Cognitive Skills Quotes

A general “law of least effort” applies to cognitive as well as physical exertion. The law asserts that if there are several ways of achieving the same goal, people will eventually gravitate to the least demanding course of action. In the economy of action, effort is a cost, and the acquisition of skill is driven by the balance of benefits and costs. Laziness is built deep into our nature.

Twelve-year-olds are eager to turn everything into arguments but don't have the cognitive skills to win them.

Intelligence is traditionally viewed as the ability to think and learn. Yet in a turbulent world, there’s another set of cognitive skills that might matter more: the ability to rethink and unlearn.

Control over consciousness is not simply a cognitive skill. At least as much as intelligence, it requires the commitment of emotions and will. It is not enough to know how to do it; one must do it, consistently, in the same way as athletes or musicians who must keep practicing what they know in theory.

[Patricia Greenfield] concluded that “every medium develops some cognitive skills at the expense of others.” Our growing use of the Net and other screen-based technologies has led to the “widespread and sophisticated development of visual-spatial skills.” We can, for example, rotate objects in our minds better than we used to be able to. But our “new strengths in visual-spatial intelligence” go hand in hand with a weakening of our capacities for the kind of “deep processing” that underpins “mindful knowledge acquisition, inductive analysis, critical thinking, imagination, and reflection.

As adults, these kids are mostly what you’d expect. Low IQ and poor cognitive skills. Problems with forming attachments, often bordering on autistic. Anxiety and depression galore. The longer the institutionalization, the worse the prognosis.

The ability to ascribe thoughts to others, thoughts that might differ from our own, is a sophisticated cognitive skill, known as “theory of mind.

It is usually unbearably painful to read a book by an author who knows way less than you do, unless the book is a novel.

In a world where critical thinking skills are almost wholly absent, repetition effectively leapfrogs the cognitive portion of the brain. It helps something get processed as truth. We used to call it unsubstantiated buy-in. Belief without evidence. It only works in a society where thinking for one's self is discouraged. That's how we lost our country.

Each holiday tradition acts as an exercise in cognitive development, a greater challenge for the child. Despite the fact most parents don't recognize this function, they still practice the exercise. Rant also saw how resolving the illusions is crucial to how the child uses any new skills. A child who is never coached with Santa Claus may never develop an ability to imagine. To him, nothing exists except the literal and tangible. A child who is disillusioned abruptly, by his peers or siblings, being ridiculed for his faith and imagination, may choose never to believe in anything- tangible or intangible- again. To never trust or wonder. But a child who relinquishes the illusions of Santa Claus, the Easter Bunny, and the Tooth Fairy, that child may come away with the most important skill set. That child may recognize the strength of his own imagination and faith. He will embrace the ability to create his own reality. That child becomes his own authority. He determines the nature of his world. His own vision. And by doing so, by the power of his example, he determines the reality of the other two types: those who can't imagine, and those who can't trust.

Deep Work: Professional activities performed in a state of distraction-free concentration that push your cognitive capabilities to their limit. These efforts create new value, improve your skill, and are hard to replicate.

Teaching, like any complex cognitive skill, must be practiced to be improved.

Bruce Miller, a neurologist at the University of California, San Francisco, studies elderly patients with a relatively common form of brain disease called frontotemporal dementia, or FTD. He’s found that in some cases where the FTD is localized on the left side of the brain, people who had never picked up a paintbrush or an instrument can develop extraordinary artistic and musical abilities at the very end of their lives. As their other cognitive skills fade away, they become narrow savants.

The cognitive orientations and skills of East Asians and people of European cultures are sufficiently different that it seems highly likely that they would complement and enrich one another in any given setting.

The race is not always to the swift, nor the battle to the strong, nor bread to the wise, nor favor to those of skill, but time and chance happen to them all. An essential part of rationality is dealing with randomness in our lives and uncertainty in our knowledge.

A patient's passivity must not be unilaterally interpreted as lack of motivation, resistance, lack of confidence, or the like. Many times, passivity is a function of inadequate knowledge and/or skills.

The most common theory points to the fact that men are stronger than women and that they have used their greater physical power to force women into submission. A more subtle version of this claim argues that their strength allows men to monopolize tasks that demand hard manual labor, such as plowing and harvesting. This gives them control of food production, which in turn translates into political clout. There are two problems with this emphasis on muscle power. First, the statement that men are stronger is true only on average and only with regard to certain types of strength. Women are generally more resistant to hunger, disease, and fatigue than men. There are also many women who can run faster and lift heavier weights than many men. Furthermore, and most problematically for this theory, women have, throughout history, mainly been excluded from jobs that required little physical effort, such as the priesthood, law, and politics, while engaging in hard manual labor in the fields....and in the household. If social power were divided in direct relation to physical strength or stamina, women should have got far more of it. Even more importantly, there simply is no direct relation between physical strength and social power among humans. People in their sixties usually exercise power over people in their twenties, even though twenty-somethings are much stronger than their elders. ...Boxing matches were not used to select Egyptian pharaohs or Catholic popes. In forager societies, political dominance generally resides with the person possessing the best social skills rather than the most developed musculature. In fact, human history shows that there is often an inverse relation between physical prowess and social power. In most societies, it’s the lower classes who do the manual labor. Another theory explains that masculine dominance results not from strength but from aggression. Millions of years of evolution have made men far more violent than women. Women can match men as far as hatred, greed, and abuse are concern, but when push comes to shove…men are more willing to engage in raw physical violence. This is why, throughout history, warfare has been a masculine prerogative. In times of war, men’s control of the armed forces has made them the masters of civilian society too. They then use their control of civilian society to fight more and more wars. …Recent studies of the hormonal and cognitive systems of men and women strengthen the assumption that men indeed have more aggressive and violent tendencies and are…on average, better suited to serve as common soldiers. Yet, granted that the common soldiers are all men, does it follow that the ones managing the war and enjoying its fruits must also be men? That makes no sense. It’s like assuming that because all the slaves cultivating cotton fields are all Black, plantation owners will be Black as well. Just as an all-Black workforce might be controlled by an all-White management, why couldn’t an all-male soldiery be controlled by an all-female government?

This isn’t about replacing human thinking with machine thinking. Rather, in the era of cognitive systems, humans and machines will collaborate to produce better results, each bringing their own superior skills to the partnership

Grey Hair Doesn't Guarantee Grey Matter.

Specifically, cognitive exercise – that is, activity that keeps the brain active, like crosswords, reading, driving, learning new skills, and having responsibilities – was protective.

at a seminal yet still little known moment in history, Homo sapiens developed the full battery of cognitive skills that we ourselves possess. After a surprisingly short time, perhaps a mere five thousand years, their descendants moved northward into Eurasia and Europe.

A remarkably consistent finding, starting with elementary school students, is that males are better at math than females. While the difference is minor when it comes to considering average scores, there is a huge difference when it comes to math stars at the upper extreme of the distribution. For example, in 1983, for every girl scoring in the highest percentile in the math SAT, there were 11 boys. Why the difference? There have always been suggestions that testosterone is central. During development, testosterone fuels the growth of a brain region involved in mathematical thinking and giving adults testosterone enhances their math skills. Oh, okay, it's biological. But consider a paper published in science in 2008. The authors examined the relationship between math scores and sexual equality in 40 countries based on economic, educational and political indices of gender equality. The worst was Turkey, United States was middling, and naturally, the Scandinavians were tops. Low and behold, the more gender equal the country, the less of a discrepancy in math scores. By the time you get to the Scandinavian countries it's statistically insignificant. And by the time you examine the most gender equal country on earth at the time, Iceland, girls are better at math than boys. Footnote, note that the other reliable sex difference in cognition, namely better reading performance by girls than by boys doesn't disappear in more gender equal societies. It gets bigger. In other words, culture matters. We carry it with us wherever we go.

Then there’s the issue of cognitive capacity. Deep work is exhausting because it pushes you toward the limit of your abilities. Performance psychologists have extensively studied how much such efforts can be sustained by an individual in a given day.* In their seminal paper on deliberate practice, Anders Ericsson and his collaborators survey these studies. They note that for someone new to such practice (citing, in particular, a child in the early stages of developing an expert-level skill), an hour a day is a reasonable limit. For those familiar with the rigors of such activities, the limit expands to something like four hours, but rarely more.

