Sunday 31 August 2014

Dawes claims that "Most people . . . do not make a distinction between truth and fact." What is the difference between truth and fact, and how do...

Let's start with your first question: what is the difference between truth and fact? The two are closely related, which is probably why people might often consider them the same thing. I believe that the simplest explanation for the difference between truth and fact is this: a fact is a verified or proven truth.


A fact will always be true, because it has been proven. But a truth might not be a fact—yet. So, all...

Let's start with your first question: what is the difference between truth and fact? The two are closely related, which is probably why people might often consider them the same thing. I believe that the simplest explanation for the difference between truth and fact is this: a fact is a verified or proven truth.


A fact will always be true, because it has been proven. But a truth might not be a fact—yet. So, all facts are truths, but not all truths are facts. Let me give a historical example. The Greek astronomer Ptolemy wrote that the sun and other planets orbited Earth. For about 2,000 years, his geocentric model of the solar system was accepted as truth. It was so accepted as truth that Copernicus's heliocentric model was thought to be blasphemous. Today, there is no doubt that Earth revolves around the sun. It has been confirmed over and over again. The heliocentric model is both truth and fact.


How does all of this relate to Winston and O'Brien in 1984? O'Brien is a fervent Party member. He believes anything that the Party says is truth, and he believes that those truths are also fact. To O'Brien, truth and fact are the same word. Even if you want to argue that he knows the difference, O'Brien still uses the similarity between the two words to control the common citizens. That's why O'Brien believes in controlling the past.



"Who controls the present controls the past," said O'Brien, nodding his head with slow approval.



He knows that by controlling past "facts," the Party can control the truths that people believe about the war and the Party.


Winston, on the other hand, knows that there is a difference between fact and truth. He knows this because his job is to change the factual historical record so that it matches the truths that the Party wants people to believe. If a fact is proven and confirmed, it can't be changed. But that's exactly what Winston's job is at the Ministry of Truth. What Winston realizes is that the Party will state a "truth" and then manufacture facts to support it. That's the opposite of how truth and fact work. An immutable truth comes after the facts have been confirmed. O'Brien and the Party don't care about proven facts. They simply want people to believe their "truths" as fact, and Winston knows that the Party's facts are not truth.

What is relaxation response? |


Overview

Herbert Benson, a graduate of Harvard Medical School and director emeritus at Benson-Henry Institute for Mind Body Medicine at Massachusetts General Hospital, published the book The Relaxation Response in 1975. The book includes data produced from research Benson conducted at Harvard’s Thorndike Memorial Laboratory and at Beth Israel Hospital in Boston. Walter B. Cannon, another researcher who was at Harvard Medical School in the 1920s, had identified what he called the fight-or-flight physical response to stress on body and mind. Cannon found that perceived and actual life-threatening situations produced a flood of stress hormones to prepare a person to fight (confront the situation) or to flee. In such situations the heart pounds, breathing accelerates, and blood flow to the muscles is increased. This response is basically a survival mechanism, a natural physical response elicited when a person’s life is endangered.


Frequent situations in daily life, such as traffic jams, waiting in lines, financial difficulties, and family problems, also produce stress-related hormones that over time can take a toll on the body. The relaxation response was developed as a mechanism to counteract this hormonal response to stress.


Benson’s therapy was not new, and it was based on the age-old practices and philosophies of Transcendental Meditation (TM). For relaxation response, these practices are simplified and can be performed by anyone. To elicit the response, Benson offers the following instructions: Find a quiet, peaceful environment for practice; muscles should be consciously relaxed; a word such as “one” or “peace,” or a phrase, possibly a prayer, should be repeated silently in the mind; any intrusive thoughts should be observed only and then passively dismissed; and breathing should be slow and deep. Benson advises practicing this technique from ten to twenty minutes each day. The process is quite individualized, however, and no single method works for everyone. Other techniques may be equally effective, such as running, yoga, knitting, dance, or playing a musical instrument.


By studying the effects of stress on the human body and the various techniques to counteract them, Benson demonstrated the connection of mind and body and how this connection affects health and well-being. His continuing research includes the possible clinical uses of the response in medicine and psychiatry.




Mechanism of Action

The release of fight-or-flight hormones when a person is no longer threatened is counteracted through natural activation of the parasympathetic nervous system. Findings from research conducted at Harvard Medical School in the late 1960s showed that Transcendental Meditation could produce profound physiologic changes that were opposite to those produced by stress. Metabolism, blood pressure, heart rate, and rate of breathing could all be decreased. TM and the relaxation response work in essentially the same way and, when practiced, allow the practitioner to counteract stress voluntarily.




