For More Posts Like These, Go To @mypsychology​

At age 23, Tina Fey was working at a YMCA. At age 23, Oprah was fired from her first reporting job.  At age 24, Stephen King was working as a janitor and living in a trailer. 

At age 27, Vincent Van Gogh failed as a missionary and decided to go to art school.   At age 28, J.K. Rowling was a suicidal single parent living on welfare.

At age 28, Wayne Coyne ( from The Flaming Lips) was a fry cook. At age 30, Harrison Ford was a carpenter.  At age 30, Martha Stewart was a stockbroker.  At age 37, Ang Lee was a stay-at-home-dad working odd jobs. Julia Child released her first cookbook at age 39, and got her own cooking show at age 51. Vera Wang failed to make the Olympic figure skating team, didn’t get the Editor-in-Chief position at Vogue, and designed her first dress at age 40. Stan Lee didn’t release his first big comic book until he was 40. Alan Rickman gave up his graphic design career to pursue acting at age 42. Samuel L. Jackson didn’t get his first movie role until he was 46.

Morgan Freeman landed his first movie role at age 52. Kathryn Bigelow only reached international success when she made The Hurt Locker at age 57. Grandma Moses didn’t begin her painting career until age 76. Louise Bourgeois didn’t become a famous artist until she was 78. Whatever your dream is, it is not too late to achieve it. You aren’t a failure because you haven’t found fame and fortune by the age of 21. Hell, it’s okay if you don’t even know what your dream is yet. Even if you’re flipping burgers, waiting tables or answering phones today, you never know where you’ll end up tomorrow. Never tell yourself you’re too old to make it. 

Never tell yourself you missed your chance. 

Never tell yourself that you aren’t good enough. 

You can do it. Whatever it is. 

Split brain does not lead to split consciousness

A new research study contradicts the established view that so-called split-brain patients have a split consciousness. Instead, the researchers behind the study, led by UvA psychologist Yair Pinto, have found strong evidence showing that despite being characterised by little to no communication between the right and left brain hemispheres, split brain does not cause two independent conscious perceivers in one brain. Their results are published in the latest edition of the journal Brain. 

Split brain is a lay term to describe the result of a corpus callosotomy, a surgical procedure first performed in the 1940s to alleviate severe epilepsy among patients. During this procedure, the corpus callosum, a bundle of neural fibres connecting the left and right cerebral hemispheres, is severed to prevent the spread of epileptic activity between the two brain halves. While mostly successful in relieving epilepsy, the procedure also virtually eliminates all communication between the cerebral hemispheres, thereby resulting in a ‘split brain’.

This condition was made famous by the work of Nobel laureate Roger Sperry and Michael Gazzaniga. In their canonical work, Sperry and Gazzaniga discovered that split-brain patients can only respond to stimuli in the right visual field with their right hand and vice versa. This was taken as evidence that severing the corpus callosum causes each hemisphere to gain its own consciousness.

Divided perception

For their study, Pinto and his fellow researchers conducted a series of tests on two patients who had undergone a full callosotomy. In one of the tests, the patients were placed in front of a screen and shown various objects displayed in several locations. The patients were then asked to confirm whether an object appeared and to indicate its location. In another test, they had to correctly name the object they had seen, a notorious difficulty among spit-brain patients. ‘Our main aim was to determine whether the patients performed better when responding to the left visual field with their left hand instead of their right hand and vice versa’, says Pinto, assistant professor of Cognitive Psychology. ‘This question was based on the textbook notion of two independent conscious agents: one experiencing the left visual field and controlling the left hand, and one experiencing the right visual field and controlling the right hand.’

To the researchers’ surprise, the patients were able to respond to stimuli throughout the entire visual field with all the response types: left hand, right hand and verbally. Pinto: ‘The patients could accurately indicate whether an object was present in the left visual field and pinpoint its location, even when they responded with the right hand or verbally. This despite the fact that their cerebral hemispheres can hardly communicate with each other and do so at perhaps 1 bit per second, which is less than a normal conversation. I was so surprised that I decide repeat the experiments several more times with all types of control.’

(Image caption: A depiction of the traditional view of the split brain syndrome (top) versus what the researchers actually found in two split-brain patients across a wide variety of tasks (bottom). Credit: Yair Pinto)

Undivided consciousness

According to Pinto, the results present clear evidence for unity of consciousness in split-brain patients. ‘The established view of split-brain patients implies that physical connections transmitting massive amounts of information are indispensable for unified consciousness, i.e. one conscious agent in one brain. Our findings, however, reveal that although the two hemispheres are completely insulated from each other, the brain as a whole is still able to produce only one conscious agent. This directly contradicts current orthodoxy and highlights the complexity of unified consciousness.’

In the coming period, Pinto plans to conduct research on more split-brain patients to see whether his findings can be replicated. ‘These patients, who are rapidly decreasing in numbers, are our only way to find out what happens when large subsystems in the brain no longer communicate with each other. This phenomenon raises important questions that cannot be investigated in healthy adults because we have no technique to isolate large subsystems in healthy brains.’

