Sleep_deprivation_makes_us_less_happy_more_anxious_1704860632.pdf

Key Integrative Themes
EC3C694E-3818-462A-8BAF-A140B44090DD.png
Google drive loneliness
Laura Freberg
Neurons and Impulses
video on neuronal communication
ADHD Activity - TaylorKuoSullivan2001.pdf
View this file, and add comments too.
Reeshad Dalal - Research
Research
Webinars and Presentations — Division of Rehabilitation Psychology
Dr. Lisa Feldman Barrett: How to Understand Emotions
Longform podcast diving into latest neuroscience.
Daniel Pink: Fear, Shame, Empathy & More Ways to Change Behavior | Interactive 2015 | SXSW
In this entertaining and provocative session, Daniel Pink — best-selling author of "Drive" and "To Sell is Human" and host and co-executive producer of NatGe...
Psychology and Nature I: Overview
For all videos in this playlist, go to:
https://www.youtube.com/playlist?list=PLRfHZ9wXKs6dptZx0YVwH0B-H0T4VOK57
In this video, Dr. Thomas Doherty, Psy.D., provides an overview of how psychology incorporates “nature” into both theory and practice. The sub-discipline of environmental psychology and the approaches of ecopsychology and conservation psychology are situated in this larger context.
Dr. Thomas J. Doherty is a licensed psychologist whose work integrates clinical, environmental and organizational perspectives. He specializes in ecopsychology–a perspective that views psychology, identity and mental health in terms of ecology and global sustainability. Thomas has worked with individuals and groups for over 25 years. He co-founded and directs the Ecopsychology Certificate Program at Lewis & Clark Graduate School. He is a fellow of the American Psychological Association, Past President of the Society for Environmental, Population and Conservation Psychology, and founding editor of the Ecopsychology journal. Thomas has published articles and chapters on topics such as research methods in outdoor therapy and the psychological impacts of global climate change.
For more information on the research cited in this video see: http://selfsustain.com/psychology-and-nature-video-resources/
or contact Thomas Doherty (clientcare@selfsustain.com).
Additional information:
American Psychological Association Division 34, the Society for Environmental, Population, and Conservation Psychology website: http://www.apa.org/about/division/div34.aspx
Sustainable Self: http://www.selfsustain.com
Portland Community College’s Psychology program: http://www.pcc.edu/programs/psychology
Ecopsychology Certificate Program at Lewis & Clark Graduate School:
https://graduate.lclark.edu/programs/continuing_education/certificates/ecopsychology/
Ecopsychology Journal:
http://www.liebertpub.com/overview/ecopsychology/300/
American Psychological Association Task Force on Global Climate Change Report:
http://www.apa.org/science/about/publications/climate-change.aspx
Teaching Psychology for Sustainability: http://www.teachgreenpsych.com/
This video was produced by the:
Psychology Program, Video Production Unit and Distance Education
at Portland Community College.
Written and performed by: Dr. Thomas Doherty
Produced by: Dr. Tatiana Snyder
Produced and directed by: Michael Annus
Lighting: Mike McNamara
Camera: Kevin Forrest
Grip/Teleprompter: Derek Skeen
Editor: Lucia DeLisa
Psychology for a Better World
Watch Niki Harré talk about her book "Psychology for a Better World".
The book can be downloaded for free from:
http://www.psych.auckland.ac.nz/psychologyforabetterworld
Hard copies can be ordered from the website or from Amazon or Lulu.
Kindle version also available.
Film Credits
Produced by Charlotte Blythe
Animated by Graeme E. Bibby
Illustrated by Lucy Yu - http://cargocollective.com/lucyyuart
Majority of US adults believe climate change is most important issue today
As the effects of climate change become more evident, more than half of U.S. adults (56%) say climate change is the most important issue facing society today, yet 4 in 10 have not made any changes in their behavior to reduce their contribution to climate change.
The Social Dynamics of Environmentalism
Our willingness to engage in proenvironmental activities reflects how we identify as a part of our social and political ecosystems, as well as how we envision our relationship with science itself.
Majority of US Adults Believe Climate Change Is Most Important Issue Today
As the effects of climate change become more evident, more than half of U.S. adults (56%) say climate change is the most important issue facing society today, yet 4 in 10 have not made any changes in their behavior to reduce their contribution to climate change, according to a new poll by the American Psychological Association. For more info, visit https://on.apa.org/climate-change-survey
__________________________________
The American Psychological Association is the leading scientific and professional organization representing psychology in the United States, with more than 118,000 researchers, educators, clinicians, consultants and students as its members.
To learn more about APA visit http://www.apa.org
Follow APA on social media:
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https://www.facebook.com/AmericanPsychologicalAssociation/
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https://twitter.com/apa
LinkedIn
https://www.linkedin.com/company/american-psychological-association/
ADHD sucks, but not really | Salif Mahamane | TEDxUSU
In current society, people with Attention Deficit/Hyperactivity Disorder (ADHD) tend to struggle if not suffer. Despite this, rather than a disorder, ADHD should be thought of as a particular neuro-cognitive profile; that is, a characteristic brain format that results in a different way of literally thinking. With so many people diagnosed with ADHD – and so many more undiagnosed — we must ask, where does ADHD come from and is it truly a problem in and of itself?
