Estoy llevando unos cursos de la plataforma Acumen de activismo social. Si alguien esta interesado en llevar un curso en equipo, pongase en contacto conmigo.
The Constant Gardener is a 2005 political thriller film directed by Fernando Meirelles. The screenplay by Jeffrey Caine is based on the John le Carré novel of the same name. The film follows Justin Quayle (Ralph Fiennes), a British diplomat … Continue reading →
The Constant Gardener is a 2005 political thriller film directed by Fernando Meirelles. The screenplay by Jeffrey Caine is based on the John le Carré novel of the same name. The film follows Justin Quayle (Ralph Fiennes), a British diplomat in Kenya, as he tries to solve the murder of his wife Tessa (Rachel Weisz), an Amnesty activist, alternating with many flashbacks telling the story of their love.
The film also stars Hubert Koundé, Danny Huston, Bill Nighy and Donald Sumpter. It was filmed on location in Loiyangalani and theslums of Kibera, a section of Nairobi, Kenya. Circumstances in the area affected the cast and crew to the extent that they set up theConstant Gardener Trust in order to provide basic education for these villages. The plot was vaguely based on a real-life case in Kano, Nigeria. The DVD versions were released in the United States on 1 January 2006 and in the United Kingdom on 13 March 2006. Justin’s gentle but diligent attention to his plants is a recurring background theme, from which image the film’s title is derived
A treadle pump is a human-powered suction pump that sits on top of a well and is used for irrigation. It is designed to lift water from a depth of seven metres or less. The pumping is activated by stepping up and down on a treadle, which are levers, which drive pistons, creating cylinder suction […]
A treadle pump is a human-powered suction pump that sits on top of a well and is used for irrigation. It is designed to lift water from a depth of seven metres or less. The pumping is activated by stepping up and down on a treadle, which are levers, which drive pistons, creating cylinder suction that draws groundwater to the surface.
The Swiss Agency for Development and Cooperation (SDC) is Switzerland’s international cooperation agency that is responsible for the overall coordination of Switzerland’s overseas relief and development activities. Programmes for India are concentrated on the semi-arid regions of the Deccan plateau, … Continue reading →
The Swiss Agency for Development and Cooperation (SDC) is Switzerland’s international cooperation agency that is responsible for the overall coordination of Switzerland’s overseas relief and development activities. Programmes for India are concentrated on the semi-arid regions of the Deccan plateau, Rajasthan, and Gujarat. SDC’s primary aim is to support development efforts within Indian society and to fight discrimination through support of human rights organisations. SDC cooperates with governments and organisations. Humanitarian aid is given mainly when major natural disasters call for a rapid and efficient emergency response.
The Paradox of Choice – Why More Is Less is a 2004 book by American psychologist Barry Schwartz. In the book, Schwartz argues that eliminating consumer choices can greatly reduce anxiety for shoppers. Autonomy and Freedom of choice are critical to our well being, and choice is critical to freedom and autonomy. Nonetheless, though modern […]
The Paradox of Choice – Why More Is Less is a 2004 book by American psychologist Barry Schwartz. In the book, Schwartz argues that eliminating consumer choices can greatly reduce anxiety for shoppers.
Autonomy and Freedom of choice are critical to our well being, and choice is critical to freedom and autonomy. Nonetheless, though modern Americans have more choice than any group of people ever has before, and thus, presumably, more freedom and autonomy, we don’t seem to be benefiting from it psychologically.—?quoted from Ch.5, The Paradox of Choice, 2004
Hick’s law, or the Hick–Hyman Law, named after British and American psychologists William Edmund Hick and Ray Hyman, describes the time it takes for a person to make a decision as a result of the possible choices he or she has: increasing the number of choices will increase the decision time logarithmically. The Hick–Hyman law assesses cognitive information capacity in choice reaction experiments. The amount of time taken to process a certain amount of bits in the Hick–Hyman law is known as the rate of gain of information.
Hick’s law is sometimes cited to justify menu design decisions. For example, to find a given word (e.g. the name of a command) in a randomly ordered word list (e.g. a menu), scanning of each word in the list is required, consuming linear time, so Hick’s law does not apply. However, if the list is alphabetical and the user knows the name of the command, he or she may be able to use a subdividing strategy that works in logarithmic time.
