psych-statements

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Not entirely:

Boredom can make us more creative in certain tasks:  https://www.tandfonline.com/doi/abs/10.1080/10400419.2014.901073?casa_token=v6EojPmkm68AAAAA%3A6tBGgozy0Ma52ip9ZOVebvOG1DmYzGJzbBM9aWxfNsyHLDltY5Q1lWWNGJ3cmsDnUYIxx_XY6KKNeg&

It could lead to an earlier death (although the study done is rather dodgy): https://academic.oup.com/ije/article/39/2/370/684049 

It is true however that if you engage in leisure activities this will decrease the chance of being depressed and increase the level of satisfaction of a person’s well being, but is this the same as ‘not being bored’?  https://www.tandfonline.com/doi/abs/10.1080/07053436.1995.10715491

The definition of boredom has been speculated as early on as 1939 and even in 2018 there are still people arguing what boredom exactly is and what the effects of it are. 

Boredom causes the mind to over think. People are less depressed and happier when kept busy.

Psychofactz - Fun, weird & interesting source of Psychological Facts.

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There is actually a big debate about this. In a large study done on 1.000 american respondents only about 40% of people have reportedly lied in the past 24 hours. Of those people they lied about 1.65 times in those 24 hours.

Now I could not find a meta study that looked studies done on lies but this was the most reoccurring one:

https://msu.edu/~levinet/Serota_etal2010.pdf

also explained in:

https://www.psychologytoday.com/us/blog/homo-consumericus/201111/how-often-do-people-lie-in-their-daily-lives

The average person tells four lies every day.

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Psychology says

“Stop posting complete bullshit and calling them psychology facts. I never said any of that and I’d appreciate if you stopped misquoting me.”

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Jobs in Psychology

Psychologist – anyone who works in psychology

Clinical Psychologist – requires a higher education      – master’s to doctorate degree – can be a researcher, counselor, therapist, etc.

Counsellor – helps others by listening and giving advice

Therapist – works to help with a physical or mental problem

Psychiatrist – graduates from medical school – can diagnose and provide medication for psychiatric disorders

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How to read a scientific article

Hey y’all! This post is aimed at people who are making the transition from textbook-based science classes to article-based science classes. Scientific journal articles are dense compared to textbooks and aren’t written with the intent to teach basic concepts but rather with the intent to expand scientific knowledge. It can often be very confusing to figure out what is going on. Here’s how I was taught to read them 10+ years ago and how I still approach them today. 

(I) After reading the title, start for real with the Results section. 

Why would you do this when you know the abstract will give you a basic overview of the study and the introduction will set the context? Because you want to be an active reader. You want to figure out what happened in this study in a way that makes sense to you rather than be able to parrot what the author’s say happened. This is the major difference between reading a textbook (where you need to regurgitate the information later) and reading an article (where you need to be able to intelligently discuss the content either in class or in writing). 

Look at the tables and figures first. Can you tell what the independent variables were? What the dependent variables are? What might the relationship between them be? What trends or patterns do you see? Depending on your style, it may be a good idea to mark up your document with this information or jot some notes down somewhere else. 

Now read the text part of the results. What parts of the figures are the authors choosing to highlight in the text? Are there any results buried in the text that you can’t connect to part of a figure?   

Now pause and think. What is the most important result of the study? Highlight where this appears in the text and figures. Remember that important doesn’t necessarily mean statistically significant! A good p-value doesn’t signify real-world meaning; you need to make that connection yourself. Take a moment in this step to notice what results still don’t make sense to you– no need to panic or write questions down yet because you haven’t read the rest of the paper. 

(II) Get the gist of the Methods. 

Chances are your professor did not assign you this reading with the intent to make you replicate the study. You don’t have to understand every sentence (or even most sentences!) of the methods unless you’re an advanced graduate student. You do have to be able to explain in layman’s terms what the researchers did. 

Particularly important questions to answer that can be found in the text include: What were the independent variables? What were the dependent variables? What variables were controlled for, either statistically or through researcher manipulation? What statistical methods were used to look for an association?  In health research, we use the acronym PECOT to deconstruct method’s sections.  

P = population– who was being studied? 