Uses and Applications

The relaxation response may be practiced at will to counteract stress inherent in daily life, to reduce general stress levels and discomfort, to reduce levels of pain or distress in illness, and to alleviate physical symptoms of stress on the body. Continuing research has broadened possible applications to uses such as reducing stress and improving cognition in healthy aging adults, improving productivity in workers, reducing pain in people with chronic diseases such as human immunodeficiency virus or acquired immune deficiency syndrome (HIV/AIDS) and arthritis, and improving academic performance.




Scientific Evidence

A body of scientific evidence exists from continuing research by Benson, his associates, and others. Much of this research has been conducted at Harvard Medical School, Harvard’s Thorndike Memorial Laboratory, and the Benson-Henry Institute for Mind Body Medicine.


The practice of meditation has been shown by magnetic resonance imaging to activate neural structures involved in attention and control of the autonomic nervous system. Measurably lower oxygen consumption, heart rate, respiration, and blood lactate indicate a decrease in activity of the sympathetic nervous system, resulting in a restful, or hypometabolic, state. This is the opposite of the increased activity, or hypermetabolic state, produced by stress.


Double-blind studies have been conducted with varying results. One study tried to determine if combining acupuncture treatments with the relaxation response could improve quality of life for persons with human immunodeficiency virus infection or acquired immune deficiency syndrome. Conclusions from the pilot trial confirmed the benefits of combined therapies for some measures of improved quality of life. Although skeptics remain, research is continuing on possible uses of the relaxation response in medicine and psychiatry using improved research tools and methods.




Choosing a Practitioner

The relaxation response can be self-taught and does not require a practitioner. Classes, meditation groups, and many instruction books are available for the person who wishes to learn the technique.




Safety Issues

There are no identified safety issues with the practice of the relaxation response. Benson has warned, however, that if it is used as a medical treatment, it should be practiced only with the knowledge and approval of, and under the supervision of, a qualified physician.




Bibliography


Benson, H. “The Relaxation Response: Its Subjective and Objective Historical Precedents and Physiology.” Trends in Neurosciences 6 (1983): 281-284. Discusses research at Harvard’s Thorndike Memorial Laboratory in defining the physiology and in describing the subjective and objective historical precedents and clinical usefulness of the relaxation response.



_______, and M. Klipper. The Relaxation Response. New York: William Morrow, 1975. Benson’s explanation and synthesis of research on the relaxation response, based on historical, religious, and literary writings, with related scientific data from research conducted by Benson and associates. This work was expanded and updated in 2000, citing additional information on updated research.



Lazar, S., et al. “Functional Brain Mapping of the Relaxation Response and Meditation.” NeuroReport 11 (2000): 1581-1585. Discusses how magnetic resonance imaging shows that the practice of meditation activates neural structures affecting attention and control of the autonomic nervous system.

What are natural treatments for obesity and excess weight?


Principal Proposed Natural Treatments


Chromium. Chromium is a mineral the body needs in
only small amounts, but it is important to human nutrition. Although it has
principally been studied for improving blood sugar control in people with
diabetes, chromium has also been tried for reducing total weight and body fat
percentage, with some success. Both of these potential benefits involve chromium’s
effects on insulin. Before an explanation of how chromium may help,
some background information on how the body controls its blood sugar levels will
be provided here.


The body needs a constant level of glucose (sugar) in the blood. When a
person digests a carbohydrate meal, glucose levels rise. Protein meals have the
same effect, although to a lesser extent. The body responds by secreting insulin.
Insulin causes the cells of the body to absorb glucose out of the blood, thereby
reducing circulating blood sugar.


Once cells have taken in glucose, they can burn it for energy or convert it to a storage form. Liver and muscle cells can store a limited amount of glucose as glycogen. Fat cells can convert unlimited amounts of glucose into energy stored as fat.


The process also goes the opposite way. When the body has used up the food from its last meal, blood glucose levels drop. Just as the body does not respond well to glucose levels that are too high, low glucose levels also cause problems. The body, in response, applies its control mechanisms to raise blood sugar levels. It does so by reducing its output of insulin and also by raising levels of another hormone called glucagon. The net effect is that energy storage depots are mobilized. Glycogen is converted back into glucose. In addition, fat cells release their contents into the bloodstream to supply an alternative energy source. In summary, high insulin levels build fat, whereas low insulin levels break down fat.


Based on this push-pull effect, to lose weight, one should keep insulin levels low. Dieting is the most obvious method of reducing insulin. When a person does not take in enough calories to supply the body’s daily needs, insulin levels fall and the body breaks down fat cells. Exercising is another method to reduce insulin; by increasing the body’s energy requirements, exercise causes insulin levels to fall and fat cells to break down.


