a post by Viatcheslav Wlassoff for the World of Psychology blog
We are the only species on the planet known to practice religion. This behavior is universal: there is no nation on Earth that does not practice one or another form of spiritual belief.
The question is what makes our brain different so that we practice spirituality? Does religion serve any purpose in terms of benefiting our survival and progress? These questions are very philosophical. Many thinkers believe that religiosity is what distinguishes Homo sapiens from the rest of the animal kingdom, and brought our species to dominate this planet. On the other hand, a large numbers of thinkers believe that religion impedes progress and keeps our society in a barbaric state.
There is no doubt that religion played a very important role in early human history: providing the first explanations for the existence of the world around us. The need for such explanation highlights an important step in the development of the brain and cognitive processes.
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I would love to know whether by brain is significantly different in any way from the brain of my sister who became "ultra" religious quite early on in life, or what the brain of my elder daughter can tell us about her non-belief in as spiritual life and so on.
Showing posts with label cognition. Show all posts
Showing posts with label cognition. Show all posts
Friday, 29 December 2017
Wednesday, 8 March 2017
Predicting computer proficiency in older adults
an article by Shenghao Zhang, William C.M. Grenhart, Anne Collins McLaughlin and Jason C. Allaire (North Carolina State University, Raleigh, USA) published in Computers in Human Behavior Volume 67 (February 2017)
Highlights
Continued growth in older adults’ computer and internet use has led to the need to better assess their competencies and skills. The aim of the current study was to expand on this literature by examining sources of individual differences in older adults’ computer and internet proficiency.
Ninety-seven adults ranging in age from 60 to 95 completed the Computer Proficiency Questionnaire (CPQ) along with a battery that measured demographic information, socio-emotional variables such as sense of control and affect, and cognitive abilities such as reasoning and speed of processing.
Hierarchical regression analyses examined the predictors of CPQ Total score as well as the three CPQ subscales (e.g., Internet and Email Use, Communication and Calendaring, and Computer Basic). Age, education, affect, sense of control, inductive reasoning, perceptual speed, and psychomotor speed were associated with at least one domain of computer proficiency.
Positive affect uniquely predicted Communication and Calendaring. While sense of control, inductive reasoning, and psychomotor speed uniquely predicted Computer Basic. Discussion focuses on implications for CPQ use and computer proficiency training in older adults.
Highlights
- Both cognitive and socio-emotional aspects were related with computer proficiency.
- Positive affect uniquely predicted elders proficiency with using a computer for communication and calendaring.
- Sense of control, inductive reasoning, and psychomotor speed uniquely predicted basic computer ability.
Continued growth in older adults’ computer and internet use has led to the need to better assess their competencies and skills. The aim of the current study was to expand on this literature by examining sources of individual differences in older adults’ computer and internet proficiency.
Ninety-seven adults ranging in age from 60 to 95 completed the Computer Proficiency Questionnaire (CPQ) along with a battery that measured demographic information, socio-emotional variables such as sense of control and affect, and cognitive abilities such as reasoning and speed of processing.
Hierarchical regression analyses examined the predictors of CPQ Total score as well as the three CPQ subscales (e.g., Internet and Email Use, Communication and Calendaring, and Computer Basic). Age, education, affect, sense of control, inductive reasoning, perceptual speed, and psychomotor speed were associated with at least one domain of computer proficiency.
Positive affect uniquely predicted Communication and Calendaring. While sense of control, inductive reasoning, and psychomotor speed uniquely predicted Computer Basic. Discussion focuses on implications for CPQ use and computer proficiency training in older adults.
Friday, 1 February 2013
Entrepreneurship and growth
an article by Mike Wright (Imperial College London, UK and University of Ghent, Belgium) and Ileana Stigliani (Imperial College London, UK) published in International Small Business Journal Volume 31 Number 1 (February 2013)
Abstract
The entrepreneurial growth literature is extensive, but research focusing on questions such as how firms grow, why they grow according to different patterns, how the decisions about growing or not growing are made, and the contextual dimensions within which growth takes place, has been neglected.
This annual review article explores such issues: it suggests that there is a greater need to understand the processes that underlie entrepreneurial growth.
