Leadership is not a skill that one comes by easily. It requires that one develop the confidence to believe in one’s ability to be a leader. … While being a leader may seem hard, it can be very satisfying. It is my belief that leadership is an acquired skill; oneRead More →
In 1941, the Yale group clarified their original statement which was “that the occurrence of aggressive behavior always presuppose the existence of frustration and, contrariwise, that the existence of frustration always lead to some form of aggression”. Is frustration-aggression a theory? The frustration-aggression theory states that frustration often leads toRead More →
Hardiness training engages cognition, emotion, and action in coping effectively with stressful circumstances and uses the feedback from this process to deepen commitment and control and challenge beliefs about oneself in the world (Maddi, 1987). Can hardiness and resilience be taught? The good news is resilience can be learned. ItRead More →
Everyone can learn to be resilient and it doesn’t involve any specific set of behaviors or actions. Resilience can vary dramatically from one person to the next. Focus on practicing these skills, as well as the common characteristics of resilient people, but also remember to build on your existing strengths.Read More →
Ethical discussions not only expose students to contrasting ethical opinions, they also provide an opportunity to understand the reasons behind the differences. As a result, students are able to expand their understanding of ethics, sometimes even altering their own values and ethical decision-making process. Why should ethics be taught? WhyRead More →
Explanation: Language is somewhat not inborn nor does it comes naturally. It is learned through observation. Even if a pure German baby is born in America, that baby will learn to speak English if his/her surrounding people are English speaker, not German. Is language learned or natural? The brain isRead More →
In addition to the preference vs relative hand skill dichotomy, handedness can be regarded as a discrete variable in terms of its direction (e.g., Caplan and Kinsbourne, 1981), but can also be treated as continuous if one focuses on the degree (or strength) of handedness (e.g., Resch et al., 1997).Read More →
The central question remains whether it’s possible to teach intelligence. In a narrow sense of what we traditionally understand as intelligence – as efficient information processing made possible by some basic cognitive abilities – then it’s probably not possible. Can you teach yourself to have a higher IQ? Although scienceRead More →
The most immediate ‘literary life lesson’ of Voltaire’s Candide is that optimism, or a belief in the perfect order of things, is absurd. Does Candide remain optimistic at the end of the novel? Candide’s final phrase in the end of the novel, I believe, to be an indicator that neitherRead More →
“General intelligence originates from individual differences in the system-wide topology and dynamics of the human brain,” Barbey tells The Scientist. General intelligence originates from individual differences in the system-wide topology and dynamics of the human brain. What are the causes of intelligence? At various points in history, particular psychological theoristsRead More →