It is difficult to consistently use more energy than one takes in. Hunger takes over, and a person wants to eat. If there were some way to trigger fat breakdown without going hungry, it would make weight loss much easier.


There is another important connection between insulin and weight to consider.
Persons who weigh too much often develop insulin
resistance. In this condition, certain cells of the body
become less sensitive to insulin. The body senses this and, thus, increases
insulin production until it overcomes the resistance. It is possible that fat
cells respond to these increased levels of insulin by storing even more fat.


Chromium is thought to improve the body’s responsiveness to insulin. Combining this belief with the insulin-weight connections, some researchers have proposed that chromium may assist in decreasing weight or improving body composition (the ratio of fatty tissue to lean tissue).


The main argument is the following: Chromium increases insulin sensitivity. This causes levels of insulin to fall. With reduced amounts of insulin in the blood, fat cells are less inclined to store fat, so weight loss may become easier. In addition, there is some evidence that chromium partially blocks insulin’s effects on fat cells, interfering with its fat-building effect. This could also promote weight loss. Another small study suggests that chromium may work by influencing the brain and its role in appetite and food cravings.


There are several flaws in these arguments, though. For example, even very small amounts of insulin in the blood effectively suppress fat breakdown. Another problem is that during insulin resistance, fat cells also appear to become resistant to insulin. Insulin resistance, in other words, might be a natural method of regulating weight gain. Chromium supplements might have the undesired effect of increasing the ability of fat cells to respond to insulin, helping them to better store fat.


However, theory takes one only so far. It is more important to review the results of studies in which people were given chromium supplements to reduce their weight.


About ten well-designed, double-blind, placebo-controlled trials have evaluated chromium’s potential benefit for weight loss. In the largest study, 219 people were given either placebo, 200 micrograms (mcg) of chromium picolinate daily, or 400 mcg of chromium picolinate daily. Participants were not advised to follow any particular diet. For seventy-two days, people taking chromium experienced significantly greater weight loss (more than 2.5 pounds versus about 0.25 pound) than those not taking chromium. Persons taking chromium actually gained lean body mass, so the difference in loss of fatty tissue was greater: more than 4 pounds versus less than 0.50 pound. However, a high dropout rate makes the results of this study somewhat unreliable.


In a smaller double-blind study by the same researcher, 130 moderately overweight persons attempting to lose weight were given either placebo or 400 mcg of chromium daily. Although hints of benefit were seen, they were too slight to be statistically significant. Several other small, double-blind, placebo-controlled studies also failed to find evidence of the benefit of chromium picolinate as an aid to weight loss. One study failed to find benefit with a combination of chromium and conjugated linoleic acid.


When larger studies find positive results and smaller studies do not, it often indicates that the treatment under study is only weakly effective. This may be the case with chromium as a weight-loss treatment.



Pyruvate. Pyruvate supplies the body with pyruvic
acid, a natural compound that plays important roles in the manufacture and use of
energy. Theoretically, taking pyruvate might increase the body’s metabolism,
particularly of fat.


Several small studies enrolling about 150 people have found evidence that pyruvate or DHAP (a combination of pyruvate and the related substance dihydroxyacetone) can aid weight loss or improve body composition, or both. For example, in a six-week, double-blind, placebo-controlled trial, fifty-one people were given either pyruvate (6 grams [g] daily), placebo, or no treatment. All participated in an exercise program. In the treated group, significant decreases in fat mass (2.1 kilograms [kg]) and percentage body fat (2.6 percent) were seen, along with a significant increase in muscle mass (1.5 kg). No significant changes were seen in the placebo or nontreatment groups.


Another placebo-controlled study (blinding not stated) used a much higher dose of pyruvate (22 to 44 g daily, depending on total calorie intake). In this trial, thirty-four slightly overweight people were put on a mildly weight-reducing diet for four weeks. Subsequently, one-half were given a liquid dietary supplement containing pyruvate. In six weeks, people in the pyruvate group lost a small amount of weight (about 1.5 pounds), while those in the placebo group did not lose weight. Most of the weight loss came from fat.


Another placebo-controlled study evaluated the effects of DHAP when people who had previously lost weight increased their calorie intake. Seventeen severely overweight women were put on a restricted diet as inpatients for three weeks, during which time they lost approximately 17 pounds. They were then given a high-calorie diet. Approximately one-half of the women also received 15 g of pyruvate and 75 g of dihydroxyacetone daily. The results found that after three weeks of this weight-gaining diet, persons receiving the supplements gained only about 4 pounds, compared to about 6 pounds in the placebo group. Close evaluation showed that pyruvate specifically blocked the regain of fat weight. Larger studies (one hundred participants or more) are needed, however, to establish the benefits of pyruvate for weight loss.



