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I ran across this url to Paul Krugman being insightful and thoughtful around the general question of What is really a Model and What do we utilize them for in Science? It s about economics and specifically styles of development economics, even so the general questions of methodology sign up for social sciences more broadly. It is within a
The following ad should can be found in the Cognitive Neuroscience Newsletter soon: Postdoctoral Positions at Northwestern University Memory Systems, Intuition and Modeling Department of Psychology Laboratories of Paul Reber Ken Paller Multiple postdoctoral openings on the market on two new projects directed at accelerating expertise development from training using memory systems theory. One project will establish
I got another request to reply to yet another media declare that technology is unappealing for our brains. It s actually and a good illustration of really poor science reporting in media, so I won t link it, nevertheless the topic seems generally of curiosity and it definitely seems to be based over a curious underlying folk
I was inspired to answer some questions at a middle school student doing research project on online games. Since I am thinking about the topic generally, I should probably work out how to answer such questions with an age-appropriate level. My attempt: Jose asks: 1. Do game titles affect the mind?
This is definitely a interesting piece within the philosophy of science and popular understandings of science: How our botched idea of science ruins everything /article/index/268360/how-our-botched-understanding-of-science-ruins-everything As an exercise for the reader, explain what's incorrect with his complaint that what many people think of science is definitely the opposite of science. Some helpful ideas
How and where memory happens in the brain, particularly memory acquired through practice
How experience shapes action, perception and considered pervasive mechanisms of plasticity throughout the mind
Investigating memory system interactions and intuitive making decisions using visual category learning.
Check the Presentations link around the right side bar to find out the most recent ideas and reports as presented as posters and talks at recent conferences.
I ran across this url to Paul Krugman being insightful and thoughtful regarding the general question of What can be a Model and What do we use them commercially in Science?
It s about economics and specifically kinds of development economics, even so the general questions of methodology pertain to social sciences more broadly.
It is in a very way unfortunate that for many people of us the look of a successful field of scientific endeavor is basic physics. The objective with the most basic physics is often a complete description of the items happens. In principle and apparently used, quantum mechanics provides complete account with the items goes on inside, say, a hydrogen atom. But most things we should analyze, during physical science, is not dealt with during this level of completeness. The only exact style of the global weather method is that system itself. Any label of that strategy is therefore rather a falsification: it leaves out some many issues with reality.
How, then, does the meteorological researcher decide things to put into his model? And how does he decide whether his model can be a good one? The answer for the first question is usually that the choice of model represents a variety of judgement and compromise. The model need to be something you probably know how to make that is certainly, you're constrained from your modeling techniques. And the model need to be something it is possible to construct given your resources time, money, and patience aren't unlimited. There may be many models possible given those constraints; what type or ones you decide on actually to create depends on educated guessing.
And you need to that the model is nice? It will do not be right in the manner in which quantum electrodynamics meets your needs. At a certain point you will be good enough at predicting that the results may be put to repeated practical use, such as giant weather-forecasting models that run on today s supercomputers; in this case predictive success may be measured when it comes to dollars and cents, and also the improvement of models is a quantifiable matter. In the early stages of an complex science, however, the criterion for any good model is a lot more subjective: it is usually a good model when it succeeds in explaining or rationalizing some of the you see within the world in a very way that you do not have expected.
There is additionally a nice description of an Dishpan model by David Fultz as an illustration of a hyper-simplified model that illustrated some emergent properties ideal for meteorology.
What resonates by himself about Krugman s description is usually a common curiosity about building the most convenient, descriptive models that individuals hope illuminate underlying principles in complex processes. In Economics, particularly Macro, the scientific goal should be to understand systems of unmanageable complexity interactions among all of the people and institutions that produce economic activity. In Neuroscience and Psychology, we seek to understand the brain, fashionable system of unmanageable complexity.
I also prefer simple models using a small number of parameters for example concepts, with a lots of admiration and respect for modelers who take for the complexity of creating up from individual neurons each themselves having nearly unmanageable complexity, fwiw. The simple models also can't be right inside same sense Krugman describes above, however they can be the cause of some useful fraction from the variance we make an effort to explain and hopefully expose some deeper principles that could even eventually direct neural-level modeling.
There s a superb question within the other end on the complexity spectrum too, about why it's worth even building simple models using a few parameters outside of simply making theoretical statements like changing x leads to a change in y. Such theoretical statements are definitely the bread and butter of ordinary approaches to Psychological Science, especially experimental work, but I ll leave a better solution as a fitness, perhaps to get tackled around my graduate seminar next occasion I teach modeling hints: quantification and prediction are essential.
Memory Systems, Intuition and Modeling
Multiple postdoctoral openings on the market on two new projects targeted at accelerating expertise development from training using memory systems theory. One project will build up methods to increase the use of intuition in making decisions. The second project makes use of targeted memory reactivation to reinforce consolidation processes and speed learning. Both projects reflect collaborative research involving the laboratories of Professor Paul Reber and Professor Ken Paller /. Also see for additional information within the local cognitive neuroscience environment.
