What exactly does "questions are the new answers" mean?
- Traditionally, intelligence has been viewed as having all the answers. When it comes to being innovative and forward-thinking, it turns out that being able to ask the right questions is an equally valuable skill.
- The difference between the right and wrong questions is not simply in the level of difficulty. In this video, geobiologist Hope Jahren, journalist Warren Berger, experimental philosopher Jonathon Keats, and investor Tim Ferriss discuss the power of creativity and the merit in asking naive and even "dumb" questions.
- "Very often the dumb question that is sitting right there that no one seems to be asking is the smartest question you can ask," Ferriss says, adding that "not only is it the smartest, most incisive, but if you want to ask it and you're reasonably smart, I guarantee you there are other people who want to ask it but are just embarrassed to do so."
A new study shows that naming conventions will change how infants represent objects in their memories.
- Humans begin to encode for categories and individuals at an early age.
- A new study shows that language, specifically naming conventions, plays a role in how infants' memories encode objects either within groups or as individuals.
- Even before we speak our first words, the way words are used around us begin to shape our representation of the world.
The human mind brims with fascinating mental tools. One such tool is our ability to perceive and categorize the world for both groups and individuals. Because we are so accustomed to our minds, that may not seem remarkable but it's quite something. Even more remarkable, we develop this capacity at an incredibly young age.
Children understand, for example, that bunnies have long ears, fast feet, cotton-ball tails, and fluffy coats. But a child also understands that Sir Flops is both a bunny but an individual. He has a star-shaped patch on his rump, likes broccoli more than carrots, and enjoys a good scratch behind the ears. Children manage this distinction before they have acquired an encyclopedia's worth of names and details to check and cross-reference to ensure proper mental categorization. But how?
Drs. Alexander LaTourrette and Sandra Waxman, psychologists at Northwestern University, have proposed that language, specifically naming conventions, determine how infants encode objects into memory—whether as part of a group or as an individual. Their new study, published in the Proceedings of the National Academy of Sciences, suggests they are on to something.
A parade of boffs
An image showing the stuffed animals introduced during the training phase followed by the new ones introduced in the test phase.
To test their hypothesis, LaTourrette and Waxman did what all good scientists do: set up an experiment. They enlisted the help of 77 infants, each between eleven-and-a-half and twelve-and-a-half months old, and trained them to recognize stuffed animals. They showed the infants a parade of stuffed animals and introduced them with a novel name.
During this training phase, the infants were divided into three groups. The first group, the consistent name group, was introduced to the stuffed animals with a single signifier. For example, even though the stuffed animals were a piglet, kitten, duckling, and panda, each one would be referred to as a "boff."
The second group, the distinct name group, was also presented with the four stuffed animals. But this time, each one was given a unique signifier. The kitten would be called a "boff," but the duckling an "etch," the piglet an "arg," and the panda a "dov."
The third group was enlisted as the control. For this group, each stuffy introduction was paired with a monotone voice. This is because tone, unlike names, has been shown to not facilitate categorization.
The researchers' goal was to determine how each naming convention encoded the stuffed animals within the infants' memories over several training trials. When the stuffies were introduced as a "boff," then the infants' memories should encode them as a unified category. Like in our bunny example above, they would perceive the commonalities of "boffness"—big round eyes, soft fury, and cuddly tummies.
Conversely, when the stuffies were introduced by distinct labels, then the infants' memories should encode for individuation. As with Sir Flops, they would perceive distinguishing features and tag those in their memory for later recall—etch has yellow fur and wings while arg sports pink fur and a snout.
A boff by any other name?
Of course, LaTourrette and Waxman couldn't ask the infants how they remembered their colorful compatriots. So, they utilized a recognition memory test to find out. The researchers reintroduced the infants to the stuffed animals from the previous training alongside a never-before-seen fuzzy friend. The researchers then recorded the children's gazes.
They theorized that if infants stared equally at both "boffs," then they recognized the commonalities between them and had encoded for a category. However, if the infants stared longer at the new toy, that indicated that the infant recognized the original object and was spending time memorizing the new, individualized, object.
That's exactly what they found. Infants from the consistent name group stared at both stuffed animals for equal time, suggesting they recognized the commonalities at the expense of distinctive features. The distinct name group recognized the individuals more readily and turned their attention to the new stuffy. The control group only recognized the more recent stuffed animal.