Fiber. Dietary fiber is important to many intestinal
tract functions, including digestion and waste excretion. It also appears to have
a mild cholesterol-lowering effect and might help reduce the risk of some kinds of
cancer (although the evidence is a bit contradictory).


Fiber might also be useful for losing weight. It is thought to work in a simple way by filling the stomach and causing a feeling of fullness, while providing little to no calories. Fiber might also interfere with the absorption of fat.


There are two kinds of fiber: soluble fiber, which swells up and holds water, and insoluble fiber, which does not. Soluble fiber is found in psyllium seed (sold as a laxative), apples, and oat bran. Most other plant-based foods contain insoluble fiber. Fiber supplements may contain a variety of soluble or insoluble fibers from grain, citrus, vegetable, and even shellfish sources.


Several double-blind, placebo-controlled studies have evaluated fiber supplements as an aid to weight loss. The results have been somewhat inconsistent, but in general it appears that some forms of fiber may slightly enhance weight loss.


In one of the largest studies, ninety-seven mildly overweight women on a strict low-calorie diet were given either placebo or an insoluble fiber (type not stated) three times daily for eleven weeks. Women given fiber lost almost 11 pounds compared to about 7 pounds in the placebo group. Participants using the fiber reported less hunger.


Researchers were not finished with the study participants. For an additional sixteen weeks, the diet was changed to one that supplied more calories. As expected, participants regained some weight during this period. Nonetheless, by the end of the sixteen weeks, persons taking fiber were still 8 pounds lighter than at the beginning of the study, while those taking placebo were only 6 pounds lighter.


Another study evaluated whether the benefits of dietary fiber endure in six months of dieting. This double-blind trial of fifty-two overweight people found that the use of insoluble dietary fiber (in a product made from beet, barley, and citrus) almost doubled the degree of weight loss compared with placebo. Once more, participants using the fiber supplement reported less hunger.


Two other double-blind, placebo-controlled studies evaluated a similar insoluble fiber product. The first enrolled sixty moderately overweight women and put them on a 1,400-calorie diet along with placebo or fiber for two months. The other study was similar but enrolled only forty-five women and followed them for three months. The results of both studies again showed improved weight loss and reduced feelings of hunger in the treated groups. However, a twenty-four-week study of fifty-three moderately overweight persons found no difference in effect between placebo and 4 g of insoluble fiber daily. Another study failed to find benefit with either of two soluble fiber supplements (methylcellulose or pectin plus beta glucan) in terms of weight, hunger, or satiety.



Glucomannan, a source of soluble dietary fiber from the
tubers of Amorphophallus konjac, has also been tried for weight
loss, with positive results in adults. In a double-blind, placebo-controlled trial
of twenty overweight persons, researchers found that the use of glucomannan
significantly improved weight loss in an eight-week period. Benefits were also
seen in a double-blind, placebo-controlled trial of twenty-eight overweight
persons who had just had a heart attack. However, another trial studied the
effectiveness of glucomannan as a weight-loss agent in sixty overweight children
and found no benefit.


An eight-week, double-blind, placebo-controlled trial of fifty-nine overweight
people evaluated the effects of chitosan, a mostly insoluble fiber from
crustaceans, taken at a dose of 1.5 g before each of the two biggest meals of the
day. No special diets were assigned. The results showed that, on average,
participants in the placebo group gained more than 3 pounds during the study,
while those taking chitosan lost more than 2 pounds. However, a subsequent
twenty-four-week, double-blind, placebo-controlled study of 250 people using the
same dosage of chitosan failed to find benefit. Negative results were also seen in
an eight-week, double-blind, placebo-controlled trial of fifty-one women given
1,200 mg twice daily and in a twenty-eight-day double-blind trial of thirty
overweight people using 1 g twice daily. Although benefits have shown up in other
studies, the balance of evidence indicates that chitosan probably does not work.
Furthermore, chitosan supplements may at times contain toxic levels of
arsenic.


A few trials have evaluated the effects only on hunger and satiety rather than on
weight loss. One study found that the soluble fiber pectin (from
apples) reduces hunger sensations. Another found that the soluble fiber guar gum
slows stomach emptying and increases the sensation of fullness. However, a later
study evaluated the effects of guar gum in twenty-five women undergoing a
weight-loss program and found no influence on hunger. In another study, consuming
fiber from barley led to an increase in calorie consumption.


