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Adjectives ending in "ed" describe emotions and how people feel, like being bored or surprised. Adjectives ending in "ing" describe what causes the emotion, like a boring lesson making someone feel bored. Neuroscientists are making progress in reading people's minds using machines to decode brainwaves, which could help those with dementia or other issues expressing thoughts. However, it also raises privacy concerns if science can access inner thoughts. Neurohacking could also allow manipulating wants through neuromarketing in a way that hijacks thoughts and actions.
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The document discusses the Blue Brain project which aims to create the first virtual brain through supercomputing. The Blue Brain would function similarly to a natural human brain by thinking, making decisions, and forming memories based on data uploaded from biological brains. The project seeks to advance understanding of brain function and allow knowledge and intelligence to persist indefinitely even after death by preserving them in an artificial brain. It would require extremely powerful computers and scanning technologies like nanobots to map out the connections between all neurons in the brain. The goal is to simulate a human brain through computational modeling in order to study cognition and potentially achieve a form of digital immortality.
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By NICHOLAS CARR- the wall street journal
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The Roman philosopher Seneca may have put it best 2,000 years ago: "To be everywhere is to be nowhere." Today, the Internet grants us easy access to unprecedented amounts of information. But a growing body of scientific evidence suggests that the Net, with its constant distractions and interruptions, is also turning us into scattered and superficial thinkers. (1)
The picture emerging from the research is deeply troubling, at least to anyone who values the depth, rather than just the velocity, of human thought. People who read text studded with links, the studies show, comprehend less than those who read traditional linear text. People who watch busy multimedia presentations remember less than those who take in information in a more sedate and focused manner. People who are continually distracted by emails, alerts and other messages understand less than those who are able to concentrate. And people who juggle many tasks are less creative and less productive than those who do one thing at a time. (2)
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When we're constantly distracted and interrupted, as we tend to be online, our brains are unable to forge the strong and expansive neural connections that give depth and distinctiveness to our thinking. We become mere signal-processing units, quickly shepherding disjointed bits of information into and then out of short-term memory. (4)
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Artificial Intelligence (AI) is being used to help people make decisions. It collects and analyses huge amounts of data and provides us with conclusions. AI not only allows us to direct, purchase, and so on. But it also allows us to make more critical decisions about our current societal benefits, such as medical treatment, verdicts, health insurance, and so on.
BRAINS, MINDS, AND CONSCIOuSNESSNo area of the debate betwee.docx
BRAINS, MINDS, AND CONSCIOuSNESS
No area of the debate between biology and religion has been
more contentious than the debate about brains and minds.
Without a doubt this topic hits particularly close to home, since
it concerns the essence of who we are. You cannot experience
a single thought or feeling without perhaps wondering whether
it is an element of your self-consciousness or a purely physical
event, a firing of brain cells in response to some external stimu-
lus. What do the contemporary neurosciences – neurophysiology,
neuroimmunology, neurochemistry, neuropharmacology, cogni-
tive science – have to tell us about the nature of thought? Do
they support our sense of being free beings? Do they undercut
the belief in the existence of souls?
Probably the hardest position to defend would be the view
that what occurs in the brain has nothing to do with our
thought. After all, if I have a stroke or a brain hemorrhage while
writing this paragraph it will be less coherent than if my brain
is functioning normally, and the text might make no sense at all.
If you ingest drugs or a large amount of alcohol before reading
this chapter or attending a lecture you are likely to experience
it and recall it differently. (Probably it will strike you as funnier.)
6
THE NEUROSCIENCES
Clayton, P. (2018). Religion and science : The basics. Retrieved from http://ebookcentral.proquest.com
Created from lehman-ebooks on 2019-06-11 13:09:15.
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109THE NEuROSCIENCES
Let us leave such strongly ‘separationist’ or ‘dualist’ positions
aside for a moment, then, since there seems to be much evi-
dence against them. (Don’t worry; we’ll return to them later.)
This opens up space for the opposite response:
Correlations between brain states and mental experiences are no big
deal. After all, why should we care? All that matters is that scientists
acknowledge that we have real thoughts and mental experiences, that
our consciousness is not merely an illusion.
Perhaps, after a little more reflection, you want to add, ‘Well,
yes, and thought has to serve some causal function; it has to do
something. As long as the neurosciences still allow us to say that
our thoughts give rise to other thoughts and actions, we’re okay.
I intend to raise my hand, and a moment later my arm goes up.