Deep listening is an act of surrender. We risk being changed by what we hear. When I really want to hear another person's story, I try to leave my preconceptions at the door and draw close to their telling. I am always partially listening to the thoughts in my own head when others are speaking, so I consciously quiet my thoughts and begin to listen with my senses. Empathy is cognitive and emotional—to inhabit another person's view of the world is to feel the world with them. But I also know that it's okay if I don't feel very much for them at all. I just need to feel safe enough to stay curious. The most critical part of listening is asking what is at stake for the other person. I try to understand what matters to them, not what I think matters. Sometimes I start to lose myself in their story. As soon as I notice feeling unmoored, I try to pull myself back into my body, like returning home. As Hannah Arendt says, 'One trains one's imagination to go visiting.' When the story is done, we must return to our skin, our own worldview, and notice how we have been changed by our visit. So I ask myself, What is this story demanding of me? What will I do now that I know this?

Deep Work: Professional activities performed in a state of distraction-free concentration that push your cognitive capabilities to their limit. These efforts create new value, improve your skill, and are hard to replicate. Deep

Any pursuit—be it physical or cognitive—that supports high levels of skill can also generate a sense of sacredness.

the ability to delay immediate gratification for the sake of future consequences is an acquirable cognitive skill.

Remember, our very first job is to appropriately monitor our teen’s safety. After all, if we’re not successful at that, then any discussion of cognitive skills is irrelevant.

Yet in a turbulent world, there’s another set of cognitive skills that might matter more: the ability to rethink and unlearn.

Storytelling is an important cognitive skill that helps us to understand concepts and apply logic. You can make a session interesting by telling stories to your students and assisting them in their imagination and learning.

Characterizing and understanding dogs’ olfactory and cognitive skills isn’t best done in a lab with limited and usually untrained dog subjects. If working dogs are overrated in the popular imagination, they have been mostly underrated in science,

Coonskin caps and silly putty were just not going to cut it anymore. The good mother got her kids toys that were educational, that advanced gross and fine motor skills, that gave them the spatial sensibilities and design aptitude of Frank Lloyd Wright, and that taught Johnny how to read James Joyce at age three. God forbid that one second should pass where your child was idle and that you were not doing everything you could to promote his or her emotional, cognitive, imaginative, quantitative, or muscular development.

Emotional intelligence skills are synergistic with cognitive ones; top performers have both. The more complex the job, the more emotional intelligence matters—if only because a deficiency in these abilities can hinder the use of whatever technical expertise or intellect a person may have.

Deep learning in machines is resulting in shallow knowledge in humans—an irony indeed. Cognitive skills like memory and attention span are atrophying, even as knowledge, authority and agency are being transferred from humans to machines. In effect, AI has managed to hack human psychology.

Clever deceivers rarely tell outright falsehoods. It’s too risky. The art of deception is closely related to the magician’s craft: it involves knowing how to draw attention to a harmless place, to deflect it away from the action. Deeply entrenched patterns of perceptual, emotional, and cognitive dispositions serve as instruments of deception. A skilled deceiver is an illusionist who knows how to manipulate the normal patterns of what is salient to their audience. He places salient markers—something red, something anomalous, something desirable—in the visual field, to draw attention just where he wants it.

Two Dimensions of Executive Skills: Thinking and Doing Executive skills involving thinking (cognition) Working memory Planning/prioritization Organization Time management Metacognition Executive skills involving doing (behavior) Response inhibition Emotional control Sustained attention Task initiation Goal-directed persistence Flexibility

But even if we were entirely successful at eliminating inequalities of outcome associated with being born into wealth or privilege, the inequalities that remain would not be purged of luck. There would still be another type of luck lurking in the background: genes. This is true not only of standardized test performance and IQ scores. Even appealing to so-called “character” traits (grit, perseverance, resourcefulness, motivation, curiosity, or any other non-cognitive skill) doesn’t get you out of grappling with genetics. These traits, too, are shaped by genetic differences between people. There is no measure of so-called “merit” that is somehow free of genetic influence or untethered from biology.

Personal reason is admittedly a meager asset, but take away human reason and we would exist in a world of utter ignorance and perpetual darkness.

It's also why we've recently seen an avalanche of new studies, books, and video games built on the myelin-centric principle that practice staves off cognitive decline.

115 BPM Fine motor skills deteriorate 145+ BPM Complex motor skills deteriorate 175+ BPM “A warrior can expect to experience auditory exclusion or loss of peripheral vision and depth perception. This initiates a catastrophic failure of cognitive processing capabilities, leading to fatal increases in reaction time or hypervigilance (freezing in place or irrational acts).” p.7-8

Remarkably, the size of neurons’ dendritic trees in the hippocampus expands and contracts like an accordion throughout a female rat’s ovulatory cycle, with the size (and her cognitive skills) peaking when estrogen peaks.fn6 Thus, neurons can form new dendritic branches and spines, increasing the size of their dendritic tree or, in other circumstances, do the opposite; hormones frequently mediate these effects.

educators, we have to recognize that we help maintain the achievement gap when we don’t teach advance cognitive skills to students we label as “disadvantaged” because of their language, gender, race, or socioeconomic status. Many children start school with small learning gaps, but as they progress through school, the gap between African American and Latino and White students grows because we don’t teach them how to be independent learners. Based on these labels, we usually do the following (Mean & Knapp, 1991): Underestimate what disadvantaged students are intellectually capable of doing As a result, we postpone more challenging and interesting work until we believe they have mastered “the basics” By focusing only on low-level basics, we deprive students of a meaningful or motivating context for learning and practicing higher order thinking processes

Humans have two types of abilities – physical and cognitive. In the past, machines competed with humans mainly in raw physical abilities, while humans retained an immense edge over machines in cognition. Hence as manual jobs in agriculture and industry were automated, new service jobs emerged that required the kind of cognitive skills only humans possessed: learning, analysing, communicating and above all understanding human emotions.

Humans have two types of abilities—physical and cognitive. In the past, machines competed with humans mainly in raw physical abilities, while humans retained an immense edge over machines in cognition. Therefore, as manual jobs in agriculture and industry were automated, new service jobs emerged that required the kind of cognitive skills only humans possessed: learning, analyzing, communicating, and above all understanding human emotions.

Gerontologists studying the aging process find increasing evidence that most of us will age with a fair degree of success. There’s far less institutionalization and disability than one might have guessed. While the size of social networks shrink with age, the quality of the relationships improves. There are types of cognitive skills that improve in old age (these are related to social intelligence and to making good strategic use of facts, rather than merely remembering them easily). The average elderly individual thinks his or her health is above average, and takes pleasure from that. And most important, the average level of happiness increases in old age; fewer negative emotions occur and, when they do, they don’t persist as long. Connected to this, brain-imaging studies show that negative images have less of an impact, and positive images have more of an impact on brain metabolism in older people, as compared to young.

IQ is a general measure of socially acceptable categorization and reasoning skills. IQ tests were designed in behaviorism's heyday, when there was little interest in cognitive structure. [...] In other societies, a normal distribution of some general measure of social intelligence might look very different; some "normal" members of our society could well produce a score that's a standard deviation from "normal" members of another society on that other society's test.

just begged the question: If it took so long for one of the best hospitals in the world to get to this step, how many other people were going untreated, diagnosed with a mental illness or condemned to a life in a nursing home or a psychiatric ward? CHAPTER 30 RHUBARB By my twenty-fifth day in the hospital, two days after the biopsy, with a preliminary diagnosis in sight, my doctors thought it was a good time to officially assess my cognitive skills to record a baseline.

Compared to kids confined indoors, children who regularly play in nature show heightened motor control—including balance, coordination, and agility. They tend to engage more in imaginative and creative play, which in turn fosters language, abstract reasoning, and problem-solving skills, together with a sense of wonder. Nature play is superior at engendering a sense of self and a sense of place, allowing children to recognize both their independence and interdependence. Play in outdoor settings also exceeds indoor alternatives in fostering cognitive, emotional, and moral development. And individuals who spend abundant time playing outdoors as children are more likely to grow up with a strong attachment to place and an environmental ethic.

