needs than with our convenience?

Rheta DeVries, a professor of education at the University of Northern Iowa, refers to this as “sugar-coated control.” Very much like tangible rewards – or, for that matter, punishments – it’s a way of doing something to children to get them to comply with our wishes. It may be effective at producing this result (at least for a while), but it’s very different from working with kids – for example, by engaging them in conversation about what makes a classroom (or family) function smoothly, or how other people are affected by what we have done — or failed to do. The latter approach is not only more respectful but more likely to help kids become thoughtful people.

The reason praise can work in the short run is that young children are hungry for our approval. But we have a responsibility not to exploit that dependence for our own convenience. A “Good job!” to reinforce something that makes our lives a little easier can be an example of taking advantage of children’s dependence. Kids may also come to feel manipulated by this, even if they can’t quite explain why.

2. Creating praise junkies. To be sure, not every use of praise is a calculated tactic to control children’s behavior. Sometimes we compliment kids just because we’re genuinely pleased by what they’ve done. Even then, however, it’s worth looking more closely. Rather than bolstering a child’s self-esteem, praise may increase kids’ dependence on us. The more we say, “I like the way you….” or “Good ______ing,” the more kids come to rely on our evaluations, our decisions about what’s good and bad, rather than learning to form their own judgments. It leads them to measure their worth in terms of what will lead us to smile and dole out some more approval.

Mary Budd Rowe, a researcher at the University of Florida, discovered that students who were praised lavishly by their teachers were more tentative in their responses, more apt to answer in a questioning tone of voice (“Um, seven?”). They tended to back off from an idea they had proposed as soon as an adult disagreed with them. And they were less likely to persist with difficult tasks or share their ideas with other students.

In short, “Good job!” doesn’t reassure children; ultimately, it makes them feel less secure. It may even create a vicious circle such that the more we slather on the praise, the more kids seem to need it, so we praise them some more. Sadly, some of these kids will grow into adults who continue to need someone else to pat them on the head and tell them whether what they did was OK. Surely this is not what we want for our daughters and sons.

3. Stealing a child’s pleasure. Apart from the issue of dependence, a child deserves to take delight in her accomplishments, to feel pride in what she’s learned how to do. She also deserves to decide when to feel that way. Every time we say, “Good job!”, though, we’re telling a child how to feel.

To be sure, there are times when our evaluations are appropriate and our guidance is necessary — especially with toddlers and preschoolers. But a constant stream of value judgments is neither necessary nor useful for children’s development. Unfortunately, we may not have realized that “Good job!” is just as much an evaluation as “Bad job!” The most notable feature of a positive judgment isn’t that it’s positive, but that it’s a judgment. And people, including kids, don’t like being judged.

I cherish the occasions when my daughter manages to do something for the first time, or does something better than she’s ever done it before. But I try to resist the knee-jerk tendency to say, “Good job!” because I don’t want to dilute her joy. I want her to share her pleasure with me, not look to me for a verdict. I want her to exclaim, “I did it!” (which she often does) instead of asking me uncertainly, “Was that good?”

4. Losing interest. “Good painting!” may get children to keep painting for as long as we keep watching and praising. But, warns Lilian Katz, one of the country’s leading authorities on early childhood education, “once attention is withdrawn, many kids won’t touch the activity again.” Indeed, an impressive body of scientific research has shown that the more we reward people for doing something, the more they tend to lose interest in whatever they had to do to get the reward. Now the point isn’t to draw, to read, to think, to create – the point is to get the goody, whether it’s an ice cream, a sticker, or a “Good job!”

In a troubling study conducted by Joan Grusec at the University of Toronto, young children who were frequently praised for displays of generosity tended to be slightly less generous on an everyday basis than other children were. Every time they had heard “Good sharing!” or “I’m so proud of you for helping,” they became a little less interested in sharing or helping. Those actions came to be seen not as something valuable in their own right but as something they had to do to get that reaction again from an adult. Generosity became a means to an end.

Does praise motivate kids? Sure. It motivates kids to get praise. Alas, that’s often at the expense of commitment to whatever they were doing that prompted the praise.

5. Reducing achievement. As if it weren’t bad enough that “Good job!” can undermine independence, pleasure, and interest, it can also interfere with how good a job children actually do. Researchers keep finding that kids who are praised for doing well at a creative task tend to stumble at the next task – and they don’t do as well as children who weren’t praised to begin with.

Why does this happen? Partly because the praise creates pressure to “keep up the good work” that gets in the way of doing so. Partly because their interest in what they’re doing may have declined. Partly because they become less likely to take risks – a prerequisite for creativity – once they start thinking about how to keep those positive comments coming.