"Our findings reveal a powerful and sophisticated effect of language on cognition in infancy: the way in which an object is named, as either a unique individual or a member of a category, influences how [twelve-month-old] infants encode and remember that object," the researchers write. "Hearing a consistent name applied to a set of objects focuses infants on the commonalities among them, while hearing distinct names applied to the same objects focuses infants on the uniqueness of each object."
The researchers expressed hope that their research would help cognitive psychologists gain a deeper understanding of how names influence people, from infancy to adulthood, in their conceptual representations. They also hope that this evidence opens further investigations, such as how familiar nouns (rather than novel names) influence infant representations.
They conclude, "Even a single naming episode can have a lasting impact, influencing how infants encode that object, represent it in memory, and remember it later."
Several experts have weighed in on our sometimes morbid curiosity and fascination with true crime.
- True crime podcasts can get as many as 500,000 downloads per month. In the Top 100 Podcasts of 2020 list for Apple, several true crime podcasts ranked within the Top 20.
- Our fascination with true crime isn't just limited to podcasts, with Netflix documentaries like "Confessions of a Killer: The Ted Bundy Tapes" scoring high popularity with viewers.
- Several experts weigh in on our fascination with these stories with theories including fear-based adrenaline rushes and the inherent need to understand the human mind.
Why are we fascinated with true crime stories?<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yMzUzODA1MC9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTY1MzkwOTAzOX0.7WqeWaf-odtEJV5XB2jdEG1uPU5d6Uaujw6iy6MKMbw/img.jpg?width=1245&coordinates=0%2C0%2C0%2C0&height=700" id="d99fc" class="rm-shortcode" data-rm-shortcode-id="e14d547e4d386925bad470882a823333" data-rm-shortcode-name="rebelmouse-image" alt="woman standing in front of crime scene notes" />
Several experts and psychologists weigh in on why we could be so fascinated by violence, destruction and true crime stories...
Photo by Motortion Films on Shutterstock<p>Several experts have weighed in on this topic over the years, as the spike in popularity of true crime media has continued at an astonishing rate.</p><p><strong>Psychopaths are charismatic.</strong> </p><p>One of the <a href="https://www.scienceofpeople.com/psychopath/#:~:text=Psychopathy%20researchers%20found%20that%20psychopaths,defer%20gratification%20and%20control%20behavior" target="_blank">defining qualities of a psychopath</a> is that they have "superficial charm and glibness", which could explain part of our fascination with podcasts, TV shows, and movies that cover the lives of famous serial killers like Ted Bundy.</p><p><strong>Our psychology demands we pay attention to things that could harm us.</strong></p><p>Psychology can play a large role in why we like what we like, and our fascination with true crime stories is no exception. When it comes to potential threats or things that could be threatening to humanity, perhaps we've been conditioned to pay those things extra attention. </p><p>According to Dr. John Mayer, a clinical psychologist at <a href="http://www.doctorondemand.com/" target="_blank">Doctor on Demand</a> who spoke about the process <a href="https://www.nbcnews.com/better/health/science-behind-why-we-can-t-look-away-disasters-ncna804966" target="_blank">in an interview with NBC News</a>, seeing destruction, disaster, or tragedy actually triggers survival instincts in us. </p><p>"A disaster enters into our awareness - this can be from a live source such as driving by a traffic accident or from watching a news report about a hurricane, a plane crash or any disaster," Mayer said. "This data from our perceptual system then stimulates the amygdala (the part of the brain responsible for emotions, survival tactics and memory). The amygdala then sends signals to the regions of the frontal cortex that are involved in analyzing and interpreting data. Next, the brain evaluates whether this data (awareness of the disaster) is a threat to you, thus judgment gets involved. As a result, the 'fight or flight' response is evoked." </p><p><strong>Could it just be morbid curiosity? </strong></p><p>Dr. Katherine Ramsland, Ph.D., a professor at De Sales University, explained <a href="https://www.bustle.com/p/why-are-people-so-obsessed-with-true-crime-experts-reveal-the-evolutionary-reasons-why-18138062" target="_blank">in an interview with Bustle</a>:</p><p>"Part of our love of true crime is based on something very natural: curiosity. People reading or watching a true crime story are engaged on several levels. They are curious about who would do