Control over consciousness is not simply a cognitive skill. At least as much as intelligence, it requires the commitment of emotions and will. It is not enough to know how to do it; one must do it, consistently, in the same way as athletes or musicians who must keep practicing what they know in theory. And this is never easy. Progress is relatively fast in fields that apply knowledge to the material world, such as physics or genetics. But it is painfully slow when knowledge is to be applied to modify our own habits and desires.

opposite. In studies of over two hundred thousand individuals across thirty nations, cynics scored less well on tasks that measure cognitive ability, problem-solving, and mathematical skill. Cynics aren’t socially sharp, either, performing worse than non-cynics at identifying liars.

Humans have two types of abilities – physical and cognitive. In the past, machines competed with humans mainly in raw physical abilities, while humans retained an immense edge over machines in cognition. Hence as manual jobs in agriculture and industry were automated, new service jobs emerged that required the kind of cognitive skills only humans possessed: learning, analysing, communicating and above all understanding human emotions. However, AI is now beginning to outperform humans in more and more of these skills, including in the understanding of human emotions

There is reason to believe that some people make better judgments than others do. Task-specific skill, intelligence, and a certain cognitive style—best described as being actively open-minded—characterize the best judges. Unsurprisingly, good judges will make few egregious mistakes. Given the multiple sources of individual differences, however, we should not expect even the best judges to be in perfect agreement on complex judgment problems. The infinite variety of backgrounds, personalities, and experiences that make each of us unique is also what makes noise inevitable.

A review in the Journal of the American Medical Association of thirty-six studies that looked at the physical growth, cognition, language and motor skills, behavior, attention, affect, and neurophysiology found no connection between prenatal exposure to cocaine and a decrease in functioning.

Studies of expert-novice differences have demonstrated that experts' performance is determined not by superior problem-solving strategies or better working memories but rather; better knowledge base that includes a large interconnected set of domain-specific schematic knowledge structures, well-developed cognitive skills (automated knowledge), and metacognitive self-regulatory skills that allow experts to control their performance , assess their work, predict its results, and generally, use the available knowledge base. From cognitive load theory American Psychologist ,45,149-158

Since well-educated people are better voters, another tempting way to improve democracy is to give voters more education. Maybe it would work. But it would be expensive, and as mentioned in the previous chapter, education may be a proxy for intelligence or curiosity. A cheaper strategy, and one where a causal effect is more credible, is changing the curriculum. Steven Pinker argues that schools should try to “provide students with the cognitive skills that are most important for grasping the modern world and that are most unlike the cognitive tools they are born with,” by emphasizing “economics, evolutionary biology, and probability and statistics.”60 Pinker essentially wants to give schools a new mission: rooting out the biased beliefs that students arrive with, especially beliefs that impinge on government policy.61 What should be cut to make room for the new material? There are only twenty-four hours in a day, and a decision to teach one subject is also a decision not to teach another one. The question is not whether trigonometry is important, but whether it is more important than statistics; not whether an educated person should know the classics, but whether it is more important for an educated person to know the classics than elementary economics.62

Certain things need to be done again and again in life, but those things can be learned only in context, not as an abstraction. Different contexts must be provided in order to motivate students and to provide real world skills that will be remembered, not because they were studied and tested but because they were practicied again and again.

general “law of least effort” applies to cognitive as well as physical exertion. The law asserts that if there are several ways of achieving the same goal, people will eventually gravitate to the least demanding course of action. In the economy of action, effort is a cost, and the acquisition of skill is driven by the balance of benefits and costs.

The truth is that we’re all hardwired to make errors in judgment. Good judgment is a skill one must acquire, becoming an astute observer of one’s own thinking and performance. We start at a disadvantage for several reasons. One is that when we’re incompetent, we tend to overestimate our competence and see little reason to change. Another is that, as humans, we are readily misled by illusions, cognitive biases, and the stories we construct to explain the world around us and our place within it. To become more competent, or even expert, we must learn to recognize competence when we see it in others, become more accurate judges of what we ourselves know and don’t know, adopt learning strategies that get results, and find objective ways to track our progress.

Harari clearly has no knowledge at all of cross-cultural developmental psychology, and of how modes of thought develop in relation to the natural and socio-cultural environments. The people who carved the Stadel lion-man around 30,000 years ago and the Piraha had the same ability to learn as we do, which is why Piraha children can learn to count, but these cognitive skills have to be learnt: we are not born with them all ready to go. Cross-cultural developmental psychology has shown that the development of the cognitive skills of modern humans actually requires literacy and schooling, large-scale bureaucratic societies and complex urban life, the experience of cultural differences, and familiarity with modern technology, to name some of the more important requirements

A general “law of least effort” applies to cognitive as well as physical exertion. The law asserts that if there are several ways of achieving the same goal, people will eventually gravitate to the least demanding course of action. In the economy of action, effort is a cost, and the acquisition of skill is driven by the balance of benefits and costs. Laziness is built deep into our nature.

our social needs for intimacy, belonging, and acceptance. Mate preferences for status can explain our esteem needs for recognition, fame, and glory. Mate preferences for intelligence, knowledge, skills, and moral virtues can explain our cognitive needs to learn, discover, and create, and our self-actualization needs to fulfill our potential (for example, to display the highest possible mate value given our genetic quality).

Many of the benefits of CBT (cognitive behavioral therapy) can be obtained without going into therapy. There are a number of self-help books, CDs and computer programs that have been used to treat depression and some of these have been tested in clinical trials with positive results. I can particularly recommend these two books. One is 'Control Your Depression', the lead author of which is Peter Lewinsohn, a Professor of Psychology at the University of Oregon. ... The other book that I can recommend with confidence is 'Feeling Good' by the psychiatrist David Burns. 'Control Your Depression' emphasizes behavioral techniques like increasing pleasant activities, improving social skills and learning to relax. 'Feeling Good' puts greater emphasis on changing the way people think about themselves. But both books include both cognitive and behavioral techniques.

Sound waves, regardless of their frequency or intensity, can only be detected by the Mole Fly’s acute sense of smell—it is a little known fact that the Mole Fly’s auditory receptors do not, in fact, have a corresponding center in the brain designated for the purposes of processing sensory stimuli and so, these stimuli, instead of being siphoned out as noise, bypass the filters to be translated, oddly enough, by the part of the brain that processes smell. Consequently, the Mole Fly’s brain, in its inevitable confusion, understands sound as an aroma, rendering the boundary line between the auditory and olfactory sense indistinguishable. Sounds, thus, come in a variety of scents with an intensity proportional to its frequency. Sounds of shorter wavelength, for example, are particularly pungent. What results is a species of creature that cannot conceptualize the possibility that sound and smell are separate entities, despite its ability to discriminate between the exactitudes of pitch, timbre, tone, scent, and flavor to an alarming degree of precision. Yet, despite this ability to hyper-analyze, they lack the cognitive skill to laterally link successions of either sound or smell into a meaningful context, resulting in the equivalent of a data overflow. And this may be the most defining element of the Mole Fly’s behavior: a blatant disregard for the context of perception, in favor of analyzing those remote and diminutive properties that distinguish one element from another. While sensory continuity seems logical to their visual perception, as things are subject to change from moment-to-moment, such is not the case with their olfactory sense, as delays in sensing new smells are granted a degree of normality by the brain. Thus, the Mole Fly’s olfactory-auditory complex seems to be deprived of the sensory continuity otherwise afforded in the auditory senses of other species. And so, instead of sensing aromas and sounds continuously over a period of time—for example, instead of sensing them 24-30 times per second, as would be the case with their visual perception—they tend to process changes in sound and smell much more slowly, thereby preventing them from effectively plotting the variations thereof into an array or any kind of meaningful framework that would allow the information provided by their olfactory and auditory stimuli to be lasting in their usefulness. The Mole flies, themselves, being the structurally-obsessed and compulsive creatures that they are, in all their habitual collecting, organizing, and re-organizing of found objects into mammoth installations of optimal functional value, are remarkably easy to control, especially as they are given to a rather false and arbitrary sense of hierarchy, ascribing positions—that are otherwise trivial, yet necessarily mundane if only to obscure their true purpose—with an unfathomable amount of honor, to the logical extreme that the few chosen to serve in their most esteemed ranks are imbued with a kind of obligatory arrogance that begins in the pupal stages and extends indefinitely, as they are further nurtured well into adulthood by a society that infuses its heroes of middle management with an immeasurable sense of importance—a kind of celebrity status recognized by the masses as a living embodiment of their ideals. And yet, despite this culture of celebrity worship and vicarious living, all whims and impulses fall subservient, dropping humbly to the knees—yes, Mole Flies do, in fact, have knees!—before the grace of the merciful Queen, who is, in actuality, just a puppet dictator installed by the Melic papacy, using an old recycled Damsel fly-fishing lure. The dummy is crude, but convincing, as the Mole flies treat it as they would their true-born queen.