Salif shares a current hypothesis about ADHD’s root and an alternative perspective – including several benefits of the condition – regarding how we engage with it in our schools, homes and selves.
Eisenberg, D. T. A., Campbell, B., Gray, P. B., & Sorenson, M. D. (2008). Dopmaine receptor genetic polymorphisms and body composition in undernourished pastoralists: An exploration of nutrition indices among nomadic and recently settled Ariaal men of northern Kenya. BMC Evolutionary Biology, 8, 173-184.
Salif is currently a doctoral student in the Experimental and Applied Psychological Program at USU. On a day-to-day basis he manages Dr. Kerry Jordan’s Multisensory Cognition Lab. His research investigates cognitive and neurophysiological outcomes of exposure to, and immersion in, natural environments. Salif loves long walks in the mountains, hunting, fishing, camping, gardening, and planning his future homestead. Most of all, he loves having no idea whatsoever as to how to parent his two-year-old son, but trying anyway.
This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at http://ted.com/tedx
How to ADHD
Have ADHD? Know someone with ADHD? Want to learn more? You're in the right place! Most weeks I post a new video with tips, tricks and insights into the ADHD brain. This channel is my ADHD toolbox -- a place to keep all the strategies I've learned about having and living with ADHD. It's also grown into an amazing community of brains (and hearts!) who support and help each other. Anyone looking to learn more about ADHD is welcome here! Support me on Patreon: http://patreon.com/howtoadhd Check out our new website! www.howtoadhd.com You can also follow me on Twitter: http://twitter.com/howtoadhd Facebook: http://facebook.com/howtoadhd Send me things! (no food please :D ) Jessica @ How to ADHD PO BOX 16738 Seattle, WA 98116 COMMENT POLICY +=+=+=+=+ I encourage positive discussion about nearly any topic; however, I have a family-friendly, no-bullying policy and comments that contain insults, triggers or R-rated language may be deleted.
2-Minute Neuroscience: Selective Serotonin Reuptake Inhibitors (SSRIs)
SSRIs are the most widely-used treatment for depression, and have been since their introduction to the market in the late 1980s. They were formulated based on the hypothesis that depression is due to low levels of the neurotransmitter serotonin. In this video, I discuss how SSRIs work, along with some questions that have been raised about the serotonin hypothesis since the introduction of SSRIs.
TRANSCRIPT:
Welcome to 2 minute neuroscience, where I explain neuroscience topics in 2 minutes or less. In this installment I will discuss selective serotonin reuptake inhibitors, or SSRIs.
SSRIs were developed in the 1970s with the goal of treating depression by increasing serotonin levels. This goal was formulated based on the serotonin hypothesis of depression, which suggests that depression is caused by low levels of the neurotransmitter serotonin.
SSRIs work by inhibiting a mechanism called reuptake. In reuptake, a protein called a transporter transports excess neurotransmitter molecules out of the synaptic cleft, usually back into the neuron that released them. SSRIs inhibit the reuptake of serotonin.
By inhibiting the removal of serotonin from the synaptic cleft, this causes levels of serotonin in the synaptic cleft to rise. These increases in serotonin levels have been hypothesized to be the mechanism by which SSRIs can treat the symptoms of depression.
There are reasons now, however, to believe that there must be more to the mechanism of SSRIs than just changing serotonin levels. For example, when someone begins taking an SSRI, they generally have to wait about 4 weeks before their symptoms improve. Evidence suggests, however, that their serotonin levels rise as quickly as within an hour after taking the medication. Thus, it seems likely that SSRIs may affect serotonin levels, which then leads to other effects that influence the symptoms of depression.
Therefore it’s probable that more than serotonin levels must be changed for SSRIs to work, which suggests that depression isn’t caused only by low serotonin levels. Additionally, evidence has now emerged that questions the effectiveness of SSRIs. Some research has found they do not work much better than placebos, and may only benefit those who are most severely depressed, which is a minority of patients who actually take the drugs.
REFERENCES:
Invernizzi R, Velasco C, Bramante M, Longo A, Samanin R. Effect of 5-HT1A receptor antagonists on citalopram-induced increase in extracellular serotonin in the frontal cortex, striatum and dorsal hippocampus. Neuropharmacology. 1997 Apr-May;36(4-5):467-73.
Kirsch I, Deacon BJ, Huedo-Medina TB, Scoboria A, Moore TJ, Johnson BT. Initial severity and antidepressant benefits: a meta-analysis of data submitted to the Food and Drug Administration. PLoS Med. 2008 Feb;5(2):e45. doi: 10.1371/journal.pmed.0050045.