Studies suggest that the search for a word within a randomly ordered list – in which the reaction time increases linearly according to the number of items – does not allow for the generalization of the scientific law, considering that, in other conditions, the reaction time may not be linearly associated to the logarithm of the number of elements or even show other variations of the basic plane.
Exceptions to Hick’s law have been identified in studies of verbal response to familiar stimuli, where there is no relationship or only a subtle increase in the reaction time associated with an increased number of elements, and saccade responses, where it was shown that there is either no relationship, or a decrease in the saccadic time with the increase of the number of elements, thus an antagonistic effect to that postulated by Hick’s law.
The generalization of Hick’s law was also tested in studies on the predictability of transitions associated with the reaction time of elements that appeared in a structured sequence.  This process was first described as being in accordance to Hick’s law, but more recently it was shown that the relationship between predictability and reaction time is sigmoid, not linear associated with different modes of action. 
The power law of practice states that the logarithm of the reaction time for a particular task decreases linearly with the logarithm of the number of practice trials taken. It is an example of the learning curve effect on performance. It was first proposed as a psychological law by Newell & Rosenblom. Delaney et al. showed that the power law fit better than an exponential if the analysis was performed across strategies, for a mental arithmetic task.
However, subsequent research by Heathcote, Brown, and Mewhort suggests that the power function observed in learning curves that are averaged across participants is an artifact of aggregation. Heathcote et al. suggest that individual-level data is better fit by an exponential function and the authors demonstrate that the multiple exponential curves will average to produce a curve that is misleadingly well fit by a power function.
The power function is based on the idea that something is slowing down the learning process; at least, this is what the function suggests. Our learning does not occur at a constant rate according this function; our learning is hindered. The exponential function shows that learning increases at a constant rate in relationship to what is left to be learned. If you know absolutely nothing about a topic, you can learn 50% of the information quickly, but when you have 50% less to learn, it takes more time to learn that final 50%.
Research by Logan suggests that the instance theory of automaticity can be used to explain why the power law is deemed an accurate portrayal of reaction time learning curves. A skill is automatic when there is one step from stimulus to retrieval. For many problem solving tasks, reaction time is related to how long it takes to discover an answer, but as time goes on, certain answers are stored within the individual’s memory and they have to simply recall the information, thus reducing reaction time. This is the first theory that addresses the why of the power law of practice.
- RT = aP?b + c
- RT = ae?b(P-1) + c
- RT = Trial Completion Time
- P = Trial Number, starting from 1 (for exponential functions the P-1 argument is used)
- a, b, and c, are constants
Practice effects are also influenced by latency. Anderson, Fincham, and Douglass looked at the relationship between practice and latency and people’s ability to retain what they learned. As the time between trials increases, there is greater decay. The latency function relates to the forgetting curve.
latency = A + B*Td
A = asymptotic latency B = latency that varies T = time between introduction and testing d = decay rate
Front Psychol. 2015; 6: 212. Published online 2015 Feb 26. doi: 10.3389/fpsyg.2015.00212 PMCID: PMC4341506 Short-term meditation increases blood flow in anterior cingulate cortex and insula Yi-Yuan Tang,1,2,* Qilin Lu,3 Hongbo Feng,3,4 Rongxiang Tang,5 and Michael I. Posner2 Author information ► Article notes ► Copyright and License information ► This article has been cited by other […]
Asymmetry in frontal electrical activity has been reported to be associated with positive mood. One form of mindfulness meditation, integrative body-mind training (IBMT) improves positive mood and neuroplasticity. The purpose of this study is to determine whether short-term IBMT improves mood and induces frontal asymmetry. This study showed that 5-days (30-min per day) IBMT significantly enhanced cerebral blood flow (CBF) in subgenual/adjacent ventral anterior cingulate cortex (ACC), medial prefrontal cortex and insula. The results showed that both IBMT and relaxation training increased left laterality of CBF, but only IBMT improved CBF in left ACC and insula, critical brain areas in self-regulation.
A group from Univ. of Oregon in collaboration with the Institute of Neuroinformatics and Laboratory for Body and Mind, Dalian University of Technology, Dalian, China has found more evidence (see 2007, 2009 and 2010 articles) that short-term meditation in the form of IBMT can improve self-regulation and components of attention.