E = exposure– what variable were the researchers trying to determine the impact of? This might be an intervention (ie., a smoking cessation video) or something outside researchers’ control (ie., at least 5 years of daily smoking). 

C = comparison– who is the population of interest going to be compared to? This may be a formal control group (ie., smokers who were shown a video on handwashing) or something outside researchers’ control (ie., former smokers of a similar demographic background who haven’t had a cigarette in 5 years). 

O = outcome– what were the researchers looking for? This is also known as the independent variable. 

T = time– how long were participants/subjects tracked and when were measurements taken? 

(III) Read the Introduction. 

Now that you have a very good idea about the design and results of the study, you’ll be better able to understand the introduction of the study. The basic goal of an introduction in any scientific paper is to explain why the study happened. The background may give you some helpful context, or it may be redundant at this point. I typically don’t spend much time on the introduction except for the end where the study purpose/research question and hypotheses are usually written. Mark these in the text! You should already have a good idea of the study’s purpose from the methods and results. Here’s some questions you should answer internally or in your notes at this point: 

Did the methods align with the purpose? 

Did the results support the hypothesis? 

What are the scientific implications of these results? 

(IV) Read whatever is at the end of the article: Discussion, Conclusion, Reflection, Limitations, Research Implications etc. 

It is very important that you save these sections for last because these sections are where researchers tell you what to think of the results. You need to be prepared to critically engage with their interpretation of the results by already having your own. That’s what the three questions above are about! Of course, the discussion was probably written by multiple advanced scientists and you are but a lowly student. That doesn’t mean you should accept their conclusions without seeing their logic. As you read the discussion, think about these questions: 

Do the researchers think the results support the hypothesis? 

How are the researchers interpreting the primary results? [Bonus: what other interpretations are there, and are they mentioned?]

What do the researchers think the scientific implications of these results are?

What limitations do the researchers acknowledge, and how could those limitations be impacting the results?

(V) Synthesize it. 

Try to boil down everything in the paper to just a few sentences that an 8th grader could understand. Whether you think through it internally or write it down is up to you. I usually print out my readings and write my synthesis on the blank back page using the following sentences starters: 

The researchers wanted to know whether… 

They found that… 

This means that… 

Taking the time to write the synthesis and any lingering questions you have can be really helpful if, like me, you do reading far in advance of class and need a quick refresher to glance at before class starts. It can also be helpful for paper writing or exam studying later. Consider revising your synthesis after you participate in the class discussion or hear your professor’s take on the article in lecture. Don’t rely on the abstract– that’s someone else’s synthesis, not yours.

— 

I hope this was helpful!! Don’t feel bad if this process is ridiculously time consuming. I have spent probably 3-4 hours on a 5-page study before. The goal of science writing is to be as concise as possible, which makes reading short articles more difficult than longer ones. I am a graduate student at a top American university, and I typically read 9-12 articles per week this deeply. If a professor assigns more than 4 research study articles per week for a regular course, make sure they explain what students are supposed to be getting out of each article so you can target your reading better. Chances are, you can skip some sections and focus on coming to class with clarifying questions rather than a firm understanding.

Happy reading!! 

@phd-one-day

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How to understand the brain, Part 3: the parietal lobe

The parietal lobe is the part of the brain that guides our movements the most. It is also important for language and emotions. All the major sensory inputs from the skin get send here. 

Also fun fact: I keep writing parietal as parental. Like this lobe of the brain is the parent of the human consciousness. It seems almost right, given that they help us guide our emotions, orientations, and inputs.

#parietal lobe #how to understand the brain #part 4 #the parietal lobe #brain #psychology #somatosensory cortex #dorsal stream #sensory input #language processing #superior parietal lobule #inferior parietal lobule

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How to understand the brain, Part 2: the frontal lobe

The frontal lobe is the last developed lobe of the human brain. It is also the one that guides our most complex behavior. It is theorized that the prefrontal part of the frontal lobe is completely developed between the ages 20-25. This would explain the difficulties in planning, procrastinating and risk taking that we see in the years before. 

#frontal lobe #how to understand the brain #part 2 #the frontal lobe #prefrontal cortex #planning #complex behavior #cognition #frontal eye fields #premotor cortex #pimary motor cortex #broca's area

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How to understand the brain, part 1: the lobes. 