this, they want to know the psychology of the bad guy, girl, or team. They want to know something about the abhorrent mind. They also love the puzzle - figuring out how it was done." </p><p><strong>Perhaps it's a way of facing our fears and planning our own reactions without risking immediate harm. </strong></p><p>In an interview with NBC News, psychiatrist Dr. David Henderson suggested that we may be fascinated with violence, destruction, or crime as a way of assessing how we would handle ourselves if put into that situation:</p><p style="margin-left: 20px;"><em>"Witnessing violence and destruction, whether it is in a novel, a movie, on TV or a real life scene playing out in front of us in real time, gives us the opportunity to confront our fears of death, pain, despair, degradation and annihilation while still feeling some level of safety. This sensation is sometimes experienced when we stand at the edge of the Grand Canyon or look through the glass at a ferocious lion at the zoo. We watch because we are allowed to ask ourselves ultimate questions with an intensity of emotion that is uncoupled from the true reality of the disaster: 'If I was in that situation, what would I do? How would I respond? Would I be the hero or the villain? Could I endure the pain? Would I have the strength to recover?' We play out the different scenarios in our head because it helps us to reconcile that which is uncontrollable with our need to remain in control."</em></p><p><strong>Psychologically, negative events activate our brains more than positive events. </strong></p><p><a href="http://psycnet.apa.org/doiLanding?doi=10.1037%2F0033-2909.134.3.383" target="_blank">A 2008 study</a> published by the American Psychological Association found that humans react to and learn more from negative experiences than we do positive ones. The term "negative bias" is the tendency to automatically give more attention (and meaning) to negative events and information more than positive events or information. </p><p><strong>A forced perspective may trigger empathy and act as a coping mechanism. </strong></p><p>Viewing destruction (or listening to/watching true crime stories) could be beneficial. According to Dr. Mayer, "the healthy mechanism of watching disasters is that it is a coping mechanism. We can become incubated emotionally by watching disasters and this helps us cope with hardships in our lives…" <a href="https://www.nbcnews.com/better/health/science-behind-why-we-can-t-look-away-disasters-ncna804966" target="_blank">Dr. Stephen Rosenburg points out</a>, however, that this empathetic response can also have a negative impact. "Being human and having empathy can make us feel worried or depressed."</p><p>Dr. Rosenberg goes on to explain that this can also impact the negativity bias. "We tend to think negatively to protect ourselves from the reality. If it turns out better, we're relieved. If it turns out worse, we're prepared." </p><p><strong>Perhaps the adrenaline of fear that comes from listening to or watching true crime can become addicting. </strong></p><p>Similarly to how people get a "runners high" from exercise or feel depressed when they have missed a scheduled run, the adrenaline that pumps during our consumption of true crime stories <a href="https://www.psychologytoday.com/us/blog/science-choice/201508/can-you-be-addicted-adrenaline" target="_blank">can become addictive</a>. According to sociology and criminology professor Scott Bonn, <a href="https://www.psychologytoday.com/us/blog/wicked-deeds/201605/the-delightful-guilty-pleasure-watching-true-crime-tv" target="_blank">in an interview with Psychology Today</a>: "The public is drawn to these stories because they trigger the most basic and powerful emotion in us all: fear."</p>
Can thinking about the past really help us create a better present and future?
- There are two types of counterfactual thinking: upward and downward.
- Both upward and downward counterfactual thinking can be positive impacts on your current outlook - however, upward counterfactual thinking has been linked with depression.
- While counterfactual thinking is a very normal and natural process, experts suggest the best course is to focus on the present and future and allow counterfactual thinking to act as a motivator when possible.
“Upward” versus “downward” counterfactual thinking<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yMzQ1NDYxOS9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTY0NDM2MDY2OX0.njWs1qrV1vDBxU1V75tUduUW4TjJvEHglDWsK8ZF2l4/img.jpg?width=1245&coordinates=0%2C556%2C0%2C209&height=700" id="a15fa" class="rm-shortcode" data-rm-shortcode-id="98314d4d2b256ed08f42d369fe4ae080" data-rm-shortcode-name="rebelmouse-image" alt="concept of man thinking about the past one line drawing counterfactual thinking" />
What are upward and downward counterfactual thinking?