Isn’t it obvious that my intention is the reason or explanation for
why my hand is now over my head?’
But, it turns out, this is exactly what is in dispute in the recent
debate. Francis Crick has formulated the implications of con-
temporary neuroscience in the strongest terms:
The Astonishing Hypothesis is that ‘You’, your joys and your sorrows,
your memories and your ambitions, your sense of personal identity
and free will, are in fact no more than the behavior of a vast assembly
of nerve cells and their associated molecules. As Lewis Carroll’s Alice
might have phrased it: ‘You.
Unit 10 reported speech
This document provides examples of how to change verbs from one tense to another in reported speech, including: changing present simple to past simple; present continuous to past continuous; past simple to past perfect; present perfect to past perfect; past perfect stays the same; can to could; and will to would. It offers 3 examples for each grammatical tense conversion in reported speech.
Unit 9 second
This document provides phrases for starting, continuing, and concluding a debate. It includes phrases for restarting a debate when losing one's train of thought, asking for clarification, reacting to new information, agreeing, disagreeing, and finishing a debate. It also lists example controversial topics that could be debated such as using animals for medical research, gender equality, work-life balance, marriage, capital punishment, immigration, torture, and other social issues.
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Inscriptions 32 jan2021
Our Quarterly house magazine meant for our associates. This covers topics related to Mind management, wealth management , Risk management, Leadership and Marketing management. This issue covers Mirror Neurons, Net worth and Risk Management
Personality Development Module 6: Powers of Mind
This document discusses the powers of the mind and how to improve learning. It begins by outlining the objectives of understanding left and right brain functions and how they relate to learning styles. It then describes the three major parts of the brain and how neurons function. It discusses that the brain experiences most growth by age 3 and can be damaged by drugs. It also covers the left and right brain theory, including advantages and disadvantages. Finally, it provides activities on determining brain dominance and creating a collaborative mind map.
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The document discusses neuroplasticity and auditory processing disorder (APD). It summarizes that neuroplasticity refers to the brain's ability to change and rewire itself based on experiences. Early studies found brain maps could change in response to damage or skill learning. APD refers to difficulties processing auditory information in less than optimal environments and may be associated with language or learning issues. Identification involves behavioral and electrophysiological tests, and risks include certain birth factors or brain injuries. Management may involve therapies to strengthen auditory processing skills.
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The chapter describes how the brain integrates information from different senses to form perceptions. It discusses the processes of sensation, routing sensory information to different brain regions, and perception where information is integrated. The author provides examples of how vision, hearing, and other senses combine in the brain. For instance, the McGurk effect shows how what we see influences what we hear. The chapter also explores topics like synesthesia, bottom-up and top-down processing, and how the brain reconstructs information to form coherent perceptions. The author concludes by discussing opportunities to apply learnings about sensory integration to education.
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The document discusses the three parts of the coping brain: the reptilian brain, emotional brain, and neocortex. The reptilian brain governs survival instincts like aggression, fear, revenge, and territorial behavior. The emotional brain is responsible for emotional expression and social identity formation. The neocortex, also called the thinking brain, is the largest part and coordinates responses during stress by drawing on memory and developing new coping strategies using reasoning and learning abilities.
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The document discusses improving learning through understanding left and right brain functions. It begins with three learning objectives about discussing left and right brain functions and their impact on learning, exploring mind mapping techniques suited to different thinking styles, and making a plan to improve learning using both sides of the brain. It then provides examples of lateral thinking puzzles and activities on brain dominance and mind mapping. It discusses research showing mathematically gifted youth have better integration between the left and right hemispheres of the brain. It emphasizes that the brain continues developing abilities through life with use and that one can grow their intelligence over time.
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This document discusses the potential role and limitations of educational neuroscience. It notes that while neuroscience can provide insights, such as revealing how teenage brains are still developing, explanations involving neuroscience are sometimes overly reductive or seductive. Neuroscience findings may lack ecological validity for classroom applications. Overall, educational neuroscience is worthwhile but one must beware of overstating or oversimplifying its implications for education.
Blueeeeeeeee
The document summarizes research on blue brain technology and virtual brains. It discusses how IBM is developing the first virtual brain called "Blue Brain" to function like the human brain by thinking, responding, making decisions, and storing memories. The goal is to upload a human brain into a machine so that a person's knowledge and intelligence could continue even after death. It also describes how a virtual brain would work by simulating brain functions like sensory input, information processing, and motor output. Researchers are working on methods to scan a brain's structure and activity at the neuronal level to recreate it digitally in a computer.