The optimum dose of fiber and the proper time to take it have not been determined. In the first three studies noted, insoluble fiber supplements were given twenty to thirty minutes before each meal at a dose of about 2.3 g, along with a large glass of water.


Fiber supplements should be taken with water to keep the fiber from blocking the digestive tract. Even when they are used properly, mild gastrointestinal side effects such as gas and bloating may occur. As a positive side effect, fiber supplements may reduce high levels of cholesterol and blood pressure.



Other Proposed Treatments


5-hydroxytryptophan. The supplement 5-hydroxytryptophan
(5-HTP) is thought to affect serotonin levels. Because
serotonin is thought to play a role in weight regulation, 5-HTP has been
investigated as a possible weight-loss aid. A total of four small, double-blind,
placebo-controlled clinical trials have been reported.


The first of these, a double-blind crossover study, found that the use of 5-HTP (at a daily dose of 8 mg per kilogram of body weight) reduced caloric intake even though the nineteen participants made no conscious effort to eat less. Participants given placebo consumed about 2,300 calories per day, while those taking 5-HTP ate only 1,800 calories daily. The use of 5-HTP appeared to lead to a significantly enhanced sense of satiety after eating. In five weeks, women taking 5-HTP effortlessly lost more than 3 pounds.


A follow-up study by the same research group enrolled twenty overweight women who were trying to lose weight. Participants received either 5-HTP (900 mg per day) or placebo for two consecutive six-week periods. In the first period, there was no dietary restriction, while in the second period, participants were encouraged to follow a defined diet that was expected to lead to weight loss.


Participants receiving placebo did not lose weight during either period. However, those receiving 5-HTP lost about 2 percent of their initial body weight during the no-diet period and an additional 3 percent while on the diet. Thus, a woman with an initial weight of 170 pounds lost about 3.5 pounds after six weeks of using 5-HTP without dieting and another 5 pounds while dieting. Once again, participants taking 5-HTP experienced quicker satiety. Similar benefits were seen in a double-blind study of fourteen overweight women given 900 mg of 5-HTP daily.


Finally, a double-blind, placebo-controlled study of twenty overweight persons with adult-onset (type 2) diabetes found that the use of 5-HTP (750 mg per day) without intentional dieting resulted in about a 4.5-pound weight loss in two weeks. The use of 5-HTP reduced carbohydrate intake by 75 percent and fat intake to a lesser extent.


All of these studies, however, were performed by a single research group. In science, results are not considered valid until they are independently replicated by different researchers. In addition, all these studies were small in size. For these reasons, further research is necessary before 5-HTP can be considered a proven weight-loss agent.



Garcinia cambogia.
Hydroxycitric
acid (HCA), a derivative of citric acid, is found primarily
in a small, sweet, purple fruit called Garcinia cambogia, the
Malabar tamarind. Although animal and test-tube studies and one human trial
suggest that HCA might encourage weight loss, other studies have found no benefit.
In an eight-week, double-blind, placebo-controlled trial of sixty overweight
people, the use of HCA at a dose of 440 mg three times daily produced significant
weight loss compared with placebo.


In contrast, a twelve-week, double-blind, placebo-controlled trial of 135 overweight persons, who were given either placebo or 500 mg of HCA three times daily, found no effect on body weight or fat mass. However, this study has been criticized for using a high-fiber diet, which is thought to impair HCA absorption.


Other small placebo-controlled studies found HCA had no effect on metabolism, appetite, or weight. It is not clear whether G. cambogia is an effective treatment for weight loss.



Caffeine and ephedrine. Caffeine and
ephedrine (found in ephedra, an herb also known as ma huang)
are central nervous system stimulants. Considerable evidence suggests
ephedrine-caffeine combinations can modestly assist in weight loss.


For example, in a double-blind, placebo-controlled trial, 180 overweight people were placed on a weight-loss diet and given either ephedrine-caffeine (20 mg/200 mg), ephedrine alone (20 mg), caffeine alone (200 mg), or placebo three times daily for twenty-four weeks. The results showed that the ephedrine-caffeine treatment significantly enhanced weight loss, resulting in a loss of more than 36 pounds compared to only 29 pounds in the placebo group. Neither ephedrine nor caffeine alone produced any benefit. Contrary to some reports, participants did not develop tolerance to the treatment. For the entire six months of the trial, the treatment group maintained the same relative weight loss advantage over the placebo group. While this study found benefit only with caffeine-ephedrine and not with ephedrine alone, other studies have found that ephedrine alone also offers some weight-loss benefits.