More generally, “Good job!” is a remnant of an approach to psychology that reduces all of human life to behaviors that can be seen and measured. Unfortunately, this ignores the thoughts, feelings, and values that lie behind behaviors. For example, a child may share a snack with a friend as a way of attracting praise, or as a way of making sure the other child has enough to eat. Praise for sharing ignores these different motives. Worse, it actually promotes the less desirable motive by making children more likely to fish for praise in the future.

Once you start to see praise for what it is – and what it does – these constant little evaluative eruptions from adults start to produce the same effect as fingernails being dragged down a blackboard. You begin to root for a child to give his teachers or parents a taste of their own treacle by turning around to them and saying (in the same saccharine tone of voice), “Good praising!”

Still, it’s not an easy habit to break. It can seem strange, at least at first, to stop praising; it can feel as though you’re being chilly or withholding something. But that, it soon becomes clear, suggests that we praise more because we need to say it than because children need to hear it. Whenever that’s true, it’s time to rethink what we’re doing.

What kids do need is unconditional support, love with no strings attached. That’s not just different from praise – it’s the opposite of praise. “Good job!” is conditional. It means we’re offering attention and acknowledgement and approval for jumping through our hoops, for doing things that please us.

This point, you’ll notice, is very different from a criticism that some people offer to the effect that we give kids too much approval, or give it too easily. They recommend that we become more miserly with our praise and demand that kids “earn” it. But the real problem isn’t that children expect to be praised for everything they do these days. It’s that we’re tempted to take shortcuts, to manipulate kids with rewards instead of explaining and helping them to develop needed skills and good values.

So what’s the alternative? That depends on the situation, but whatever we decide to say instead has to be offered in the context of genuine affection and love for who kids are rather than for what they’ve done. When unconditional support is present, “Good job!” isn’t necessary; when it’s absent, “Good job!” won’t help.

If we’re praising positive actions as a way of discouraging misbehavior, this is unlikely to be effective for long. Even when it works, we can’t really say the child is now “behaving himself”; it would be more accurate to say the praise is behaving him. The alternative is to work with the child, to figure out the reasons he’s acting that way. We may have to reconsider our own requests rather than just looking for a way to get kids to obey. (Instead of using “Good job!” to get a four-year-old to sit quietly through a long class meeting or family dinner, perhaps we should ask whether it’s reasonable to expect a child to do so.)

We also need to bring kids in on the process of making decisions. If a child is doing something that disturbs others, then sitting down with her later and asking, “What do you think we can do to solve this problem?” will likely be more effective than bribes or threats. It also helps a child learn how to solve problems and teaches that her ideas and feelings are important. Of course, this process takes time and talent, care and courage. Tossing off a “Good job!” when the child acts in the way we deem appropriate takes none of those things, which helps to explain why “doing to” strategies are a lot more popular than “working with” strategies.

And what can we say when kids just do something impressive? Consider three possible responses:

* Say nothing. Some people insist a helpful act must be “reinforced” because, secretly or unconsciously, they believe it was a fluke. If children are basically evil, then they have to be given an artificial reason for being nice (namely, to get a verbal reward). But if that cynicism is unfounded – and a lot of research suggests that it is – then praise may not be necessary.

* Say what you saw. A simple, evaluation-free statement (“You put your shoes on by yourself” or even just “You did it”) tells your child that you noticed. It also lets her take pride in what she did. In other cases, a more elaborate description may make sense. If your child draws a picture, you might provide feedback – not judgment – about what you noticed: “This mountain is huge!” “Boy, you sure used a lot of purple today!”

If a child does something caring or generous, you might gently draw his attention to the effect of his action on the other person: “Look at Abigail’s face! She seems pretty happy now that you gave her some of your snack.” This is completely different from praise, where the emphasis is on how you feel about her sharing

* Talk less, ask more. Even better than descriptions are questions. Why tell him what part of his drawing impressed you when you can ask him what he likes best about it? Asking “What was the hardest part to draw?” or “How did you figure out how to make the feet the right size?” is likely to nourish his interest in drawing. Saying “Good job!”, as we’ve seen, may have exactly the opposite effect.

This doesn’t mean that all compliments, all thank-you’s, all expressions of delight are harmful. We need to consider our motives for what we say (a genuine expression of enthusiasm is better than a desire to manipulate the child’s future behavior) as well as the actual effects of doing so. Are our reactions helping the child to feel a sense of control over her life — or to constantly look to us for approval? Are they helping her to become more excited about what she’s doing in its own right – or turning it into something she just wants to get through in order to receive a pat on the head

It’s not a matter of memorizing a new script, but of keeping in mind our long-term goals for our children and watching for the effects of what we say. The bad news is that the use of positive reinforcement really isn’t so positive. The good news is that you don’t have to evaluate in order to encourage.