We are seeking postdoctoral candidates having a strong involvement in human memory research with expertise in many of the following areas: memory systems research, experimental behavioral methods, computational simulation modeling, multivariate pattern analysis, EEG recording and analysis.
Interested candidates can send inquiries and application materials to Susan Florczak. Applications will likely be evaluated when received and hiring decisions made with a rolling basis. Multiple two-year appointments are available. Applications will incorporate a cover letter, CV, and names that is at least three references.
We will also be looking to use a new Research Assistant to the lab. Applications for that RA position moves through NU Human Resources.
I got another request to discuss yet another media report that technology isn't good for our brains. It s actually fashionable good instance of really poor science reporting in media, so I won t link it, however the topic seems generally of great interest and it definitely seems to be based on the curious underlying folk style of cognition worth considering.
How would this work? How could technology make us less smart? The core idea is the fact be looking things up, we memorize less and so we are less smart than we're able to be otherwise. But this misses the challenge of substitution. If you aren t memorizing something you'll be able to look up, will you learn another thing instead?
To me, the interesting underlying idea is: Memory doesn t produce an off switch
We are constantly recording experiences from the environment. Of course, not everything gets remembered, so maybe we focus too much around the memory failures. But we aren t consciously turning our memories don / doff through the day. So if we're also trying to memorize arbitrary facts we could check out on google instead, during that time we aren t doing another thing that could have gone a useful memory trace. Note that I m describing this being an attention/perception bottleneck, however it could be considered a memory consolidation level bottleneck also which is really the actual constraint that keeps us from remembering everything we all experience.
The best way for this argument to completely make sense should be to have a strong theory that everything we might have memorized rather than relying on google might be more valuable to your internal knowledge state than everything we learn instead. I think that may be going being a hard case for making. And it won t sometimes be about technology.
There s another way to generate a possible technology hurts mental performance case according to skill learning/strengthening. If memory is usually a skill that is usually improved by intensive practice, then concentrated tries to memorize arbitrary information could theoretically allow you to be better at remembering well as over time, you d just get smarter. But there is no evidence anywhere that long-term memory may be strengthened using this method and many folk have tried to make this happen.
Working memory looks to become trainable, however, if anything, technology that creates you hold something in mind while investing in the search words to look it is going to expand your WM instead of causing it to atrophy.
So no, technology isn't going to produce us less smart. It s almost certain for being overwhelmingly inside the other direction the access furnished by the internet to incredibly rich and diverse types of information means the typical knowledge content on the average mental faculties in the 21st century is often a lot more as opposed to 20th and other prior time.
I was motivated to answer some questions coming from a middle school student doing research project on video gaming. Since I am thinking about the topic generally, I should probably learn how to answer these types of questions with an age-appropriate level. My attempt:
1. Do game titles affect the neural? Do video gaming affect the attitude? Do game titles damage the thinking part of as their pharmicudical counterpart?
Yes, games can affect your mind, like everything else that you do many. However, these changes can sometimes be for that better. There is recent evidence improvements in visuospatial attention how you will see the world following video gaming play. There may also be changes for that worse, like increasing aggression, but these aren't yet well understood.
2. Can games improve people s knowledge? Can they help people s grades recover in school? Or can they get bad grades?
Video games probably won t help you in college very much. They can behave badly in schoolwork when kids play a lot of games and don t maintain homework and assignments. If you're getting your homework done, playing video games won t hurt and could actually help a bit.
3. Can games make people lose time? With friends? Time outside?
If you spend a lot of time on games and don't make time for friends, family, proper exercise and sleep, then that could very likely create problems.
4. Can games make people sick? Gain weight? Headaches or maybe a tumor?
Some people report dizziness and nausea upset stomach from games that offer you first person perspective. This is more than likely related to your kind to move sickness it is possible to get when riding in a very car. In rare cases, some individuals may react badly to flashing lights/sounds in game titles. In general, games won t allow you to sick. If you eat in the unhealthy way when playing videogames, that will lead to fat gain and other illnesses.
5. Can game titles make people dependent on what their mainly about? How do they accomplish this? Why do people get addicted?
Gaming addiction is just not well understood. Games aren t addictive just how other things can be like cigarettes. However, you'll find certainly a lot of people who have problems during 2 and 3 above. They seem to learn so much who's messes up lots of other things later on in life. That looks similar to being addicted. It also look like many other problems that teenagers often come across mood swings, depression, difficulty in pertaining to others. I do not think it's well known whether games could cause those problems or whether kids having those types of problems for another reason why sometimes like to play a great deal of videogames.
Thank you greatly for your help.
As an exercise to your reader, explain what's wrong with his complaint that what the majority of people think of science is in fact the opposite of science.
Seems just like a topic we should be discussing in 205. I think it s the right volume of meta for the class on experimental design.
Rapid learning of higher-order statistics in implicit sequence learning K. R. Thompson P. J. Reber Implicit learning involves extracting experienced regularities and statistical variation through the environment as a way to improve behavior. Because familiarity with environmental structure is acquired outside awareness, it's challenging to determine the actual nature in the information that
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