What is IBMT? According to the authors, it was developed in the 1990s as a technique adopted from traditional Chinese medicine and incorporates aspects of meditation and mindfulness training. “IBMT achieves the desired state by first giving a brief instructional period on the method (we call it initial mind setting and its goal is to induce a cognitive or emotional set that will influence the training). The method stresses no effort to control thoughts, but instead a state of restful alertness that allows a high degree of awareness of body, breathing, and external instructions from a compact disc. It stresses a balanced state of relaxation while focusing attention. Thought control is achieved gradually through posture and relaxation, body–mind harmony, and balance with the help of the coach rather than by making the trainee attempt an internal struggle to control thoughts in accordance with instruction. Training is typically presented in a standardized way by compact disc and guided by a skillful IBMT coach”.
Here Won’t Get You There. (Here’s What Has To Change.) Action Trumps Everything CONTRIBUTOR GROUP Succeeding in the new workplace (and life). Paul B. BrownPaul B. Brown One of the oldest saying among comedians is “buy the premise, buy the … Continue reading →
Action Trumps Everything CONTRIBUTOR GROUP
Succeeding in the new workplace (and life).
Paul B. BrownPaul B. Brown
One of the oldest saying among comedians is “buy the premise, buy the bit.”
Stand Up Comedy – Bill Cosby – Chocolate Cake for Breakfast
In positive psychology, flow, also known as the zone, is the mental state of operation in which a person performing an activity is fully immersed in a feeling of energized focus, full involvement, and enjoyment in the process of the activity. In essence, flow is characterized by complete absorption in what one does. Named by […]
In positive psychology, flow, also known as the zone, is the mental state of operation in which a person performing an activity is fully immersed in a feeling of energized focus, full involvement, and enjoyment in the process of the activity. In essence, flow is characterized by complete absorption in what one does. Named by Mihály Csíkszentmihályi, the concept has been widely referenced across a variety of fields (and has an especially big recognition in occupational therapy), though has existed for thousands of years under other guises, notably in some Eastern religions. Achieving flow is often colloquially referred to as being in the zone.
According to Csikszentmihályi, flow is completely focused motivation. It is a single-minded immersion and represents perhaps the ultimate experience in harnessing the emotions in the service of performing and learning. In flow, the emotions are not just contained and channeled, but positive, energized, and aligned with the task at hand. The hallmark of flow is a feeling of spontaneous joy, even rapture, while performing a task, although flow is also described (below) as a deep focus on nothing but the activity – not even oneself or one’s emotions.
Flow has many of the same characteristics as (the positive aspects of) hyperfocus. However, hyperfocus is not always described in a positive light. Some examples include spending “too much” time playing video games or getting side-tracked and pleasurably absorbed by one aspect of an assignment or task to the detriment of the overall assignment. In some cases, hyperfocus can “capture” a person, perhaps causing them to appear unfocused or to start several projects, but complete few.
Jeanne Nakamura and Csíkszentmihályi identify the following six factors as encompassing an experience of flow.
- Intense and focused concentration on the present moment
- Merging of action and awareness
- A loss of reflective self-consciousness
- A sense of personal control or agency over the situation or activity
- A distortion of temporal experience, one’s subjective experience of time is altered
- Experience of the activity as intrinsically rewarding, also referred to as autotelic experience
Those aspects can appear independently of each other, but only in combination do they constitute a so-called flow experience. Additionally, psychology expert, Kendra Cherry, has mentioned three other components that Csíkszentmihályi lists as being a part of the flow experience:
- “Immediate feedback” 
- Feeling that you have the potential to succeed
- Feeling so engrossed in the experience, that other needs become negligible
Just as with the conditions listed above, these conditions can be independent of one another.
A flow state can be entered while performing any activity, although it is most likely to occur when one is wholeheartedly performing a task or activity for intrinsic purposes. Passive activities like taking a bath or even watching TV usually do not elicit flow experiences as individuals have to actively do something to enter a flow state. While the activities that induce flow may vary and be multifaceted, Csikszentmihályi asserts that the experience of flow is similar despite the activity.
Flow theory postulates three conditions that have to be met to achieve a flow state:
- One must be involved in an activity with a clear set of goals and progress. This adds direction and structure to the task.
- The task at hand must have clear and immediate feedback. This helps the person negotiate any changing demands and allows them to adjust their performance to maintain the flow state.
- One must have a good balance between the perceived challenges of the task at hand and their own perceived skills. One must have confidence in one’s ability to complete the task at hand.