Critical Thinking: Why Is It So Hard to Teach? By Daniel T. Willingham SUMMER 2007 AMERICAN FEDERATION OF TEACHERS pp. 8-1 Can critical thinking actually be taught? Decades of cognitive research point to a disappointing answer: not really. People who have sought to teach critical thinking have assumed that it is a skill, like riding a bicycle, and that, like other skills, once you learn it, you can apply it in any situation. Research from cognitive science shows that thinking is not that sort of skill. The processes of thinking are intertwined with the content of thought (that is, domain knowledge). Thus, if you remind a student to “look at an issue from multiple perspectives” often enough, he will learn that he ought to do so, but if he doesn’t know much about an issue, he can’t think about it from multiple perspectives. You can teach students maxims about how they ought to think, but without background knowledge and practice, they probably will not be able to implement the advice they memorize.

Cutting. Starving. Compulsive exercising. Drinking. Drugs. Hair pulling. Skin picking. These are not attention-grabbing strategies, or else why would we, who employ them, work so very hard to keep our behaviors secret? They are evidence of poor coping skills. Of terrible anxiety. Of invalidation and loneliness—and shame. Manifestations of anxiety and cognitive rigidity to the point of epidemic levels. Why? It’s all about relief. About trying to escape from your own feelings and experiences of the world that those of us on the spectrum are constantly told are wrong.

The cognitive style of individuals with paranoid personality disorder deserves special mention. Overtly, they have a legalistic bent, sharp attention, rich vocabulary, hypervigilance, and a tendency toward perceptual hairsplitting; they often possess striking oratorial skills. Covertly, however, they are unable to grasp the “big picture.” They readily dismiss the obvious, including any evidence that is contradictory to their preexisting beliefs. Their attention is narrow and biased. They are experts in seeing the “truth” but almost always fail to grasp the “whole truth.

If you’re going to make an error in life, err on the side of overestimating your capabilities (obviously, as long as it doesn’t jeopardize your life). By the way, this is something that’s hard to do, since the human capacity is so much greater than most of us would ever dream. In fact, many studies have focused on the differences between people who are depressed and people who are extremely optimistic. After attempting to learn a new skill, the pessimists are always more accurate about how they did, while the optimists see their behavior as being more effective than it actually was. Yet this unrealistic evaluation of their own performance is the secret of their future success. Invariably the optimists eventually end up mastering the skill while the pessimists fail. Why? Optimists are those who, despite having no references for success, or even references of failure, manage to ignore those references, leaving unassembled such cognitive tabletops as “I failed” or “I can’t succeed.” Instead, optimists produce faith references, summoning forth their imagination to picture themselves doing something different next time and succeeding. It is this special ability, this unique focus, which allows them to persist until eventually they gain the distinctions that put them over the top. The reason success eludes most people is that they have insufficient references of succeeding in the past. But an optimist operates with beliefs such as, “The past doesn’t equal the future.” All great leaders, all people who have achieved success in any area of life, know the power of continuously pursuing their vision, even if all the details of how to achieve it aren’t yet available. If you develop the absolute sense of certainty that powerful beliefs provide, then you can get yourself to accomplish virtually anything, including those things that other people are certain are impossible.

Because much of the content of education is not cognitively natural, the process of mastering it may not always be easy and pleasant, notwithstanding the mantra that learning is fun. Children may be innately motivated to make friends, acquire status, hone motor skills, and explore the physical world, but they are not necessarily motivated to adapt their cognitive faculties to unnatural tasks like formal mathematics. A family, peer group, and culture that ascribe high status to school achievement may be needed to give a child the motive to persevere toward effortful feats of learning whose rewards are apparent only over the long term.

But if it is true that people have known for thousands of years what it takes to become free and in control of one’s life, why haven’t we made more progress in this direction? Why are we as helpless, or more so, than our ancestors were in facing the chaos that interferes with happiness? There are at least two good explanations for this failure. In the first place, the kind of knowledge—or wisdom—one needs for emancipating consciousness is not cumulative. It cannot be condensed into a formula; it cannot be memorized and then routinely applied. Like other complex forms of expertise, such as a mature political judgment or a refined aesthetic sense, it must be earned through trial-and-error experience by each individual, generation after generation. Control over consciousness is not simply a cognitive skill. At least as much as intelligence, it requires the commitment of emotions and will. It is not enough to know how to do it; one must do it, consistently, in the same way as athletes or musicians who must keep practicing what they know in theory. And this is never easy. Progress is relatively fast in fields that apply knowledge to the material world, such as physics or genetics. But it is painfully slow when knowledge is to be applied to modify our own habits and desires.

When a domain reaches a point where the knowledge for skillful professional practice cannot be acquired in a decade, more or less, then several adaptive developments are likely to occur. Specialization will usually increase (as it has, for example, in medicine), and practitioners will make increasing use of books and other external reference aids in their work. Architecture is a good example of a domain where much of the information a professional requires is stored in reference works, such as catalogues of available building materials, equipment, and components, and official building codes. No architect expects to keep all of this in his head or to design without frequent resort to these information sources. In fact architecture can almost be taken as a prototype for the process of design in a semantically rich task domain. The emerging design is itself incorporated in a set of external memory structures: sketches, floor plans, drawings of utility systems, and so on. At each stage in the design process, partial design reflected in these documents serves as a major stimulus suggesting to the designer what he should attend to next. This direction to new sub-goals permits in turn new information to be extracted from memory and reference sources and another step to be taken toward the development of the design.

Many autism experts believe daily living skills, such as managing finances, need to be explicitly taught to people on the autism spectrum. Everything most nonautistic people pick up as they go along—how to shop, catch a bus, cook, clean, or manage money—are skills that are difficult for me to acquire simply by assimilation. I need a book, a video, or someone to explain and show me how to do it. There’s a perception that anyone with average or above-average intelligence will naturally pick up these skills. Strangely, intelligence seems to have little to do with it, and one study even found that problems of this kind are especially prominent in those autistic people with greater cognitive abilities.

CHARACTERISTICS OF SYSTEM 1 generates impressions, feelings, and inclinations; when endorsed by System 2 these become beliefs, attitudes, and intentions operates automatically and quickly, with little or no effort, and no sense of voluntary control can be programmed by System 2 to mobilize attention when a particular pattern is detected (search) executes skilled responses and generates skilled intuitions, after adequate training creates a coherent pattern of activated ideas in associative memory links a sense of cognitive ease to illusions of truth, pleasant feelings, and reduced vigilance distinguishes the surprising from the normal infers and invents causes and intentions neglects ambiguity and suppresses doubt is biased to believe and confirm exaggerates emotional consistency (halo effect) focuses on existing evidence and ignores absent evidence (WYSIATI) generates a limited set of basic assessments represents sets by norms and prototypes, does not integrate matches intensities across scales (e.g., size to loudness) computes more than intended (mental shotgun) sometimes substitutes an easier question for a difficult one (heuristics) is more sensitive to changes than to states (prospect theory)* overweights low probabilities* shows diminishing sensitivity to quantity (psychophysics)* responds more strongly to losses than to gains (loss aversion)* frames decision problems narrowly, in isolation from one another*

Among the elite, Stuarts had given way to Smiths, Sirs to Misters, and family names were no longer of help for guessing social standing. But the foundations of inequity remained intact, since the primal urges that have always led humans to seek ascendancy over their kind run deeper than the ebb and flow of social tide. But for as long as people failed to grasp this simple truth they applauded the power of pigheaded toil and lucky foresight to make moguls out of yokels, and found comfort in the belief that social imbalance was only pernicious if it derived from things other than skill, which was seen as a fair gauge of merit, much like swordsmanship had been regarded as a fair measure of worth in the days when disputes were settled by duels.