Copyright © 2001 by Alfie Kohn. This article may be downloaded, reproduced, and distributed without permission as long as each copy includes this notice along with citation information (i.e., name of the periodical in which it originally appeared, date of publication, and author’s name). Permission must be obtained in order to reprint this article in a published work or in order to offer it for sale in any form. Please write to the address indicated on the Contact page at www.alfiekohn.org.

Caring for Your Introvert

Dave — Wed, 03 Oct 2007 01:32:27 +0000

Here’s a interesting article from atlantic.com by Jonathan Rauch.

Do you know someone who sounds like this first paragraph? Maybe intimately?? Take a moment then, and have a read.

Do you know someone who needs hours alone every day? Who loves quiet conversations about feelings or ideas, and can give a dynamite presentation to a big audience, but seems awkward in groups and maladroit at small talk? Who has to be dragged to parties and then needs the rest of the day to recuperate? Who growls or scowls or grunts or winces when accosted with pleasantries by people who are just trying to be nice?

If so, do you tell this person he is “too serious,” or ask if he is okay? Regard him as aloof, arrogant, rude? Redouble your efforts to draw him out?

If you answered yes to these questions, chances are that you have an introvert on your hands—and that you aren’t caring for him properly. Science has learned a good deal in recent years about the habits and requirements of introverts. It has even learned, by means of brain scans, that introverts process information differently from other people (I am not making this up). If you are behind the curve on this important matter, be reassured that you are not alone. Introverts may be common, but they are also among the most misunderstood and aggrieved groups in America, possibly the world.

I know. My name is Jonathan, and I am an introvert.

Oh, for years I denied it. After all, I have good social skills. I am not morose or misanthropic. Usually. I am far from shy. I love long conversations that explore intimate thoughts or passionate interests. But at last I have self-identified and come out to my friends and colleagues. In doing so, I have found myself liberated from any number of damaging misconceptions and stereotypes. Now I am here to tell you what you need to know in order to respond sensitively and supportively to your own introverted family members, friends, and colleagues. Remember, someone you know, respect, and interact with every day is an introvert, and you are probably driving this person nuts. It pays to learn the warning signs.

What is introversion? In its modern sense, the concept goes back to the 1920s and the psychologist Carl Jung. Today it is a mainstay of personality tests, including the widely used Myers-Briggs Type Indicator. Introverts are not necessarily shy. Shy people are anxious or frightened or self-excoriating in social settings; introverts generally are not. Introverts are also not misanthropic, though some of us do go along with Sartre as far as to say “Hell is other people at breakfast.” Rather, introverts are people who find other people tiring.

Extroverts are energized by people, and wilt or fade when alone. They often seem bored by themselves, in both senses of the expression. Leave an extrovert alone for two minutes and he will reach for his cell phone. In contrast, after an hour or two of being socially “on,” we introverts need to turn off and recharge. My own formula is roughly two hours alone for every hour of socializing. This isn’t antisocial. It isn’t a sign of depression. It does not call for medication. For introverts, to be alone with our thoughts is as restorative as sleeping, as nourishing as eating. Our motto: “I’m okay, you’re okay—in small doses.”

How many people are introverts? I performed exhaustive research on this question, in the form of a quick Google search. The answer: About 25 percent. Or: Just under half. Or—my favorite—”a minority in the regular population but a majority in the gifted population.”

Are introverts misunderstood? Wildly. That, it appears, is our lot in life. “It is very difficult for an extrovert to understand an introvert,” write the education experts Jill D. Burruss and Lisa Kaenzig. (They are also the source of the quotation in the previous paragraph.) Extroverts are easy for introverts to understand, because extroverts spend so much of their time working out who they are in voluble, and frequently inescapable, interaction with other people. They are as inscrutable as puppy dogs. But the street does not run both ways. Extroverts have little or no grasp of introversion. They assume that company, especially their own, is always welcome. They cannot imagine why someone would need to be alone; indeed, they often take umbrage at the suggestion. As often as I have tried to explain the matter to extroverts, I have never sensed that any of them really understood. They listen for a moment and then go back to barking and yipping.

Are introverts oppressed? I would have to say so. For one thing, extroverts are overrepresented in politics, a profession in which only the garrulous are really comfortable. Look at George W. Bush. Look at Bill Clinton. They seem to come fully to life only around other people. To think of the few introverts who did rise to the top in politics—Calvin Coolidge, Richard Nixon—is merely to drive home the point. With the possible exception of Ronald Reagan, whose fabled aloofness and privateness were probably signs of a deep introverted streak (many actors, I’ve read, are introverts, and many introverts, when socializing, feel like actors), introverts are not considered “naturals” in politics.

Extroverts therefore dominate public life. This is a pity. If we introverts ran the world, it would no doubt be a calmer, saner, more peaceful sort of place. As Coolidge is supposed to have said, “Don’t you know that four fifths of all our troubles in this life would disappear if we would just sit down and keep still?” (He is also supposed to have said, “If you don’t say anything, you won’t be called on to repeat it.” The only thing a true introvert dislikes more than talking about himself is repeating himself.)