The brain has a lot of different structures and areas that are all significant in their own ways. There are 4 major lobes and two outward structures that are important. And this is just the cortex, within the brain there are more structures that come into play in our complex cognition and behavior.

#how to understand the brain #part 1 #the lobes #frontal lobe #parietal lobe #temporal lobe #occipital lobe #cerebellum #brain stem #psychology

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Science News 3

How the brain of doers differ from those of procrastinators.  

If your keen on putting tasks off rather than tackling them directly, there is now a reason why. 

Using magnetic resonance imaging (MRI) the researchers at Ruhr-Universität Bochum have identified two brain areas, whose volume and functional connectivity are linked to the ability to control actions. 

There were 264 women and men examined. Individuals with poor action control had a larger amygdala. The functional connection between the amygdala and the dorsal anterior cingulate cortex was less pronounced. The amygdala is used to assess different situation to their respective outcomes, and warning us about negative consequences. The dorsal anterior cingulate cortex then selects actions to be put into action. If these two regions are impaired in some way, action control is no longer successfully executed. 

Larger amygdala’s makes an individual more anxious about negative consequences, and makes them hesitate and put off things. Future studies will have to show if this can be controlled by training or stimulation to make up for the lack of action control. 

Source: https://www.sciencedaily.com/releases/2018/08/180822090455.htm Article: http://journals.sagepub.com/doi/10.1177/0956797618779380

#dorsal anterior cingulate cortex #science news 3 #3 #amygdala #procrastination #putting things off #negative consequences #psychology

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Science News 2

‘Compulsivity circuit’ in heavy alcohol drinkers may cause them to drink alcohol, despite the threat of a negative consequence. 

This study is important because it is the first of its kind trying to investigate compulsive alcohol seeking, and is the first one that is not using animals to try and understand this behavior. 

The method of the study included 21 light drinkers and 21 heavy drinkers. They completed a fMRI paradigm in which they could earn alcohol or food points at various threat levels. 

The results showed the heavy drinkers attempted more aversion paired alcohol points, meaning that there was more threat. The higher activation of the fronto-striatal circuitry in heavy drinkers may contribute to compulsive alcohol seeking. If this circuitry could be disrupted in therapy, it could mean successful.

Source: https://www.sciencedaily.com/releases/2018/08/180821111946.htm?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+sciencedaily%2Fhealth_medicine%2Fpsychology+%28Psychology+Research+News+--+ScienceDaily%29

Article: https://www.sciencedirect.com/science/article/pii/S2451902218301605?via%3Dihub

#psychology #science news #2 #science news 2 #alcohol #heavy alcohol users #light drinkers #heavy drinkers #fronto-striatal #cicuitry #compulsivity circuit

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Science News 1

Largest brain study shows drivers of brain aging. 

In the largest known brain imaging study, there were 62,454 scans analyzed, from over 20.000 individuals between the age of 9 months old to 105 years old, the drivers of brain aging were mapped out. 

What ages the brain the most?

Schizophrenia (4 years)

Cannabis Abuse (2.8 years) 

Bipolar Disorder (1.6 years)

ADHD (1.4 years)

Alcohol abuse (0.6 years)

The scans were compared to the actual chronological age the brain should have had. The article was directed at determining the risk factors for Alzheimer’s diseas. The conclusion was directed at thethe use of SPECT brain scans, and concluded that it can predict chronological age and can feature as a function of common psychiatric disorders.

source: https://www.sciencedaily.com/releases/2018/08/180821112010.htm?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+sciencedaily%2Fhealth_medicine%2Fpsychology+%28Psychology+Research+News+--+ScienceDaily%29 

the article: https://content.iospress.com/articles/journal-of-alzheimers-disease/jad180598

#science news #science news 1 #aging #brain aging #neurological #schizophrenia #ADHD #bipolar disorder #cannabis use #alcohol use

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3. Other types of Causal Explanations

Five other types of causal explanations within Psychology (meaning: to describe the phenomenon of the human mind) are: 

1. Learning. Essentially all forms of human behavior and mental experiences are modifiable by learning. They can be influenced by prior experiences. These experiences can affect our emotions, drives, perceptions, thoughts, skills and habits. The specialty that is centered around explaining behavior in terms of learning is called learning psychology. Further readings: B.F. Skinner (1978). Reflections on behaviorism and society. | Stephen Ray Flora (2004). The power of reinforcement. | Mark E. bouton (2007). Learning and behavior: A contemporary synthesis.