Characteristics of System 1: • generates impressions, feelings, and inclinations; when endorsed by System 2 these become beliefs, attitudes, and intentions • operates automatically and quickly, with little or no effort, and no sense of voluntary control • can be programmed by System 2 to mobilize attention when a particular pattern is detected (search) • executes skilled responses and generates skilled intuitions, after adequate training • creates a coherent pattern of activated ideas in associative memory • links a sense of cognitive ease to illusions of truth, pleasant feelings, and reduced vigilance • distinguishes the surprising from the normal • infers and invents causes and intentions • neglects ambiguity and suppresses doubt • is biased to believe and confirm • exaggerates emotional consistency (halo effect) • focuses on existing evidence and ignores absent evidence (WYSIATI) • generates a limited set of basic assessments • represents sets by norms and prototypes, does not integrate • matches intensities across scales (e.g., size to loudness) • computes more than intended (mental shotgun) • sometimes substitutes an easier question for a difficult one (heuristics) • is more sensitive to changes than to states (prospect theory)* • overweights low probabilities* • shows diminishing sensitivity to quantity (psychophysics)* • responds more strongly to losses than to gains (loss aversion)* • frames decision problems narrowly, in isolation from one another*

The central issue is not their intelligence, nor, more than likely, even their lack of familiarity with different styles of writing. Rather, it may come back to a lack of cognitive patience with demanding critical analytic thinking and a concomitant failure to acquire the cognitive persistence, what the psychologist Angela Duckworth famously called “grit,”54 nurtured by the very genres being avoided. Just as earlier I described how a lack of background knowledge and critical analytical skills can render any reader susceptible to unadjudicated or even false information, the insufficient formation and lack of use of these complex intellectual skills can render our young people less able to read and write well and therefore less prepared for their own futures.

Why are we as helpless, or more so, than our ancestors were in facing the chaos that interferes with happiness? There are at least two good explanations for this failure. In the first place, the kind of knowledge—or wisdom—one needs for emancipating consciousness is not cumulative. It cannot be condensed into a formula; it cannot be memorized and then routinely applied. Like other complex forms of expertise, such as a mature political judgment or a refined aesthetic sense, it must be earned through trial-and-error experience by each individual, generation after generation. Control over consciousness is not simply a cognitive skill. At least as much as intelligence, it requires the commitment of emotions and will. It is not enough to know how to do it; one must do it, consistently, in the same way as athletes or musicians who must keep practicing what they know in theory. And this is never easy. Progress is relatively fast in fields that apply knowledge to the material world, such as physics or genetics. But it is painfully slow when knowledge is to be applied to modify our own habits and desires. Second, the knowledge of how to control consciousness must be reformulated every time the cultural context changes. The wisdom of the mystics, of the Sufi, of the great yogis, or of the Zen masters might have been excellent in their own time—and might still be the best, if we lived in those times and in those cultures. But when transplanted to contemporary California those systems lose quite a bit of their original power. They contain elements that are specific to their original contexts, and when these accidental components are not distinguished from what is essential, the path to freedom gets overgrown by brambles of meaningless mumbo jumbo. Ritual form wins over substance, and

If you talk to these extraordinary people, you find that they all understand this at one level or another. They may be unfamiliar with the concept of cognitive adaptability, but they seldom buy into the idea that they have reached the peak of their fields because they were the lucky winners of some genetic lottery. They know what is required to develop the extraordinary skills that they possess because they have experienced it firsthand. One of my favorite testimonies on this topic came from Ray Allen, a ten-time All-Star in the National Basketball Association and the greatest three-point shooter in the history of that league. Some years back, ESPN columnist Jackie MacMullan wrote an article about Allen as he was approaching his record for most three-point shots made. In talking with Allen for that story, MacMullan mentioned that another basketball commentator had said that Allen was born with a shooting touch—in other words, an innate gift for three-pointers. Allen did not agree. “I’ve argued this with a lot of people in my life,” he told MacMullan. “When people say God blessed me with a beautiful jump shot, it really pisses me off. I tell those people, ‘Don’t undermine the work I’ve put in every day.’ Not some days. Every day. Ask anyone who has been on a team with me who shoots the most. Go back to Seattle and Milwaukee, and ask them. The answer is me.” And, indeed, as MacMullan noted, if you talk to Allen’s high school basketball coach you will find that Allen’s jump shot was not noticeably better than his teammates’ jump shots back then; in fact, it was poor. But Allen took control, and over time, with hard work and dedication, he transformed his jump shot into one so graceful and natural that people assumed he was born with it. He took advantage of his gift—his real gift.   ABOUT

astonishing number of senior leaders are systemically incapable of identifying their organization’s most glaring and dangerous shortcomings. This is not a function of stupidity, but rather stems from two routine pressures that constrain everybody’s thinking and behavior. The first is comprised of cognitive biases, such as mirror imaging, anchoring, and confirmation bias. These unconscious motivations on decision-making under uncertain conditions make it inherently difficult to evaluate one’s own judgments and actions. As David Dunning, a professor of psychology at Cornell University, has shown in countless environments, people who are highly incompetent in terms of their skills or knowledge are also terrible judges of their own performance. For example, people who perform the worst on pop quizzes also have the widest variance between how they thought they performed and the actual score that they earned.22

Our overview of lagging skills is now complete. Of course, that was just a sampling. Here’s a more complete, though hardly exhaustive, list, including those we just reviewed: > Difficulty handling transitions, shifting from one mind-set or task to another > Difficulty doing things in a logical sequence or prescribed order > Difficulty persisting on challenging or tedious tasks > Poor sense of time > Difficulty maintaining focus > Difficulty considering the likely outcomes or consequences of actions (impulsive) > Difficulty considering a range of solutions to a problem > Difficulty expressing concerns, needs, or thoughts in words > Difficulty understanding what is being said > Difficulty managing emotional response to frustration so as to think rationally > Chronic irritability and/or anxiety significantly impede capacity for problem-solving or heighten frustration > Difficulty seeing the “grays”/concrete, literal, black-and-white thinking > Difficulty deviating from rules, routine > Difficulty handling unpredictability, ambiguity, uncertainty, novelty > Difficulty shifting from original idea, plan, or solution > Difficulty taking into account situational factors that would suggest the need to adjust a plan of action > Inflexible, inaccurate interpretations/cognitive distortions or biases (e.g., “Everyone’s out to get me,” “Nobody likes me,” “You always blame me,” “It’s not fair,” “I’m stupid”) > Difficulty attending to or accurately interpreting social cues/poor perception of social nuances > Difficulty starting conversations, entering groups, connecting with people/lacking basic social skills > Difficulty seeking attention in appropriate ways > Difficulty appreciating how his/her behavior is affecting other people > Difficulty empathizing with others, appreciating another person’s perspective or point of view > Difficulty appreciating how s/he is coming across or being perceived by others > Sensory/motor difficulties

Predominantly inattentive type Perhaps the majority of girls with AD/HD fall into the primarily inattentive type, and are most likely to go undiagnosed. Generally, these girls are more compliant than disruptive and get by rather passively in the academic arena. They may be hypoactive or lethargic. In the extreme, they may even seem narcoleptic. Because they do not appear to stray from cultural norms, they will rarely come to the attention of their teacher. Early report cards of an inattentive type girl may read, "She is such a sweet little girl. She must try harder to speak up in class." She is often a shy daydreamer who avoids drawing attention to herself. Fearful of expressing herself in class, she is concerned that she will be ridiculed or wrong. She often feels awkward, and may nervously twirl the ends of her hair. Her preferred seating position is in the rear of the classroom. She may appear to be listening to the teacher, even when she has drifted off and her thoughts are far away. These girls avoid challenges, are easily discouraged, and tend to give up quickly. Their lack of confidence in themselves is reflected in their failure excuses, such as, "I can't," "It's too hard," or "I used to know it, but I can't remember it now." The inattentive girl is likely to be disorganized, forgetful, and often anxious about her school work. Teachers may be frustrated because she does not finish class work on time. She may mistakenly be judged as less bright than she really is. These girls are reluctant to volunteer for a project orjoin a group of peers at recess. They worry that other children will humiliate them if they make a mistake, which they are sure they will. Indeed, one of their greatest fears is being called on in class; they may stare down at their book to avoid eye contact with the teacher, hoping that the teacher will forget they exist for the moment. Because interactions with the teacher are often anxiety-ridden, these girls may have trouble expressing themselves, even when they know the answer. Sometimes, it is concluded that they have problems with central auditory processing or expressive language skills. More likely, their anxiety interferes with their concentration, temporarily reducing their capacity to both speak and listen. Generally, these girls don't experience this problem around family or close friends, where they are more relaxed. Inattentive type girls with a high IQ and no learning disabilities will be diagnosed with AD/HD very late, if ever. These bright girls have the ability and the resources to compensate for their cognitive challenges, but it's a mixed blessing. Their psychological distress is internalized, making it less obvious, but no less damaging. Some of these girls will go unnoticed until college or beyond, and many are never diagnosed they are left to live with chronic stress that may develop into anxiety and depression as their exhausting, hidden efforts to succeed take their toll. Issues