Ch. 4 Introduction - Psychology 2e | OpenStax
Our lives involve regular, dramatic changes in the degree to which we are aware of our surroundings and our internal states. While awake, we feel alert ...
States of Consciousness
No matter what you’re doing--solving homework, playing a video game, simply picking out a shirt--all of your actions and decisions relate to your consciousness. But as frequently as we use it, have you ever stopped to ask yourself: What really is consciousness? In this module, we discuss the different levels of consciousness and how they can affect your behavior in a variety of situations. As well, we explore the role of consciousness in other, “altered” states like hypnosis and sleep.
Implicit bias in course evaluations: Think before you click!
Learn about how to avoid implicit bias while completing your course evaluations and how you can provide instructors with constructive, meaningful feedback.
✏ For more resources on writing useful feedback: https://mcgill.ca/mercury/students/feedback
✏ Submit your course evaluation! https://mcgill.bluera.com/mcgill
✏ To learn more about course evaluations at McGill, visit https://mcgill.ca/mercury
#mcgill
#mcgilluniversity
#implicitbias
Multitasking.wmv
Professor Daniel Willingham looks at multi-tasking and concludes that even though kids today may like to multi-task, there's no reason to think that they are different than previous generations; they don't *need* to multi-task to be engaged and, like everyone else, kids today can't do two things at once as well as they can do one.
The Biggest Myth In Education
You are not a visual learner — learning styles are a stubborn myth. Part of this video is sponsored by Google Search.
Special thanks to Prof. Daniel Willingham for the interview and being part of this video.
Special thanks to Dr Helen Georigou for reviewing the script and helping with the scientific literature.
Special thanks to Jennifer Borgioli Binis for consulting on the script.
MinutePhysics video on a better way to picture atoms -- https://ve42.co/Atom
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References:
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological science in the public interest, 9(3), 105-119. — https://ve42.co/Pashler2008
Willingham, D. T., Hughes, E. M., & Dobolyi, D. G. (2015). The scientific status of learning styles theories. Teaching of Psychology, 42(3), 266-271. — https://ve42.co/Willingham
Massa, L. J., & Mayer, R. E. (2006). Testing the ATI hypothesis: Should multimedia instruction accommodate verbalizer-visualizer cognitive style?. Learning and Individual Differences, 16(4), 321-335. — https://ve42.co/Massa2006
Riener, C., & Willingham, D. (2010). The myth of learning styles. Change: The magazine of higher learning, 42(5), 32-35.— https://ve42.co/Riener2010
Husmann, P. R., & O'Loughlin, V. D. (2019). Another nail in the coffin for learning styles? Disparities among undergraduate anatomy students’ study strategies, class performance, and reported VARK learning styles. Anatomical sciences education, 12(1), 6-19. — https://ve42.co/Husmann2019
Snider, V. E., & Roehl, R. (2007). Teachers’ beliefs about pedagogy and related issues. Psychology in the Schools, 44, 873–886. doi:10.1002/pits.20272 — https://ve42.co/Snider2007
Fleming, N., & Baume, D. (2006). Learning Styles Again: VARKing up the right tree!. Educational developments, 7(4), 4. — https://ve42.co/Fleming2006
Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2015). Matching learning style to instructional method: Effects on comprehension. Journal of educational psychology, 107(1), 64. — https://ve42.co/Rogowskyetal
Coffield, Frank; Moseley, David; Hall, Elaine; Ecclestone, Kathryn (2004). — https://ve42.co/Coffield2004
Furey, W. (2020). THE STUBBORN MYTH OF LEARNING STYLES. Education Next, 20(3), 8-13. — https://ve42.co/Furey2020
Dunn, R., Beaudry, J. S., & Klavas, A. (2002). Survey of research on learning styles. California Journal of Science Education II (2). — https://ve42.co/Dunn2002
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Special thanks to Patreon supporters: Mike Tung, Evgeny Skvortsov, Meekay, Ismail Öncü Usta, Paul Peijzel, Crated Comments, Anna, Mac Malkawi, Michael Schneider, Oleksii Leonov, Jim Osmun, Tyson McDowell, Ludovic Robillard, Jim buckmaster, fanime96, Juan Benet, Ruslan Khroma, Robert Blum, Richard Sundvall, Lee Redden, Vincent, Marinus Kuivenhoven, Alfred Wallace, Arjun Chakroborty, Joar Wandborg, Clayton Greenwell, Pindex, Michael Krugman, Cy 'kkm' K'Nelson, Sam Lutfi, Ron Neal
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Research and Writing by Derek Muller and Petr Lebedev
Animation by Ivy Tello
Filmed by Emily Zhang and Trenton Oliver
Edited by Trenton Oliver
Music by Epidemic Sound https://epidemicsound.com
Additional video supplied by Getty Images
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Dual Coding and Learning Styles — The Learning Scientists
Dual coding and learning styles sound similar, but are not quite the same thing. While dual coding has scientific evidence backing its use, learning styles has been repeatedly tested and shown not to improve learning. As I’ve mentioned in a previous post ( see here ), I have been working …