It is not known how ephedrine-caffeine works. However, caffeine has actions that cause fat breakdown and enhance metabolism. Ephedrine suppresses appetite and increases energy expenditure. The combination appears to produce synergistic effects, with appetite suppression probably the most important overall factor.


Ephedrine presents serious medical risks and should be used only under physician supervision. In the United States, the sale of ephedrine-containing products is banned.



Medium-chain triglycerides. Some evidence suggests that
consumption of medium-chain triglycerides (MCTs) might enhance the body’s
tendency to burn fat. This has led to investigations of MCTs as a weight-loss aid.
However, the results of clinical trials have been fairly unimpressive.


In a four-week, double-blind, placebo-controlled trial, sixty-six women were put on a diet very low in carbohydrates to induce a state called ketosis. One-half of the women received a liquid supplement containing ordinary fats; the other one-half received a similar supplement in which the ordinary fats were replaced by MCTs.


The results indicated that the MCT supplement significantly increased the rate of “fat burning” during the first two weeks of the trial and also reduced the loss of muscle mass. However, these benefits declined during the last two weeks of the trial, which suggests that the effects of MCTs are temporary. Studies that involved substituting MCTs for ordinary fats in a low- calorie diet have shown minimal relative benefits at best.


A related supplement called structured medium- and long-chain triacylglycerols (SMLCT) has been created to provide the same potential benefits as MCTs, but in a form that can be used as cooking oil. In a preliminary double-blind trial, SMLCT showed some promise as a “fat burner.”



Other approaches to weight loss. A special type of fat known as diacylglycerol has shown promise as a weight-loss aid. For example, in a twenty-four-week, double-blind, placebo-controlled study, 131 overweight men and women were placed on a weight-loss diet including supplementary foods containing either diacylglycerols or ordinary fats. The results showed that participants who were using diacylglycerols lost more weight than participants who were using ordinary fats. Diacylglycerols appear to be safe.


In four preliminary controlled trials, a patented, proprietary blend of fats added to yogurt has shown potential weight-loss benefit. Also, Korean pine nut oil (PinnoThinac), which is high in free fatty acids, was shown in one study (that compared the pine nut oil to olive oil) to reduce the appetite of forty-two overweight women.


Beans partially interfere with the body’s ability to digest carbohydrates, which is why they cause flatulence. Based on this process, products containing the French white bean Phaseolus vulgaris have been widely marketed as weight-loss aids. However, published studies have generally failed to find these carbohydrate blockers effective for this purpose. According to one manufacturer, more concentrated extracts of P. vulgaris, taken in higher doses, actually can work. The evidence for this claim, until 2007, rested entirely on unpublished studies not independently verified.


A relevant trial was at last published in 2007. In this double-blind,
placebo-controlled study, sixty slightly overweight people were given either
placebo or a phaseolus extract once daily, thirty minutes before a main
meal rich in carbohydrates. The results of the thirty-day study indicated that
phaseolus treatment led to a significantly greater reduction of body weight and
improvement of lean/fat ratio compared with placebo.


Some evidence suggests that the supplements creatine and
colostrum may each slightly improve body composition
(fat-to-muscle ratio) compared with placebo among persons undergoing an exercise
program. It has been suggested too that calcium supplements, or high-calcium
diets, may slightly enhance weight loss, but evidence is more negative than
positive. However, because bones may grow thin during rapid weight loss, it may
make sense to take calcium supplements when intentionally losing weight. (When
weight loss is induced by exercise rather than diet, bone loss does not seem to
occur.)


A six-month double-blind study found that the supplement dehydroepiandrosterone (DHEA) at a dose of 50 mg daily may help decrease abdominal fat and improve insulin sensitivity (thereby potentially helping to prevent diabetes) in the elderly. However, another study failed to find DHEA at 40 mg twice daily helpful for weight loss in severely overweight adolescents. A supplement related to DHEA, 3-acetyl-7-oxo-dehydroepiandrosterone (also called 7-oxy or 7-keto-DHEA), has shown some promise for enhancing weight loss.


Results of two small, double-blind, placebo-controlled studies suggest that vitamin C supplements might aid in weight loss. A related study found that marginal vitamin C deficiency might interfere with deliberate attempts to lose weight. Also, one small, double-blind study indicates that a concentrated extract of the herb Coleus forskohlii might increase the rate of fat burning.


A double-blind, placebo-controlled trial that enrolled 158 moderately overweight persons tested a mixture of chromium, cayenne, inulin (a nondigestible carbohydrate), and phenylalanine (an amino acid), and other herbs and nutrients. All participants lost weight in the four-week trial. Those using the supplement lost a bit more weight, but the difference was not mathematically significant. However, some positive news came from close examination of the results. Among those taking the supplement, a significantly higher percentage of the weight loss came from fat instead of muscle.