Consciousness is the fabric of human reality. Consciousness allows humankind to engage in reason, make sense out of things, apply logic, verify facts, and adjust our actions based upon deliberate decision-making and hierological beliefs. We possess the ability to change our perspective, modify how we think, and alter our emotional responses. People can assimilate their thoughts and align their goals premised upon guiding beliefs or ideals that characterize a community or personal ideology based upon practical skills, wisdom, virtue, goodness, and community goodwill. Humans exhibit a creative spark that enables them to employ both their hunches and rational thoughts to adjust to changing situations. We can make logical, aesthetic, moral, and ethical judgments. The ability to modify their thinking patterns empowers all humans to alter their functional reality. By integrating our consciousness around our purpose in life, we can each become congruent in our daily thoughts and deeds.

The good news is that positive construal can be taught. “We can make ourselves more or less vulnerable by how we think about things,” Bonanno said. In research at Columbia, the neuroscientist Kevin Ochsner has shown that teaching people to think of stimuli in different ways—to reframe them in positive terms when the initial response is negative, or in a less emotional way when the initial response is emotionally “hot”—changes how they experience and react to the stimulus. You can train people to better regulate their emotions, and the training seems to have lasting effects. Training people to change their explanatory styles from internal to external (“Bad events aren’t my fault”), from global to specific (“This is one narrow thing rather than a massive indication that something is wrong with my life”), and from permanent to impermanent (“I can change the situation, rather than assuming it’s fixed”) made them more psychologically successful and less prone to depression. The same goes for locus of control: not only is a more internal locus tied to perceiving less stress and performing better but changing your locus from external to internal leads to positive changes in both psychological well-being and objective work performance. The cognitive skills that underpin resilience, then, seem like they can indeed be learned over time, creating resilience where there was none. Unfortunately, the opposite may also be true. “We can become less resilient, or less likely to be resilient,” Bonanno says. “We can create or exaggerate stressors very easily in our own minds. That’s the danger of the human condition.” Human beings are capable of worry and rumination: we can take a minor thing, blow it up in our heads, run through it over and over, and drive ourselves crazy until we feel like that minor thing is the biggest thing that ever happened. In a sense, it’s a self-fulfilling prophecy. Frame adversity as a challenge, and you become more flexible and able to deal with it, move on, learn from it, and grow. Focus on it, frame it as a threat, and a potentially traumatic event becomes an enduring problem; you become more inflexible, and more likely to be negatively affected.

Anyone who values truth should stop worshipping reason. We all need to take a cold hard look at the evidence and see reasoning for what it is. The French cognitive scientists Hugo Mercier and Dan Sperber recently reviewed the vast research literature on motivated reasoning (in social psychology) and on the biases and errors of reasoning (in cognitive psychology). They concluded that most of the bizarre and depressing research findings make perfect sense once you see reasoning as having evolved not to help us find truth but to help us engage in arguments, persuasion, and manipulation in the context of discussions with other people. As they put it, “skilled arguers … are not after the truth but after arguments supporting their views.”50 This explains why the confirmation bias is so powerful, and so ineradicable. How hard could it be to teach students to look on the other side, to look for evidence against their favored view? Yet, in fact, it’s very hard, and nobody has yet found a way to do it.51 It’s hard because the confirmation bias is a built-in feature (of an argumentative mind), not a bug that can be removed (from a platonic mind).

recent research indicates that unstructured play in natural settings is essential for children’s healthy growth. As any parent or early childhood educator will attest, play is an innate drive. It is also the primary vehicle for youngsters to experience and explore their surroundings. Compared to kids confined indoors, children who regularly play in nature show heightened motor control—including balance, coordination, and agility. They tend to engage more in imaginative and creative play, which in turn fosters language, abstract reasoning, and problem-solving skills, together with a sense of wonder. Nature play is superior at engendering a sense of self and a sense of place, allowing children to recognize both their independence and interdependence. Play in outdoor settings also exceeds indoor alternatives in fostering cognitive, emotional, and moral development. And individuals who spend abundant time playing outdoors as children are more likely to grow up with a strong attachment to place and an environmental ethic. When asked to identify the most significant environment of their childhoods, 96.5 percent of a large sample of adults named an outdoor environment. In

Early in the 19th-century, the behaviorist E. L. Thorndike performed a series of experiments that satisfied two generations of American psychologists that abstractions were not importantly involved in learning how to perform skilled tasks. He asked his subjects to perform a particular task for varying amounts of time (e.g., cancelling Os from a sentence, and then switched them to another task; cancelling adverbs from a sentence). He found that “transfer of training” effects were slight and unstable. Sometimes he found that performance of the first task enhanced the second, sometimes that it made it more difficult, and, often, that it had no effect at all. One would, of course, assume that performance on the second task would be improved if subjects learned something general from performance of the first task. Since they so often failed to show improved training, Thorndike inferred that people don't, in fact, learn much that is general when performing mental tasks. This meant that training was going to be very much a bottom-up affair, consisting of little more than slogging through countless stimulus-response associations. This conclusion has suffused deeply into American psychology, cognitive science, and education. Newell (1980), based on some similar failed efforts to find training effects for reasoning tasks, has asserted that learned problem-solving skills generally are idiosyncratic to the task.

In 1979, Christopher Connolly cofounded a psychology consultancy in the United Kingdom to help high achievers (initially athletes, but then others) perform at their best. Over the years, Connolly became curious about why some professionals floundered outside a narrow expertise, while others were remarkably adept at expanding their careers—moving from playing in a world-class orchestra, for example, to running one. Thirty years after he started, Connolly returned to school to do a PhD investigating that very question, under Fernand Gobet, the psychologist and chess international master. Connolly’s primary finding was that early in their careers, those who later made successful transitions had broader training and kept multiple “career streams” open even as they pursued a primary specialty. They “traveled on an eight-lane highway,” he wrote, rather than down a single-lane one-way street. They had range. The successful adapters were excellent at taking knowledge from one pursuit and applying it creatively to another, and at avoiding cognitive entrenchment. They employed what Hogarth called a “circuit breaker.” They drew on outside experiences and analogies to interrupt their inclination toward a previous solution that may no longer work. Their skill was in avoiding the same old patterns. In the wicked world, with ill-defined challenges and few rigid rules, range can be a life hack. Pretending the world is like golf and chess is comforting. It makes for a tidy kind-world message, and some very compelling books. The rest of this one will begin where those end—in a place where the popular sport is Martian tennis, with a view into how the modern world became so wicked in the first place.

Are you wondering what to write? Let’s start with some general statements that are useful each and every day. Then we’ll create statements that address specific emotional states like depression, anxiety, and feelings of stress. We’ll also create statements that pertain to specific situations such as sleep, relationships, parenting, job, school, health, skills, talents, and leisure activities. GENERAL STATEMENTS Here are some useful statements to write each and every day. Select two or three that resonate with you. You are not limited to these examples. You can write whatever you wish as long as it is a POSITIVE statement in the PRESENT TENSE that begins with ‘I AM’ and uses the PROGRESSIVE ‘ing’ form of the verb. At first, while learning the technique, you might want to use the statements suggested in this book. REMEMBER: Each POSITIVE, PRESENT TENSE, PROGRESSIVE statement is something you would like to be true. But you are writing it as if it already is true. In other words: I am writing positive statements. I am wanting them to be true. I am noticing that they are becoming true. I recommend writing at least two general statements every day. Here are some examples: I am embracing each and every day. I am enjoying today. I am living in the present moment. I am looking forward to today. I am having a productive day. I am staying focused. I am handling things well. I am taking things as they come. I am coping well with problems. I am focusing on the positives. I am moving smoothly through the day. I am confidently coping with challenges. I am noticing how well the day is going. I am feeling fully and deeply alive. Select two or three statements from the above list and write them here.