2. Cognitive. Cognition refers to information in the mind (from storing information, to thoughts and beliefs). Conscious and unconscious. One way to explain any behavioral  action or mental experience is to relate to the cognitions that underlie that action or experience. The specialty focusing on this level of analysis is called cognitive psychology. Further readings: Philip N. Johnson-Laird (2006). How we reason | Stephen C. Levinson (2003). Space in language and cognition: Explorations in cognitive diversity.

3. Social. Humans are social animals. We need to cooperate and get along with others of our species in order to survice and reproduce. We often strive (consciously or unconsciously) to gain acceptance and approval of others. One way to explain behavio or mental experiences it to look at they are influenced by other people or one’s beliefs about other people. The specialty focusing on this level of explanation is called social psychology.  Further readings: Allport (1968). Historical background of mpodern social psychology. | Melinda Jones (2002). Social psychology of prejudice. | Roy Baumeister (2005). The cultural animal: Human nature, meaning and social life.  

4. Cultural. Some aspects of a person’s behavior becmoes explainable when taking their cultural background into account. Cultures vary in language or dialect, in the values and attitudes they have, and the kinds of behaviors and emotions they encourage of discourage. The specialty focusing on this way of explaining mental experiences and behaviors is called cultural psychology. Further readings: Richard E. Nisbett (2009). Intelligence and how to get it. | Steven Johnson (2005). Everthing bad for you is good for you: How today’s popular culture is actually making us smarter.

5. Developmental. Some aspects of a person’s behavior or mental experiences can be understood by taking their age into account. Every age group behaves a certain way, and is different from other age groups. The pscyhological specialty that documents and describes the typical age differences that occur in the ways their feel, think or act is called developmental psychology. Further readings: Catherine Salmon (2008). Family relationships: An evolutionary perspective. | Wendy Craig (2000). Childhoof social development: the essential readings. 

#causal explanations #culture #cultural #social #developmental #3 #cognitive #learning #psychology #developmental psychology #cultural psychology #cognitive psychology #social psychology #learning psychology #further readings #articles #scholary

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2. Causal Explanations in Psychology

There are three types of biological causal explanations in Psychology:

1. Neural Explanations All mental experiences and behavioral acts are products of the nervous system. The research specialty that centers on this level of explanation is referred to as behavioral neuroscience

2. Genetic Explanations Genes are the units of heredity that provide the codes for building the entire body, including the brain. Differences among individuals in the genes they inherit can cause differences in the brain, and therefore, differences in mental experiences and behavior. The research specialty that attempts to explain psychological differences among individuals in terms of differences in their genes is called behavioral genetics. 

3. Evolutionary Explanations All the basic biological machinery underlying behavior and mental experience, coded by genes, is a product of evolution by natural selection. One way to explain universal human characteristics, therefore, is to explain how or why they came about in the course of evolution. The research specialty concerned with this level of analysis is called evolutionary psychology.

Further readings:  D. Brett King, Wayne Viney & William Woody (2009). A history of psychology: Ideas and context (4th ed.). Boston: Pearson. 

Jeroen Jansz & Peter van Drunen (Eds.) (2004). A social history of psychology. Malden, MA: Blackwell. 

Peter Gray (2011). Psychology (6th ed.). Boston College. 

#causal explanation #psychology #evolutionary explanation #evolutionary psychology #behavioral genetics #2 #genetic explanations #neural explanations #behavioral neuroscience #facts #background #biological causal explanations

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1. Meaning of ‘Psychology’

sʌɪˈkɒlədʒi/

noun

The scientific study of the human mind and its functions, especially those affecting behavior in a given context. synonyms: study of the mind, science of the mind, science of the personality, study of the mental processes.

#psychology generalfacts facts 1 psychologie actual facts start