In “Startling Finds on Teenage Brains,” Paul Thompson--a neuroscientist at UCLA--argues that minors should not be sentenced as adults because their brains are not the same as adults’ brains. Even though Thompson believes that minors should be held accountable for their crimes, he presents evidence from recent studies to explain the differences between the brains of minors and adults. It is not surprising that Thompson uses logical evidence to defend his position, given that he is a scientist. However, Thompson frequently uses emotional persuasion--or pathos--to convince his readers that sentencing minors as adults is both unjust and uninformed. Through his use of structure and emotionally charged language, Thompson attempts to convince readers
In Paul Thompson’s article “Startling Finds on Teenage Brains” the author talks about how that teenagers who committed crimes should not be treated as adults in the legal system. Thompson also talked about how statistically teenage brains are still developing throughout their teenage years. The author Paul Thompson is more credible because not only he provided heavy words and having an expansive vocabulary he also provided examples from facts and his own research as well. Specifically, in the article and on paragraph 6 the author uses examples from his research and resides it with the current topic and to his own opinions, in the paragraph he mixed both ethos and logos to try in luring readers. The technique that Thompson uses is very unique,
They can be good for you but can still kill you in the process. The overall effect on the readers is that it shows us that in nature, something could be perceived as bad but can be put to good use. In love, it is no different because love can be beautiful and great but also can be dangerous and can kill, just like how it killed Romeo and
“Oh wow, what a smart child!” This is a statement that deceivingly seems inconsequential on the surface. However, once one digs below the surface, as Carol S. Dweck did in “Brainology: Transforming Students’ Motivation to Learn,” one can see that having a certain mindset can be a determining factor of whether or not a child will be able to become successful. Dweck believes that a praise (similar to the type mentioned before) cause students to have a certain mindset on the way smartness functions, consequently affecting their work ethic. TO elaborate, she claims they either have one of two mindsets; a growth mindset, which is when a student believes they obtain knowledge by working hard; or a fixed mindset which is when a student believes everyone has a set level of smartness they have to live up to.
After reading and learning more about the “negativity bias”, and that “Over and over again, psychologists find that the human mind reacts to bad things more quickly, strongly, and persistently than to equivalent good things. We can’t just will ourselves to see everything as good because our minds are wired to find and react to threats, violations, and setbacks” (Haidt 29). In order to counteract this negativity bias, I would attempt to conduct a conscious effort to just try to process what’s happening first before I made any judgment of myself. At this time, I had no knowledge of the negativity bias, but I did know the general concepts behind it, though a bare one at that. Beating myself over a test was not going to solve my issues, and so slowing down, analyzing my study habits leading up to the exam, and reviewing my time management, became a common process for me to go through when I did not perform up to expectations.
After all, in a world where people are not brainwashed from birth, there is a likely chance that they will have feelings nonetheless. It has been found that a mix of positive and negative emotions are beneficial for one’s well being
We are learning more about the human brain every day, and the more we can find out about our brains, the better we will understand ourselves and our society. The two texts, “Embarrassed? Blame Your Brain” by Jennifer Connor-Smith and “Use It or Lose It: A Good Brain Pruning” by Laura K. Zimmermann, tell us different ways the brain is responsible for specific human behavior. Both texts describe a relationship between the brain and human behavior, but there are many differences in the information the texts presents you. They each explain a different behavior the brain is responsible for, how the brain affects different age ranges, and a period in history that the behavior was necessary for human survival.
Taking time away from forgiveness can deepen our understanding of the world, giving us perspective on our challenges. Tori Rodriguez, Author of the article "Negative Emotions are Key to Well-Being," says, "Attempting to suppress thoughts can backfire and even diminish our sense of contentment. " Here, author Rodriguez suggests that forgiveness can cause us to hide our negative emotions and only focus on the good instead of letting ourselves truly accept the
Brain game season 3 Follow the leader. This episode shows how the brain can be fooled in many ways. The first example that was given was the six colored dots that were moving in a circle, if you focus in one color the dot seems that it is moving up and down in a straight line when in reality the dot is going in a circular motion. This illusion shows how the brain cannot take so much information at once; thus your brain makes you think that all of the color dots are going in the same circular motion.
Upset # 2 -- The pumping of and paying for the gas Unbalance -- annoyance, disgust, anger - We continue the cycle from before of going from Mental (observe) directly to Sensual (feel), or Elements -- Air, Water, Fire = Observe, become distracted and become paranoid; then we become emotional, melancholy with our thoughts and stagnate with our actions; thus keeping us hyper and combative. Upset # 3 -- Rudeness to / of the attendant Unbalance -- anger, rudeness Elements -- Air, Fire, Earth = Observe, become forceful and combative into Stagnation and stubbornness adding to the cycle and keeping it going with no chance of calming one self down to see a balance Upset # 4 -- Feeling / feeding the negativity Unbalance -- hurt, anger, melancholy, annoyance Elements -- Observe, Forceful, combative, destructive, stagnant, dominating where the cycle simply gets worse See the potential level of personal toxicity here?
I have built an invisible boundary between my mother and I that poisonous words cannot penetrate. I have learned to ignore words aimed to kill, and to respond out of compassion. When people spew poison, it mean they are afraid and intimidated. They are similar to rattlesnakes that encounter a larger predator, they must protect themselves from external
1. Freud would explain the personality difference between Mike and Marty Scanlon using the psychoanalytic theory, a mapping the unconscious mind. Where he argued that most behavior is motivated or a result of the unconscious. This is the part of the personality which contains urges, drives, beliefs, feelings, memories, knowledge and instincts totally unaware of by the individual. Another explanation from Freud in terms of personality differences is that Mike had a fixation in the development of one of the five psychosexual stages namely the phallic stage which is the period beginning around age three where the pleasure of a child is focused on genitals and they unconsciously harbor sexual interest in their mother, sees their father as their rival and even wishes to kill him.
The movie Inside Out is about 11-year-old Riley who lives in Minnesota with her Mom and Dad. What makes this film so unique is that the story is ultimately about Riley’s emotions, Sadness, Anger, Anxiety, Disgust, and of course, Joy. The audience experiences Riley’s life through the lens of Joy, the protagonist. Joy’s primary goal was to keep Riley and most of her memories happy, but when the family moved from their home in Minnesota to California, Riley’s emotions started acting differently, specifically Sadness. For example, Sadness touched a memory, and subsequently became tainted with sadness, which greatly troubled Joy.
Imagine going to school and really succeeding; you understand everything, you’re getting good grades and all the praise you can dream of from your parents and teachers. But then you move up and things get harder, you don’t understand everything, your grades are dropping and you are scared that you will no longer get that praise. You have two options, you can either take on the challenge and get back to where you used to be, or you can sit down when you feel threated by the hard work. In “Brainology” by author Carol S. Dweck, we are shown research concerning those two options or “mindsets” and how we can change them.
The short story “Where Are You Going, Where Have You Been?” by Joyce Carol Oates can be interpreted in a multitude of ways due to its ambiguity. A psychological lens, however, provides the most accurate viewpoint for analyzing the story as it clarifies certain obscure scenes and actions of Connie. One psychological issue of Connie that is easily inferred from the beginning of the story is her insecurity about her looks. Connie constantly worries about the way that she looks and takes any opportunity to do so, “craning her neck to glance into mirrors or checking other people's faces to make sure her own was all right” (1).