8 Everyday Habits That Are Making You Anxious

Anxiety disorders affect nearly 20% of adults in North America. That’s about 40 million people! Many researchers estimate that this number is actually closer to 30% since there are many people who suffer undiagnosed anxiety symptoms or aren’t even aware they have anxiety at all.

Sometimes, it feels like anxiety has become a part of modern-day life, and it’s something many of us just have to deal with. In a way, it’s true. The stress of school and the workplace leaves 41% of employees and over half of all college/university students suffering from high levels of anxiety.

Sometimes it just feels good to go home, and indulge in some well-deserved vices. We’ve all had the all-so-satisfying feeling of planting our butts in our couches and binge-watching our favorite Netflix shows while eating pizza. But as tempting and amazing as that sounds, is it really the best thing for us? As it turns out, some of our guilty pleasures may be agitating our anxiety instead of reducing it.

Here are 8 everyday habits that may be stressing you out more than you know.

1. Being a Couch Potato

Yes, your daily activeness has a direct effect on your mood. Regular exercise is important in maintaining your mental health because it reduces stress! According to the ADAA, even just 10 minutes of exercise a day – though 30 minutes of daily exercise is recommended – can improve alertness and concentration. Exercise produces endorphins, which reduce stress. When you spend all day huddled up in bed or on your sofa, you…..

Continue Reading Here

4 Ways To Improve Exam Memory | Psych2Go

Why do we dream?

In the 3rd millennium BCE, Mesopotamian kings recorded and interpreted their dreams on wax tablets. In the years since, we haven’t paused in our quest to understand why we dream. And while we still don’t have any definitive answers, we have some theories. Here are seven reasons we might dream.

1. In the early 1900’s, Sigmund Freud proposed that while all of our dreams, including our nightmares, are a collection of images from our daily conscious lives, they also have symbolic meanings which relate to the fulfillment of our subconscious wishes.  Freud theorized that everything we remember when we wake up from a dream is a symbolic representation of our unconscious, primitive thoughts, urges and desires. Freud believed that by analyzing those remembered elements, the unconscious content would be revealed to our conscious mind, and psychological issues stemming from its repression could be addressed and resolved.

2. To increase performance on certain mental tasks, sleep is good, but dreaming while sleeping is better.  In 2010, researchers found that subjects were much better at getting through a complex 3D maze if they had napped and dreamed of the maze prior to their second attempt. In fact, they were up to ten times better at it than those who only thought of the maze while awake between attempts, and those who napped but did not dream about the maze. Researchers theorize that certain memory processes can happen only when we are asleep, and our dreams are a signal that these processes are taking place.

3. There are about ten thousand trillion neural connections within the architecture of your brain. They are created by everything you think, and everything you do.  A 1983 neurobiological theory of dreaming, called “reverse learning,” holds that while sleeping, and mainly during REM sleep cycles, your neocortex reviews these neural connections and dumps the unnecessary ones. Without this unlearning process, which results in your dreams, your brain could be overrun by useless connections, and parasitic thoughts could disrupt the necessary thinking you need to do while you’re awake.    

4. The “Continual Activation Theory” proposes that your dreams result from your brain’s need to constantly consolidate and create long term memories in order to function properly. So when external input falls below a certain level, like when you’re asleep, your brain automatically triggers the generation of data from its memory storages, which appear to you in the form of the thoughts and feelings you experience in your dreams. In other words, your dreams might be a random screensaver your brain turns on so it doesn’t completely shut down.   

5. Dreams involving dangerous and threatening situations are very common, and the Primitive Instinct Rehearsal Theory holds that the content of a dream is significant to its purpose.  Whether it’s an anxiety filled night of being chased through the woods by a bear, or fighting off a ninja in a dark alley, these dreams allow you to practice your fight or flight instincts and keep them sharp and dependable, in case you’ll need them in real life. But it doesn’t always have to be unpleasant; for instance, dreams about your attractive neighbor could actually give your reproductive instinct some practice too.

6. Stress neurotransmitters in the brain are much less active during the REM stage of sleep, even during dreams of traumatic experiences, leading some researchers to theorize that one purpose of dreaming is to take the edge off painful experiences to allow for psychological healing. Reviewing traumatic events in your dreams with less mental stress may grant you a clearer perspective and an enhanced ability to process them in psychologically healthy ways. People with certain mood disorders and PTSD often have difficulty sleeping, leading some scientists to believe that lack of dreaming may be a contributing factor to their illnesses.   

7. Unconstrained by reality and the rules of conventional logic, in your dreams your mind can create limitless scenarios to help you grasp problems and formulate solutions that you may not consider while awake. John Steinbeck called it “the Committee of Sleep” and research has demonstrated the effectiveness of dreaming on problem solving. It’s also how renowned chemist August Kekule discovered the structure of the benzene molecule, and it’s the reason that sometimes the best solution for a problem is to “sleep on it”.