Navy Seals Stress Relief Tactics (As printed in O Online Magazine, Sept. 8, 2014) Prep for Battle: Instead of wasting energy by catastrophizing about stressful situations, SEALs spend hours in mental dress rehearsals before springing into action, says Lu Lastra, director of mentorship for Naval Special Warfare and a former SEAL command master chief.  He calls it mental loading and says you can practice it, too.  When your boss calls you into her office, take a few minutes first to run through a handful of likely scenarios and envision yourself navigating each one in the best possible way.  The extra prep can ease anxiety and give you the confidence to react calmly to whatever situation arises. Talk Yourself Up: Positive self-talk is quite possibly the most important skill these warriors learn during their 15-month training, says Lastra.  The most successful SEALs may not have the biggest biceps or the fastest mile, but they know how to turn their negative thoughts around.  Lastra recommends coming up with your own mantra to remind yourself that you’ve got the grit and talent to persevere during tough times. Embrace the Suck: “When the weather is foul and nothing is going right, that’s when I think, now we’re getting someplace!” says Lastra, who encourages recruits to power through the times when they’re freezing, exhausted or discouraged.  Why?  Lastra says, “The, suckiest moments are when most people give up; the resilient ones spot a golden opportunity to surpass their competitors.  It’s one thing to be an excellent athlete when the conditions are perfect,” he says.  “But when the circumstances aren’t so favorable, those who have stronger wills are more likely to rise to victory.” Take a Deep Breath: “Meditation and deep breathing help slow the cognitive process and open us up to our more intuitive thoughts,” says retired SEAL commander Mark Divine, who developed SEALFit, a demanding training program for civilians that incorporates yoga, mindfulness and breathing techniques.  He says some of his fellow SEALs became so tuned-in, they were able to sense the presence of nearby roadside bombs.  Who doesn’t want that kind of Jedi mind power?  A good place to start: Practice what the SEALs call 4 x 4 x 4 breathing.  Inhale deeply for four counts, then exhale for four counts and repeat the cycle for four minutes several times a day.  You’re guaranteed to feel calmer on any battleground. Learn to value yourself, which means to fight for your happiness. ---Ayn Rand

To their surprise, they found that dopamine actively regulates both the formation and the forgetting of new memories. In the process of creating new memories, the dCA1 receptor was activated. By contrast, forgetting was initiated by the activation of the DAMB receptor. Previously, it was thought that forgetting might be simply the degradation of memories with time, which happens passively by itself. This new study shows that forgetting is an active process, requiring intervention by dopamine. To prove their point, they showed that by interfering with the action of the dCA1 and DAMB receptors, they could, at will, increase or decrease the ability of fruit flies to remember and forget. A mutation in the dCA1 receptor, for example, impaired the ability of the fruit flies to remember. A mutation in the DAMB receptor decreased their ability to forget. The researchers speculate that this effect, in turn, may be partially responsible for savants’ skills. Perhaps there is a deficiency in their ability to forget. One of the graduate students involved in the study, Jacob Berry, says, “Savants have a high capacity for memory. But maybe it isn’t memory that gives them this capacity; maybe they have a bad forgetting mechanism. This might also be the strategy for developing drugs to promote cognition and memory—what about drugs that inhibit forgetting as a cognitive enhancers?” Assuming that this result holds up in human experiments as well, it could encourage scientists to develop new drugs and neurotransmitters that are able to dampen the forgetting process. One might thus be able to selectively turn on photographic memories when needed by neutralizing the forgetting process. In this way, we wouldn’t have the continuous overflow of extraneous, useless information, which hinders the thinking of people with savant syndrome. What is also exciting is the possibility that the BRAIN project, which is being championed by the Obama administration, might be able to identify the specific pathways involved with acquired savant syndrome. Transcranial magnetic fields are still too crude to pin down the handful of neurons that may be involved. But using nanoprobes and the latest in scanning technologies, the BRAIN project might be able to isolate the precise neural pathways that make possible photographic memory and incredible computational, artistic, and musical skills. Billions of research dollars will be channeled into identifying the specific neural pathways involved with mental disease and other afflictions of the brain, and the secret of savant skills may be revealed in the process. Then it might be possible to take normal individuals and make savants out of them. This has happened many times in the past because of random accidents. In the future, this may become a precise medical process.

When applied to the prefrontal lobes, TMS has been shown to enhance the speed and agility of cognitive processing. The TMS bursts are like a localized jolt of caffeine, but nobody knows for sure how the magnets actually do their work.” These experiments hint, but by no means prove, that silencing a part of the left frontotemporal region could initiate some enhanced skills. These skills are a far cry from savant abilities, and we should also be careful to point out that other groups have looked into these experiments, and the results have been inconclusive. More experimental work must be done, so it is still too early to render a final judgment one way or the other. TMS probes are the easiest and most convenient instrument to use for this purpose, since they can selectively silence various parts of the brain at will without relying on brain damage and traumatic accidents. But it should also be noted that TMS probes are still crude, silencing millions of neurons at a time. Magnetic fields, unlike electrical probes, are not precise but spread out over several centimeters. We know that the left anterior temporal and orbitofrontal cortices are damaged in savants and likely responsible, at least in some part, for their unique abilities, but perhaps the specific area that must be dampened is an even smaller subregion. So each jolt of TMS might inadvertently deactivate some of the areas that need to remain intact in order to produce savantlike skills. In the future, with TMS probes we might be able to narrow down the region of the brain involved with eliciting savant skills. Once this region is identified, the next step would be to use highly accurate electrical probes, like those used in deep brain stimulation, to dampen these areas even more precisely. Then, with the push of a button, it might be possible to use these probes to silence this tiny portion of the brain in order to bring out savantlike skills. FORGETTING TO FORGET AND PHOTOGRAPHIC MEMORY Although savant skills may be initiated by some sort of injury to the left brain (leading to right brain compensation), this still does not explain precisely how the right brain can perform these miraculous feats of memory. By what neural mechanism does photographic memory emerge? The answer to this question may determine whether we can become savants. Until recently, it was thought that photographic memory was due to the special ability of certain brains to remember. If so, then it might be difficult for the average person to learn these memory skills, since only exceptional brains are capable of them. But in 2012, a new study showed that precisely the opposite may be true. The key to photographic memory may not be the ability of remarkable brains to learn; on the contrary, it may be their inability to forget. If this is true, then perhaps photographic memory is not such a mysterious thing after all.