Image by one line man on Shutterstock<p><strong>What is upward counterfactual thinking?</strong></p><p>Upward counterfactual thinking happens when we look at a scenario and ask ourselves "what if" in terms of how our life could have turned out better. </p><p>Examples of upward counterfactual thinking are: </p><ul><li><em>"I wish I had taken that other job instead of this one 10 years ago - my life would be so much better if I had." </em></li><li><em>"I wish I would have gotten the part in that high school play, maybe I could have gotten into a theatre school and became an actor…"</em> </li></ul><p>Both of these examples have the ideology that if you had made different choices, your life right now would be improved. </p><p><strong>What is downward counterfactual thinking?</strong></p><p>Downward counterfactual thinking is, naturally, the opposite of upward counterfactual thinking in that we think about how things could have been worse if other decisions had been made. </p><p>Examples of downward counterfactual thinking are: </p><ul><li><em>"I'm so thankful I studied secondary education in university instead of psychology like I had originally planned - I love teaching high school kids and I never would have gotten to do that…" </em></li><li><em>"I'm so happy I left David when I got the chance, I can't imagine still being in an unhappy marriage with someone who doesn't support me…"</em> </li></ul><p>In these examples, we see the idea that if you had made different choices your life would not be as good as it is right now. </p>
How counterfactual thinking can impact your life<p>While many people don't see the point in "what if" scenarios, various studies have found that downward counterfactual thinking can be more associated with psychological health compared with upward counterfactual thinking. Not only that, but research has also shown upward counterfactual thinking can be linked with current and future depression.</p> <p><strong>Downward counterfactual thinking tends to be more associated with psychological health </strong></p><p>According to a <a href="http://journal.sjdm.org/jdm06136.pdf" target="_blank">2000 study</a>, downward counterfactual thinking can be linked with better psychological health compared to upward counterfactual thinking. More importantly, in cases where downward counterfactual thinking did lead to negative feelings, those feelings acted as something of a motivator for people to take productive actions to better their current situation. </p> <p><strong>Upward counterfactual thinking tends to be more associated with depression </strong></p><p><a href="https://www.sciencedirect.com/science/article/abs/pii/S0272735816301714#:~:text=An%20upward%20counterfactual%20(as%20opposed,Markman%20and%20McMullen%2C%202003)." target="_blank">According to a 2017 study</a> that pooled a sample of over 13,000 respondents, thoughts about "better outcomes" and regret (upward counterfactual thinking) were associated with current and future depression. </p> <p><strong>Downward counterfactual thinking can actually improve your relationships and is more often engaged in by women than men.</strong></p><p>In a <a href="https://dspace.sunyconnect.suny.edu/bitstream/handle/1951/67589/Studer_Thesis.pdf?sequence=1&isAllowed=y" target="_blank">2016 research paper submitted</a> to the Department of Psychology at the State University of New York at New Paltz, downward counterfactual thinking in regards to romantic relationships was associated with relatively positive relationship outcomes. Interestingly, women were more likely than men to engage in downward counterfactual thinking about their romantic life. </p> <p><strong>Upward counterfactual thinking can have some benefits in certain scenarios. </strong></p><p>When we look back after a failed test and think "I wish I would have studied more" - this motivates us to study harder the next time a test comes up. In this way, upward counterfactual thinking (or the negative version of "what if") can actually benefit us. </p> <p><strong>This can be difficult, though, because much of the time upward counterfactual thinking is more associated with a pessimistic outlook that can be unmotivating. </strong></p> <p>Thinking in the past tense can be motivational (and even healthy) at times, but the best thing to do is look forward. </p><p>While counterfactual thinking as a whole can be used to motivate us to make better choices or appreciate where we are in life, <a href="https://www.psychologytoday.com/us/blog/darwins-subterranean-world/201809/the-psychology-what-if" target="_blank">this Psychology Today</a> article suggests that we should come up with ways to move on and focus on the present and the future instead of the past. Using counterfactual thinking as a motivational tool can be very helpful if we don't get stuck in the "what if" mindset that tends to pull us out of the present and back into the past, where things will always remain the same. </p>
How students apply what they've learned is more important than a letter or number grade.
- Schools are places where learning happens, but how much of what students learn there matters? "Almost all of our learning happens through experience and very little of it actually happens in these kinds of organized, contrived, constrained environments," argues Will Richardson, co-founder of The Big Questions Institute and one of the world's leading edupreneurs.
- There is a shift starting, Richardson says, in terms of how we look at grading and assessments and how they have traditionally dictated students' futures. Consortiums like Mastery.com are pushing back on the idea that what students know can be reflected in numbers and letter grades.
- One of the crucial steps in changing how things are done is first changing the narratives. Students should be assessed on how they can apply what they've learned, not scored based on what they know.