MY SEMINAR REPORT
This document summarizes the goals and architecture of the Blue Brain Project, which aims to simulate the mammalian brain through detailed computer models. The project seeks to reverse engineer the brain's structure and function in order to better understand brain function and dysfunction. The architecture of the Blue Gene supercomputer uses system-on-a-chip technology with dual CPUs and floating point units on each node to achieve high performance simulation of brain activity and models.
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The document discusses the Blue Brain project which aims to create the first virtual brain through supercomputing. The Blue Brain would function similarly to a natural human brain by thinking, making decisions, and forming memories based on data uploaded from biological brains. The project seeks to advance understanding of brain function and allow knowledge and intelligence to persist indefinitely even after death by preserving them in an artificial brain. It would require extremely powerful computers and scanning technologies like nanobots to map out the connections between all neurons in the brain. The goal is to simulate a human brain through computational modeling in order to study cognition and potentially achieve a form of digital immortality.
138693 28152-brain-chips
Brain chips are implantable devices that can enhance human memory, help paralyzed patients, and be used for military purposes. They involve directly interfacing the brain with computers. Early experiments by Jose Delgado in the 1950s using electrical stimulation of animal brains helped uncover mysteries of the brain and contributed to developments in brain implant technology. More recently, researchers have linked brain cells and silicon chips electronically using tiny electrode arrays. While brain chips offer benefits like helping the blind see and paralyzed patients move, they also face challenges regarding costs, safety, and risks to personal identity and free will. Future applications may include enhancing memory, enabling new communication methods, and expanding human sensory abilities.
Start playing mind games
Learn more about how your mind works and what you can do to make it work better! Easy to understand facts about the human mind and tips to train and stimulate your intellect.
Blue Brain Futuristic Creation
IBM is developing a "Blue Brain" project to simulate the human brain using supercomputers. The goal is to understand how the brain works by reverse engineering its biological components into a digital simulated model. If successful, it could allow human intelligence and knowledge to be uploaded into computers. This would allow thinking and memory to continue even after death and help develop treatments for neurological diseases. However, concerns exist that people may become too reliant on computers and that the technology could potentially be misused.
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Do you believe you make all your decisions on your own? Not, even as I am writing this blog. Artificial Intelligence (AI) may shape our judgments. We make several decisions daily, such as where to go, what to eat, where to shop, what to read, and so on. This helps humans in all aspects of their daily lives. You might listen to someone or browse for reviews to help you decide. To make a choice. But what if the information is biased?
BLUE_BRAIN
The document provides information about the Blue Brain project, which aims to create a virtual model of the brain through detailed computer simulations. It began in 2005 as a collaboration between EPFL and IBM to model the neocortical column, the basic functional unit of the cerebral cortex. The project's goals are to gain insights into brain function and dysfunction, develop new medical treatments, and potentially lead to advances in artificial intelligence and supercomputing. By simulating brain circuits at the molecular level and connecting large numbers of neuronal columns, the project aims to eventually simulate an entire human brain.
Does the Internet Make You DumberThe cognitive effects are measurab.docx
Does the Internet Make You Dumber?The cognitive effects are measurable: We're turning into shallow thinkers, says Nicholas Carr.