SELF-MANAGEMENT Trust We relate to one another with an assumption of positive intent. Until we are proven wrong, trusting co-workers is our default means of engagement. Freedom and accountability are two sides of the same coin. Information and decision-making All business information is open to all. Every one of us is able to handle difficult and sensitive news. We believe in collective intelligence. Nobody is as smart as everybody. Therefore all decisions will be made with the advice process. Responsibility and accountability We each have full responsibility for the organization. If we sense that something needs to happen, we have a duty to address it. It’s not acceptable to limit our concern to the remit of our roles. Everyone must be comfortable with holding others accountable to their commitments through feedback and respectful confrontation. WHOLENESS Equal worth We are all of fundamental equal worth. At the same time, our community will be richest if we let all members contribute in their distinctive way, appreciating the differences in roles, education, backgrounds, interests, skills, characters, points of view, and so on. Safe and caring workplace Any situation can be approached from fear and separation, or from love and connection. We choose love and connection. We strive to create emotionally and spiritually safe environments, where each of us can behave authentically. We honor the moods of … [love, care, recognition, gratitude, curiosity, fun, playfulness …]. We are comfortable with vocabulary like care, love, service, purpose, soul … in the workplace. Overcoming separation We aim to have a workplace where we can honor all parts of us: the cognitive, physical, emotional, and spiritual; the rational and the intuitive; the feminine and the masculine. We recognize that we are all deeply interconnected, part of a bigger whole that includes nature and all forms of life. Learning Every problem is an invitation to learn and grow. We will always be learners. We have never arrived. Failure is always a possibility if we strive boldly for our purpose. We discuss our failures openly and learn from them. Hiding or neglecting to learn from failure is unacceptable. Feedback and respectful confrontation are gifts we share to help one another grow. We focus on strengths more than weaknesses, on opportunities more than problems. Relationships and conflict It’s impossible to change other people. We can only change ourselves. We take ownership for our thoughts, beliefs, words, and actions. We don’t spread rumors. We don’t talk behind someone’s back. We resolve disagreements one-on-one and don’t drag other people into the problem. We don’t blame problems on others. When we feel like blaming, we take it as an invitation to reflect on how we might be part of the problem (and the solution). PURPOSE Collective purpose We view the organization as having a soul and purpose of its own. We try to listen in to where the organization wants to go and beware of forcing a direction onto it. Individual purpose We have a duty to ourselves and to the organization to inquire into our personal sense of calling to see if and how it resonates with the organization’s purpose. We try to imbue our roles with our souls, not our egos. Planning the future Trying to predict and control the future is futile. We make forecasts only when a specific decision requires us to do so. Everything will unfold with more grace if we stop trying to control and instead choose to simply sense and respond. Profit In the long run, there are no trade-offs between purpose and profits. If we focus on purpose, profits will follow.

Their evidence supports life-cycle predictions that older investors hold less risky portfolios. They also show evidence that experience leads older investors to exhibit stronger preference for diversification, trade less frequently, exhibit greater propensity for year-end tax-loss selling, and exhibit fewer behavioral biases. Consistent with cognitive aging effects, they found that older investors exhibit worse stock selection ability and poor diversification skill. As investors both age and gain experience, their investment skill increases. Then, as cognitive aging begins, that skill starts to diminish, even while gaining more experience. The investment skill deteriorates sharply starting at the age of 70. The impact of the declining cognitive ability results in an estimated 3 percent lower risk-adjusted annual returns and that underperformance increases to over 5 percent among older investors with large portfolios. Thus, there are real economic consequences to cognitive aging.

Study after study suggests that the pressure society places on women to stay home and do “what’s best for the child” is based on emotion, not evidence. In 1991, the Early Child Care Research Network, under the auspices of the National Institute of Child Health and Human Development, initiated the most ambitious and comprehensive study to date on the relationship between child care and child development, and in particular on the effect of exclusive maternal care versus child care. The Research Network, which comprised more than thirty child development experts from leading universities across the country, spent eighteen months designing the study. They tracked more than one thousand children over the course of fifteen years, repeatedly assessing the children’s cognitive skills, language abilities, and social behaviors. Dozens of papers have been published about what they found.23 In 2006, the researchers released a report summarizing their findings, which concluded that “children who were cared for exclusively by their mothers did not develop differently than those who were also cared for by others.”24 They found no gap in cognitive skills, language competence, social competence, ability to build and maintain relationships, or in the quality of the mother-child bond.25 Parental behavioral factors—including fathers who are responsive and positive, mothers who favor “self-directed child behavior,” and parents with emotional intimacy in their marriages—influence a child’s development two to three times more than any form of child care.26 One of the findings is worth reading slowly, maybe even twice: “Exclusive maternal care was not related to better or worse outcomes for children. There is, thus, no reason for mothers to feel as though they are harming their children if they decide to work.

When aiming for a distinguished career, it is suggested to start small and eventually climb up the ladder to earn a reputable occuptation. This strategy can get accomplished with the use of perserverance, high level of cognitive intelligence and strong networking skills

The addition of new neurons to handle new operations is only a part of the process of encephalization. The other parts are the gradual modification of ancient reflex patterns, the diversion of neural flow from the older channels, and the creation of new chains of command in the ordering of specific sequences of motor activity. The net result has been that the higher cognitive centers have become increasingly influential, while the older time-worn patterns have become less authoritative, more variable. Conscious mental states have begun to condition the system just as much as the system conditions these higher states of consciousness. But new powers and new subtleties do not appear without new complications, new conflicts. In bodywork we continually feel the muscular results of the intrusion of newer mental faculties into older, more stable response patterns. A good deal of the work is simply reminding minds that they are supported by bodies, bodies that suffer continual contortions under the pressure of compelling ideas and emotions as much as from weight and physical stresses, bodies that can and will in turn choke off consciousness if consciousness does not regard them with sufficient attention and respect. It is possible—in fact it is common—for the mass of new possibilities to wreak havoc with older processes that are both simpler and more vital to our physical health. Thus with our newer powers we are free to nurture ulcers as well as new skills, free to inspire paranoia and schizophrenia as well as rapture, free to become lost in our own labyrinths as well as explore new pathways. We have unleashed the human imagination, to discover that there is no internal force as potent to do us either good or ill. With the addition of these new cortical faculties, the quality of our muscular responses—from digestion, to posture, to locomotion, to expressive gesture, to chronic constriction—is dependent not only upon stimulations from the environment, and not only upon patterns characteristic of the species, but also upon individual experiences, memories, unique associations, personal emotions, expectations, apprehensions, the entire legion of personal psychological states.

This time, she came back to Longwood House in a wheelchair and needed help with virtually all of her everyday activities—using the toilet, bathing, dressing. Alice was left with no choice but to move into the skilled nursing unit. The hope, they told her, was that, with physical therapy, she’d learn to walk again and return to her apartment. But she never did. From then on, she was confined to a wheelchair and the rigidity of nursing home life. All privacy and control were gone. She was put in hospital clothes most of the time. She woke when they told her, bathed and dressed when they told her, ate when they told her. She lived with whomever they said she had to. There was a succession of roommates, never chosen with her input and all with cognitive impairments. Some were quiet. One kept her up at night. She felt incarcerated, like she was in prison for being old.

The major function of social work is concerned with helping people perform their normal life tasks by providing information and knowledge, social support, social skills, and social opportunities; it is also concerned with helping people deal with interference and abuse from other individuals and groups, with physical and mental disabilities, and with overburdening responsibilities they have for others. Most important, social work’s objective is to strengthen the community’s capacities to solve problems through development of groups and organizations, community education, and community systems of governance and control over systems of social care. The concern of psychotherapy is with helping people to deal with feelings, perceptions, and emotions that prevent them from performing their normal life tasks because of impairment or insufficient development of emotional and cognitive functions that are intimately related to the self. Social workers help people make use of and develop community and social resources to build connections with others and reduce alienation and isolation; psychotherapists help people to alter, reconstruct, and improve the self.

Everyone helps everybody. Mothers help one another forage, process food, and take care of one another’s children. Fathers help one another hunt, share the spoils of their successes, and work together to build shelters, defend resources, and more. These and other forms of cooperation, however, require complex cognitive skills beyond those of apes. To cooperate effectively one needs a good theory of mind (to intuit what another person is thinking), the ability to communicate through language, the faculty to reason, and an ability to suppress one’s urges. Hunting and gathering also requires good memory to remember where and when to find different foods, as well as a naturalist’s mind to predict where foods will be. Tracking in particular requires many sophisticated cognitive skills, including both deductive and inductive thinking.68 To be sure, the first hunter-gatherers 2 million years ago were not as cognitively advanced as people today, but they must have benefited from having bigger, better brains than

Under particular threat have been ‘routine’ jobs – jobs that can be codified into a series of steps. These are tasks that computers are perfectly suited to accomplish once a programmer has created the appropriate software, leading to a drastic reduction in the numbers of routine manual and cognitive jobs over the past four decades.22 The result has been a polarisation of the labour market, since many middle-wage, mid-skilled jobs are routine, and therefore subject to automation.23 Across both North America and Western Europe, the labour market is now characterised by a predominance of workers in low-skilled, low-wage manual and service jobs (for example, fast-food, retail, transport, hospitality and warehouse workers), along with a smaller number of workers in high-skilled, high-wage, non-routine cognitive jobs.24

Reading Comprehension Cannot Be Taught It is not a transferable skill.