Cognitive therapy seeks to alleviate psychological stresses by correcting faulty conceptions and self-signals. By correcting erroneous beliefs we can lower excessive reactions.
Unlike art which contains a message, wine conveys nothing, it has no intellectual or cognitive content
Walking is the only way proven to stave off cognitive decline - it works.
Lakoff's idea is that most of our thought is guided by underlying conceptual mappings between two domains that share some content, that overlap in the sets of their attributes. ... Contrary to the assertions of Lakoff and some of the cognitive metaphor theorists, people can read through to an underlying mapping, but only when the surface metaphor is new to them.
Cognitive therapy is based on the idea that when you change the way you think, you can change the way you feel and behave. In other words, if we can learn to think about other people in a more positive and realistic way, it will be far easier to resolve conflicts and develop rewarding personal and professional relationships.
Lions mane may be our first smart mushroom. It is a safe, edible fungus that appears to confer cognitive benefits on our aging population.
Empty heads, cognitive science has taught us, learn nothing. The powerful cultural and personal flexibility of our species is owed at least in part to our starting off so well-informed; we are good learners because we know what to pay attention to and what questions are the right ones to ask.
Many cognitive psychologists see the brain as a computer. But every single brain is absolutely individual, both in its development and in the way it encounters the world.
What Warcollier demonstrated is compatible with what modern cognitive neuroscience has learned about how visual images are constructed by the brain. It implies that telepathic perceptions bubble up into awareness from the unconscious and are probably processed in the brain in the same way that we generate images in dreams. And thus telepathic “images” are far less certain than sensory-driven images and subject to distortion.
Words can enhance experience, but they can also take so much away. We see an insect and at once we abstract certain characteristics and classify it - a fly. And in that very cognitive exercise, part of the wonder is gone. Once we have labeled the things around us we do not bother to look at them so carefully. Words are part of our rational selves, and to abandon them for a while is to give freer reign to our intuitive selves.
Learning comes from education, while knowing comes from revelation. Learning is cognitive, while knowing is spiritual.
Nature is a hanging judge," goes an old saying. Many tragedies come from our physical and cognitive makeup. Our bodies are extraordinarily improbable arrangements of matter, with many ways for things to go wrong and only a few ways for things to go right. We are certain to die, and smart enough to know it. Our minds are adapted to a world that no longer exists, prone to misunderstandings correctable only by arduous education, and condemned to perplexity about the deepest questions we can ascertain.
You’ve got on a white coat. (Ephani) Awesome cognitive powers you have there. (Alexion)
What really matters for success, character, happiness and life long achievements is a definite set of emotional skills - your EQ - not just purely cognitive abilities that are measured by conventional IQ tests.
Social cognitive theory rejects the dichotomous conception of self as agent and self as object. Acting on the environment and acting on oneself entail shifting the perspective of the same agent rather than reifying different selves regulating each other or transforming the self from agent to object
Just as man's physical existence was liberated when he grasped that 'nature, to be commanded, must be obeyed', so his consciousness will be liberated when grasps that nature, to be apprehended, must be obeyed - that the rules of cognition must be derived from the nature of existence and the nature, the identity, of his cognitive faculty.
You'd think people would realize they're bad at multitasking and would quit. But a cognitive illusion sets in, fueled in part by a dopamine-adrenaline feedback loop, in which multitaskers think they are doing great.
Decision-making is difficult because, by its nature, it involves uncertainty. If there was no uncertainty, decisions would be easy! The uncertainty exists because we don't know the future, we don't know if the decision we make will lead to the best possible outcome. Cognitive science has taught us that relying on our gut or intuition often leads to bad decisions, particularly in cases where statistical information is available. Our guts and our brains didn't evolve to deal with probabilistic thinking.
[There will be movement toward] behavioral economics... [which] involves study of those aspects of men's images, or cognitive and affective structures that are more relevant to economic decisions.
Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting. Most people learn best by being "with it," yet school makes them identify their personal, cognitive growth with elaborate planning and manipulation.
It is not quite right to describe One Taste as a "consciousness" or an "awareness," because that's a little too heady, too cognitive. It's more like the simple Feeling of Being. You already feel this simple Feeling of Being: it is the simple, present feeling of existence.
I think it is important for software to avoiding imposing a cognitive style on workers and their work.
My idea here is that, inasmuch as certain cognitive tasks and principles are tied to nature's laws, these tasks and principles are indifferent to language, culture, gender, or the particular mode of information that is provided.
It will be cheering to know that many people are skillful chessplayers, though in many instances their brains, in a general way, compare unfavorably with the cognitive faculties of a rabbit.
The part of the brain most affected by early stress is the prefrontal cortex, which is critical in self-regulatory activities of all kinds, both emotional and cognitive. As a result, children who grow up in stressful environments generally find it harder to concentrate, harder to sit still, harder to rebound from disappointments, and harder to follow directions. And that has a direct effect on their performance in school.
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