However, it was argued that the antecedent factors of flow are interrelated, as a perceived balance between challenges and skills requires that one knows what he or she has to do (clear goals) and how successful he or she is in doing it (immediate feedback). Thus, a perceived fit of skills and task demands can be identified as the central precondition of flow experiences.
In 1987, Massimini, Csíkszentmihályi and Carli published the 8-channel model of flow shown here. Antonella Delle Fave, who worked with Fausto Massimini at the University of Milan, now calls this graph the Experience Fluctuation Model. The Experience Fluctuation Model depicts the channels of experience that result from different levels of perceived challenges and perceived skills. This graph illustrates one further aspect of flow: it is more likely to occur when the activity at hand is a higher-than-average challenge (above the center point) and the individual has above-average skills (to the right of the center point). The center of this graph (where the sectors meet) represents one’s average levels of challenge and skill across all activities an individual performs during their daily life. The further from the center an experience is, the greater the intensity of that state of being (whether it is flow or anxiety or boredom or relaxation).
Several problems of this model have been discussed in literature. One is, that it does not ensure a perceived balance between challenges and skills which is supposed to be the central precondition of flow experiences. Individuals with a low average level of skills and a high average level of challenges (or the other way round) do not necessarily experience a fit between skills and challenges when both are above their individual average. In addition, one study found that low challenge situations which were surpassed by skill were associated with enjoyment, relaxation, and happiness, which, they claim, is contrary to flow theory.
Schaffer (2013) proposed 7 flow conditions:
- Knowing what to do
- Knowing how to do it
- Knowing how well you are doing
- Knowing where to go (if navigation is involved)
- High perceived challenges
- High perceived skills
- Freedom from distractions
Schaffer also published a measure, the Flow Condition Questionnaire (FCQ), to measure each of these 7 flow conditions for any given task or activity.
Published on Mar 7, 2013
In the long-awaited sequel to Pen and Ink Crosshatching master illustrator Dan Nelson describes and demonstrates his refined cross-hatching technique.
What the Marshmallow Test Really Teaches About Self-Control JACOBA URIST SEP 24, 2014 One of the most influential modern psychologists, Walter Mischel, addresses misconceptions about his study, and discusses how both adults and kids can master willpower. Published on Dec 14, 2012 Silvia Helena Barcellos is an Associate Economist at RAND Corporation, Santa Monica Office. […]
One of the most influential modern psychologists, Walter Mischel, addresses misconceptions about his study, and discusses how both adults and kids can master willpower.
Published on Dec 14, 2012
Silvia Helena Barcellos is an Associate Economist at RAND Corporation, Santa Monica Office. Her research focuses on applied microeconomics topics in labor and development economics. Her labor economics research includes works on the economic causes and consequences of immigration to the United States and on the effects of taxation on location and organizational choices of firms and individuals. In research on development economics, Barcellos has investigated the existence of gender discrimination in parental time investments in India.
The Stanford marshmallow experiment was a series of studies on delayed gratification in the late 1960s and early 1970s led by psychologist Walter Mischel, then a professor at Stanford University. In these studies, a child was offered a choice between one small reward provided immediately or two small rewards (i.e., a larger later reward) if they waited for a short period, approximately 15 minutes, during which the tester left the room and then returned. (The reward was sometimes a marshmallow, but often a cookie or apretzel.) In follow-up studies, the researchers found that children who were able to wait longer for the preferred rewards tended to have better life outcomes, as measured by SAT scores, educational attainment, body mass index (BMI), and other life measures.
The experiment has its roots in an earlier one performed in Trinidad, where Mischel noticed that the different ethnic groups living on the island had contrasting stereotypes about one another, specifically the other’s perceived recklessness, self-control, and ability to have fun. This small (n= 53) study focused on male and female children aged 7 to 9 (35Black and 18 East Indian) in a rural Trinidad school. The children were required to indicate a choice between receiving a 1¢ candy immediately, or having a (preferable) 10¢ candy given to them in one week’s time. Mischel reported a significant ethnic difference, with Indian children showing far more ability to delay gratification as compared to African students, as well as large age differences, and that “Comparison of the ‘high’ versus ‘low’ socioeconomic groups on the experimental choice did not yield a significant difference”. Absence of the father was prevalent in the African-descent group (occurring only once in the East Indian group), and this variable showed the strongest link to delay of gratification, with children from intact families showing superior ability to delay.