By NICHOLAS CARR- the wall street journal
Updated June 5, 2010 12:01 a.m. ET
The Roman philosopher Seneca may have put it best 2,000 years ago: "To be everywhere is to be nowhere." Today, the Internet grants us easy access to unprecedented amounts of information. But a growing body of scientific evidence suggests that the Net, with its constant distractions and interruptions, is also turning us into scattered and superficial thinkers. (1)
The picture emerging from the research is deeply troubling, at least to anyone who values the depth, rather than just the velocity, of human thought. People who read text studded with links, the studies show, comprehend less than those who read traditional linear text. People who watch busy multimedia presentations remember less than those who take in information in a more sedate and focused manner. People who are continually distracted by emails, alerts and other messages understand less than those who are able to concentrate. And people who juggle many tasks are less creative and less productive than those who do one thing at a time. (2)
The common thread in these disabilities is the division of attention. The richness of our thoughts, our memories and even our personalities hinges on our ability to focus the mind and sustain concentration. Only when we pay deep attention to a new piece of information are we able to associate it "meaningfully and systematically with knowledge already well established in memory," writes the Nobel Prize-winning neuroscientist Eric Kandel. Such associations are essential to mastering complex concepts. (3)
When we're constantly distracted and interrupted, as we tend to be online, our brains are unable to forge the strong and expansive neural connections that give depth and distinctiveness to our thinking. We become mere signal-processing units, quickly shepherding disjointed bits of information into and then out of short-term memory. (4)
In an article published in Science last year, Patricia Greenfield, a leading developmental psychologist, reviewed dozens of studies on how different media technologies influence our cognitive abilities. Some of the studies indicated that certain computer tasks, like playing video games, can enhance "visual literacy skills," increasing the speed at which people can shift their focus among icons and other images on screens. Other studies, however, found that such rapid shifts in focus, even if performed adeptly, result in less rigorous and "more automatic" thinking. (5)
In one experiment conducted at Cornell University, for example, half a class of students was allowed to use Internet-connected laptops during a lecture, while the other had to keep their computers shut. Those who browsed the Web performed much worse on a subsequent test of how well they retained the lecture's content. While it's hardly surprising th ...
The Relationship Of AI With Human Thinking.pdf
Can Artificial Intelligence Replace Our Friends And Teachers?
Artificial Intelligence (AI) is being used to help people make decisions. It collects and analyses huge amounts of data and provides us with conclusions. AI not only allows us to direct, purchase, and so on. But it also allows us to make more critical decisions about our current societal benefits, such as medical treatment, verdicts, health insurance, and so on.
BRAINS, MINDS, AND CONSCIOuSNESSNo area of the debate betwee.docx
BRAINS, MINDS, AND CONSCIOuSNESS
No area of the debate between biology and religion has been
more contentious than the debate about brains and minds.
Without a doubt this topic hits particularly close to home, since
it concerns the essence of who we are. You cannot experience
a single thought or feeling without perhaps wondering whether
it is an element of your self-consciousness or a purely physical
event, a firing of brain cells in response to some external stimu-
lus. What do the contemporary neurosciences – neurophysiology,
neuroimmunology, neurochemistry, neuropharmacology, cogni-
tive science – have to tell us about the nature of thought? Do
they support our sense of being free beings? Do they undercut
the belief in the existence of souls?
Probably the hardest position to defend would be the view
that what occurs in the brain has nothing to do with our
thought. After all, if I have a stroke or a brain hemorrhage while
writing this paragraph it will be less coherent than if my brain
is functioning normally, and the text might make no sense at all.
If you ingest drugs or a large amount of alcohol before reading
this chapter or attending a lecture you are likely to experience
it and recall it differently. (Probably it will strike you as funnier.)
6
THE NEUROSCIENCES
Clayton, P. (2018). Religion and science : The basics. Retrieved from http://ebookcentral.proquest.com
Created from lehman-ebooks on 2019-06-11 13:09:15.
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109THE NEuROSCIENCES
Let us leave such strongly ‘separationist’ or ‘dualist’ positions
aside for a moment, then, since there seems to be much evi-
dence against them. (Don’t worry; we’ll return to them later.)
This opens up space for the opposite response:
Correlations between brain states and mental experiences are no big
deal. After all, why should we care? All that matters is that scientists
acknowledge that we have real thoughts and mental experiences, that
our consciousness is not merely an illusion.
Perhaps, after a little more reflection, you want to add, ‘Well,
yes, and thought has to serve some causal function; it has to do
something. As long as the neurosciences still allow us to say that
our thoughts give rise to other thoughts and actions, we’re okay.
I intend to raise my hand, and a moment later my arm goes up.
Isn’t it obvious that my intention is the reason or explanation for
why my hand is now over my head?’
But, it turns out, this is exactly what is in dispute in the recent
debate. Francis Crick has formulated the implications of con-
temporary neuroscience in the strongest terms:
The Astonishing Hypothesis is that ‘You’, your joys and your sorrows,
your memories and your ambitions, your sense of personal identity
and free will, are in fact no more than the behavior of a vast assembly
of nerve cells and their associated molecules. As Lewis Carroll’s Alice
might have phrased it: ‘You.
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- 2. ADJECTIVES WITH “ED” Adjectives that end ‘-ed’ describe emotions – they tell us how people feel about something. • I was very bored in the maths lesson. I almost fell asleep. • He was surprised to see Helen. She’d told him she was going to Australia.
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