One study found benefit with a combination treatment containing niacin-bound chromium combined with Gymnema sylvestre and HCA. Another study reported weight-loss effects with a combination of HCA, pantothenic acid, chamomile, lavender, damask rose, and the Hawaiian herb Cananga odorata. A very small study hints that soy isoflavones might help reduce buildup of abdominal fat.


Weight-loss benefits were seen in a double-blind trial of 150 overweight people given either placebo or one of two doses of a combination therapy containing chitosan, chromium, and HCA. Benefits were also seen in a forty-five-day double-blind, placebo-controlled trial of forty-four overweight people that tested a combination product containing yerba mate, guarana, and damiana. Minimal benefits were seen in a twelve-week double-blind study evaluating a combination of asparagus, green tea, black tea, guarana, maté, kidney beans, Garcinia cambogia, and high-chromium yeast.


A double-blind, placebo-controlled study evaluated the effects of a mixture containing Citrus aurantium (bitter orange), caffeine, and St. John’s wort. C. aurantium contains various stimulant chemicals related to nasal spray decongestants. The results suggest that this combination might assist weight loss, but the study was so small (twenty-three participants divided into three groups) that the results mean little.


Ayurvedic herbs have shown some promise for weight loss. In a three-month, double-blind, placebo-controlled study, seventy overweight people were divided into four groups: placebo, Triphala guggul (a mixture of five Ayurvedic ingredients) plus Gokshuradi guggul (a mixture of eight Ayurvedic ingredients), T. guggul plus Sinhanad guggul (a mixture of six Ayurvedic herbs), or T. guggul plus Chandraprabha vati (a mixture of thirty-six Ayurvedic ingredients). Reportedly, all three Ayurvedic ingredients produced significant weight loss and improvements in cholesterol compared with placebo; furthermore, the improvements produced by the respective treatments were close to identical.


One study failed to find benefit with a proprietary mixture of astragalus, gallic acid, ginger, red sage, rhubarb, and turmeric. Studies attempting to determine whether evening primrose oil can aid in weight loss have yielded mixed results. Another study failed to find benefit with the edible cactus Caralluma fimbriata.



Conjugated
linoleic acid (CLA) is a mixture of different isomers, or
chemical forms, of linoleic acid. CLA has been proposed as a fat-burning
substance, improving lean-to-fat-mass ratios and reducing total fat mass, but on
balance, the benefit appears to be slight. Also, some studies have raised concerns
that the use of CLA by overweight people could raise insulin resistance and
therefore increase the risk of diabetes. In addition, the use of CLA might impair
endothelial function and levels of C-reactive protein and, thereby, increase
cardiovascular risk.


One study found that the topical application of glycyrrhetinic acid, a constituent of licorice, can reduce fat thickness in the thigh. A mixture of the herbs Magnolia officinalis and Phellodendron amurense is said to help reduce stress-induced overeating, but the only supporting evidence for this claim is a study too small to provide meaningful results. The herb Hoodia gordonii, often known simply as hoodia, has been marketed as a weight-loss treatment. However, the evidence that it works is limited to one small unpublished trial funded by the manufacturer.



Hypnosis is popular as an aid to weight loss. However, a
careful analysis of published studies suggests that the benefits are slight at
best. Although acupuncture is widely used for weight loss, the evidence
from published studies is incomplete and inconsistent.


One double-blind study failed to find capsaicin (the “hot” in cayenne pepper) helpful for preventing weight regain after weight loss, but it did seem to cause some increase in fat metabolism. A rather theoretical study found that two ingredients in green tea may interact to increase metabolism, and on this basis green tea became a popular weight control supplement. However, other evidence indicates that if green tea increases metabolism, the effect is extremely small. One study conducted in Thailand reported weight-loss benefits with green tea; however, a Dutch study failed to find green tea helpful for preventing weight regain after weight loss. In another study, the use of green tea failed to produce significant weight loss in overweight women with polycystic ovary syndrome.


Green tea extract enriched with catechins (an active ingredient in green tea) has done better, enhancing weight loss in one substantial but somewhat flawed trial. Oolong tea enriched with green tea catechins found some apparent weight-loss benefit. However, a study in overweight Japanese children did not support the effectiveness of green tea catechins for weight reduction. Similar results were obtained in another placebo-controlled trial involving seventy-eight overweight women after twelve weeks of treatment.