With their endless appetite for talk and attention, extroverts also dominate social life, so they tend to set expectations. In our extrovertist society, being outgoing is considered normal and therefore desirable, a mark of happiness, confidence, leadership. Extroverts are seen as bighearted, vibrant, warm, empathic. “People person” is a compliment. Introverts are described with words like “guarded,” “loner,” “reserved,” “taciturn,” “self-contained,” “private”—narrow, ungenerous words, words that suggest emotional parsimony and smallness of personality. Female introverts, I suspect, must suffer especially. In certain circles, particularly in the Midwest, a man can still sometimes get away with being what they used to call a strong and silent type; introverted women, lacking that alternative, are even more likely than men to be perceived as timid, withdrawn, haughty.

Are introverts arrogant? Hardly. I suppose this common misconception has to do with our being more intelligent, more reflective, more independent, more level-headed, more refined, and more sensitive than extroverts. Also, it is probably due to our lack of small talk, a lack that extroverts often mistake for disdain. We tend to think before talking, whereas extroverts tend to think by talking, which is why their meetings never last less than six hours. “Introverts,” writes a perceptive fellow named Thomas P. Crouser, in an online review of a recent book called Why Should Extroverts Make All the Money? (I’m not making that up, either), “are driven to distraction by the semi-internal dialogue extroverts tend to conduct. Introverts don’t outwardly complain, instead roll their eyes and silently curse the darkness.” Just so.

The worst of it is that extroverts have no idea of the torment they put us through. Sometimes, as we gasp for air amid the fog of their 98-percent-content-free talk, we wonder if extroverts even bother to listen to themselves. Still, we endure stoically, because the etiquette books—written, no doubt, by extroverts—regard declining to banter as rude and gaps in conversation as awkward. We can only dream that someday, when our condition is more widely understood, when perhaps an Introverts’ Rights movement has blossomed and borne fruit, it will not be impolite to say “I’m an introvert. You are a wonderful person and I like you. But now please shush.”

How can I let the introvert in my life know that I support him and respect his choice? First, recognize that it’s not a choice. It’s not a lifestyle. It’s an orientation.

Second, when you see an introvert lost in thought, don’t say “What’s the matter?” or “Are you all right?”

Third, don’t say anything else, either.

One of the “Entitlement Generation” Speaks Out

Dave — Tue, 02 Oct 2007 23:09:37 +0000

Being part of the supposed “Entitlement Generation” I thought this open letter which, was written in response to the AP Entitlement Generation article that came out last Sunday, was worth posting.

It sums up my thoughts on the whole matter accurately!

The entitlement generation? No. That assumes we think we’ve earned something from an educational system and media infrastructures provided by the last two generations. We’re more humble than that. We’re thankful. We are. As the most promising generation since the last, we’re ready to work harder than anyone expects…

Dear current Management-Generation of Cubicle Land, please understand that:

1. My generation was misinformed—by elders and fortune—about the value of our college degrees. $120,000 of your/our money now buys, career-wise, just a hair more than your free high-school diploma used to. As many of my peers now lament, “A law degree is the new B.A.” We’re the best-educated generation in American history, yet the job requirements haven’t changed.

2. We are treated, at the entry-level, quite poorly, though it’s understandable that you might not realize it. Though we’re without your valuable professional experience, we just might be smarter than you and, if you keep us subservient though boredom, we will owe you no loyalty. You must challenge or educate us. Otherwise we’re leaving.

3. Are you aware of how little time it actually takes us to do things? One reason my peers ask for schedule flexibility is because much of their day is spent killing time. If we can’t contribute something valuable, we want to waste time at home with our friends, families, pets, books, and X-Boxes.

4. If you’d let us, we could make the computer system work right.

5. Having specific educational training, for example in Computer Science or Business Management, indeed justifies higher salaries. But, employers for other lines of work in metro areas: if you don’t start paying salaries commensurate with the cost of living, a) you’ll be left with 50 software engineers and 0 sales associates and b) there’ll be no one supporting your costs in old-age, let alone anyone younger able to support their own. We understand all of this is based on market conditions. But really. We know how much you make, and we know how things fall apart when we’re not there. We’re valuable.

6. Watch out, particularly if you’re at a bigger company. It takes us less than a year to learn your systems, copy your skills, and identify your company’s flaws. 10 million unchallenged, vindictively creative young people will decimate your business.

So. The entitlement generation? No. That assumes we think we’ve earned something from an educational system and media infrastructures provided by the last two generations. We’re more humble than that. We’re thankful. We are. As the most promising generation since the last, we’re ready to work harder than anyone expects.

Just stop getting in our way.