In particular, we need to know more about how the entrepreneur’s cognitive processes shape growth (i.e. microfoundations of growth), how they access and configure resources to achieve growth (i.e. the resource orchestration underpinning growth), whether these are influenced by a wider variety of contextual dimensions than previously recognised, and how these influence different patterns and types of growth.
Abstract
The entrepreneurial growth literature is extensive, but research focusing on questions such as how firms grow, why they grow according to different patterns, how the decisions about growing or not growing are made, and the contextual dimensions within which growth takes place, has been neglected.
This annual review article explores such issues: it suggests that there is a greater need to understand the processes that underlie entrepreneurial growth.
In particular, we need to know more about how the entrepreneur’s cognitive processes shape growth (i.e. microfoundations of growth), how they access and configure resources to achieve growth (i.e. the resource orchestration underpinning growth), whether these are influenced by a wider variety of contextual dimensions than previously recognised, and how these influence different patterns and types of growth.
Wednesday, 15 August 2012
Hard evidence on soft skills
an article by James J. Heckman (University of Chicago, USA, American Bar Foundation, Chicago and University College Dublin, Ireland) and Tim Kautz (University of Chicago, USA) published in Labour Economics Volume 19 Issue 4 (August 2012)
Abstract
This paper summarizes recent evidence on what achievement tests measure; how achievement tests relate to other measures of “cognitive ability” like IQ and grades; the important skills that achievement tests miss or mismeasure, and how much these skills matter in life.
Achievement tests miss, or perhaps more accurately, do not adequately capture, soft skills – personality traits, goals, motivations, and preferences that are valued in the labour market, in school, and in many other domains.
The larger message of this paper is that soft skills predict success in life, that they causally produce that success, and that programs that enhance soft skills have an important place in an effective portfolio of public policies.
Highlights
► Achievement tests miss – or mis-measure – soft skills including personality traits, goals, motivations, and preferences.
► Soft skills predict and produce success in life.
► Programs that enhance soft skills have an important place in policy portfolios.
JEL classifications: I20; D01
Abstract
This paper summarizes recent evidence on what achievement tests measure; how achievement tests relate to other measures of “cognitive ability” like IQ and grades; the important skills that achievement tests miss or mismeasure, and how much these skills matter in life.
Achievement tests miss, or perhaps more accurately, do not adequately capture, soft skills – personality traits, goals, motivations, and preferences that are valued in the labour market, in school, and in many other domains.
The larger message of this paper is that soft skills predict success in life, that they causally produce that success, and that programs that enhance soft skills have an important place in an effective portfolio of public policies.
Highlights
► Achievement tests miss – or mis-measure – soft skills including personality traits, goals, motivations, and preferences.
► Soft skills predict and produce success in life.
► Programs that enhance soft skills have an important place in policy portfolios.
JEL classifications: I20; D01
Monday, 6 February 2012
Explaining career decision-making self-efficacy: Personality, cognitions, and cultural mistrust
and article by by Emily Bullock-yowell, Lindsay Andrews and Mary E Buzzetta published in The Career Development Quarterly Volume 59 Issue 5 (2011)
Abstract
The authors explore the hypothesis that career decision-making self-efficacy could be affected by negative career thoughts, Big Five personality factors, and cultural mistrust in a sample of African American and Caucasian college students.
Findings demonstrated that negative career thinking, openness, and conscientiousness explained a significant amount of variance in career decision-making self-efficacy in a general sample of college students, but no unique variance was explained by cultural mistrust in a sample of African American college students.
Hazel’s comment:
Yet another article which tells me that if I think I’m rubbish then I will be. Not good.
Abstract
The authors explore the hypothesis that career decision-making self-efficacy could be affected by negative career thoughts, Big Five personality factors, and cultural mistrust in a sample of African American and Caucasian college students.
Findings demonstrated that negative career thinking, openness, and conscientiousness explained a significant amount of variance in career decision-making self-efficacy in a general sample of college students, but no unique variance was explained by cultural mistrust in a sample of African American college students.
Hazel’s comment:
Yet another article which tells me that if I think I’m rubbish then I will be. Not good.
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