And those are just a few of the more prominent theories. As technology increases our capability for understanding the brain, it’s possible that one day we will discover the definitive reason for them; but until that time arrives, we’ll just have to keep on dreaming.

From the TED-Ed Lesson Why do we dream? - Amy Adkins

Animation by @clamanne

How to Study Effectively | Psych2Go

For more posts like this go to @mypsychology

Brain waves reflect different types of learning

Figuring out how to pedal a bike and memorizing the rules of chess require two different types of learning, and now for the first time, researchers have been able to distinguish each type of learning by the brain-wave patterns it produces.

These distinct neural signatures could guide scientists as they study the underlying neurobiology of how we both learn motor skills and work through complex cognitive tasks, says Earl K. Miller, the Picower Professor of Neuroscience at the Picower Institute for Learning and Memory and the Department of Brain and Cognitive Sciences, and senior author of a paper describing the findings in the Oct. 11 edition of Neuron.

When neurons fire, they produce electrical signals that combine to form brain waves that oscillate at different frequencies. “Our ultimate goal is to help people with learning and memory deficits,” notes Miller. “We might find a way to stimulate the human brain or optimize training techniques to mitigate those deficits.”

The neural signatures could help identify changes in learning strategies that occur in diseases such as Alzheimer’s, with an eye to diagnosing these diseases earlier or enhancing certain types of learning to help patients cope with the disorder, says Roman F. Loonis, a graduate student in the Miller Lab and first author of the paper. Picower Institute research scientist Scott L. Brincat and former MIT postdoc Evan G. Antzoulatos, now at the University of California at Davis, are co-authors.

Explicit versus implicit learning

Scientists used to think all learning was the same, Miller explains, until they learned about patients such as the famous Henry Molaison or “H.M.,” who developed severe amnesia in 1953 after having part of his brain removed in an operation to control his epileptic seizures. Molaison couldn’t remember eating breakfast a few minutes after the meal, but he was able to learn and retain motor skills that he learned, such as tracing objects like a five-pointed star in a mirror.

“H.M. and other amnesiacs got better at these skills over time, even though they had no memory of doing these things before,” Miller says.

The divide revealed that the brain engages in two types of learning and memory — explicit and implicit.

Explicit learning “is learning that you have conscious awareness of, when you think about what you’re learning and you can articulate what you’ve learned, like memorizing a long passage in a book or learning the steps of a complex game like chess,” Miller explains.

“Implicit learning is the opposite. You might call it motor skill learning or muscle memory, the kind of learning that you don’t have conscious access to, like learning to ride a bike or to juggle,” he adds. “By doing it you get better and better at it, but you can’t really articulate what you’re learning.”

Many tasks, like learning to play a new piece of music, require both kinds of learning, he notes.

Brain waves from earlier studies

When the MIT researchers studied the behavior of animals learning different tasks, they found signs that different tasks might require either explicit or implicit learning. In tasks that required comparing and matching two things, for instance, the animals appeared to use both correct and incorrect answers to improve their next matches, indicating an explicit form of learning. But in a task where the animals learned to move their gaze one direction or another in response to different visual patterns, they only improved their performance in response to correct answers, suggesting implicit learning.

What’s more, the researchers found, these different types of behavior are accompanied by different patterns of brain waves.

During explicit learning tasks, there was an increase in alpha2-beta brain waves (oscillating at 10-30 hertz) following a correct choice, and an increase delta-theta waves (3-7 hertz) after an incorrect choice. The alpha2-beta waves increased with learning during explicit tasks, then decreased as learning progressed. The researchers also saw signs of a neural spike in activity that occurs in response to behavioral errors, called event-related negativity, only in the tasks that were thought to require explicit learning.

The increase in alpha-2-beta brain waves during explicit learning “could reflect the building of a model of the task,” Miller explains. “And then after the animal learns the task, the alpha-beta rhythms then drop off, because the model is already built.”

By contrast, delta-theta rhythms only increased with correct answers during an implicit learning task, and they decreased during learning. Miller says this pattern could reflect neural “rewiring” that encodes the motor skill during learning.

“This showed us that there are different mechanisms at play during explicit versus implicit learning,” he notes.

Future Boost to Learning

Loonis says the brain wave signatures might be especially useful in shaping how we teach or train a person as they learn a specific task. “If we can detect the kind of learning that’s going on, then we may be able to enhance or provide better feedback for that individual,” he says. “For instance, if they are using implicit learning more, that means they’re more likely relying on positive feedback, and we could modify their learning to take advantage of that.”

The neural signatures could also help detect disorders such as Alzheimer’s disease at an earlier stage, Loonis says. “In Alzheimer’s, a kind of explicit fact learning disappears with dementia, and there can be a reversion to a different kind of implicit learning,” he explains. “Because the one learning system is down, you have to rely on another one.”

Earlier studies have shown that certain parts of the brain such as the hippocampus are more closely related to explicit learning, while areas such as the basal ganglia are more involved in implicit learning. But Miller says that the brain wave study indicates “a lot of overlap in these two systems. They share a lot of the same neural networks.”