Other supplements that have been studied but not found effective include spirulina, L-carnitine, and oligomeric proanthocyanidin complexes from grape seed. An enormous number of other supplements are marketed for weight loss, but they are sold without meaningful supporting evidence. For example, certain supplements are said to be lipotropic, meaning that they help the body metabolize fat or slow down the rate at which it is stored. Vitamins B5 and B6, biotin, choline, inositol, lecithin, and lipoic acid are often placed in this category. However, there is no real evidence that they will help one lose weight.


A number of amino acids, including phenylalanine, tyrosine, methionine, and glutamine, are said to reduce hunger. Because the herb kava appears to be helpful for anxiety, it has been proposed as a treatment for mood-related overeating. The antidepressant herb St. John’s wort has been recommended with much the same reasoning.


Seaweeds such as kelp, bladderwrack, and sargassi are often added to diet formulas, under the assumption that they will affect the thyroid gland through their iodine content. (An underactive thyroid can cause weight gain.) However, the effect of iodine on thyroid function depends on whether a person is iodine deficient. Excess iodine can actually suppress the action of the thyroid. The herb guggul (Commiphora mukul) is often claimed to enhance thyroid function, and for this reason it is often sold as a weight-loss agent. However, there is little evidence that it actually affects the thyroid, and a small double-blind trial found it no more effective than placebo for weight loss.


Numerous herbs and supplements with potential or known effects on insulin or blood sugar levels are widely added to weight-loss formulas, again without any evidence that they are effective. These herbs and supplements include alfalfa, Anemarrhena asphodeloides, arginine, Azadirachta indica (neem), bilberry leaf, bitter melon (Momordica charantia), Catharanthus roseus, Coccinia indica, Cucumis sativus, Cucurbita ficifolia, Cuminum cyminum (cumin), Euphorbia prostrata, garlic, glucomannan, Guaiacum coulteri, Guazuma ulmifolia, guggul, holy basil (Ocimum sanctum), Lepechinia caulescens, Musa sapientum L. (banana), nopal cactus (Opuntia streptacantha), onion, Psacalium peltatum, pterocarpus, Rhizophora mangle, Salacia oblonga, salt bush, Spinacea oleracea, Tournefortia hirsutissima, Turnera diffusa, and vanadium.


Herbs with laxative or diuretic properties or reputations are also popular in weight-loss formulas, although they are unlikely to produce anything beyond a slight temporary effect. These include barberry, buchu, cascara sagrada bark, cassia powder, cleavers, cornsilk, couchgrass, dandelion root, fig, goldenrod, hydrangea root, juniper berry, peppermint, prune, senna leaf, tamarind, turkey rhubarb root, and uva ursi.


Herbs that are supposed to strengthen the body in general are found in many diet formulas, including ashwagandha, Cordyceps, Eleutherococcus, fo-ti, ginseng, maitake, reishi, schisandra, and suma.


Other herbs and supplements sometimes recommended for weight loss for reasons that are unclear include buckthorn, cayenne, chickweed, coenzyme Q10, cranberry, fennel, flaxseed, ginger, ginkgo, gotu kola, grape seed extract, hawthorn, licorice, milk thistle, parsley, passionflower, plantain, white willow, yellow dock, yucca, and zinc.


Numerous dietary methods have been proposed for aiding weight loss. The
Mediterranean
diet, which is relatively high in fiber and monounsaturated
fats (such as olive oil), has attracted attention as an effective method for
weight management. Two of the most popular alternative diets for weight loss are
low-carbohydrate diets and low-glycemic-index (low-GI)
diets. On average, it appears that all dietary weight-loss approaches are about
equally helpful, provided one sticks to the “rules.” However, it is possible that
a low-GI diet and the Mediterranean diet are more beneficial than a low-fat diet
in people with type 2 diabetes and prediabetes.


One study found that reducing one’s consumption of high-sugar beverages has a minor effect, if any. Also, it has often been suggested that a vegetarian diet enhances weight loss, but this has not been proven.



Burke, L. E., et al. “Effects of a Vegetarian Diet and Treatment Preference on Biochemical and Dietary Variables in Overweight and Obese Adults.” American Journal of Clinical Nutrition 86 (2007): 588–96. Print.


Ebbeling, C. B., H. A. Feldman, et al. “Effects of Decreasing Sugar-Sweetened Beverage Consumption on Body Weight in Adolescents.” Pediatrics 117 (2006): 673–80. Print.


Ebbeling, C. B., M. M. Leidig, et al. “Effects of a Low-Glycemic Load vs. Low-Fat Diet in Obese Young Adults.” Journal of the American Medical Association 297 (2007): 2092–102. Print.


Gardner, C. D., et al. “Comparison of the Atkins, Zone, Ornish, and LEARN Diets for Change in Weight and Related Risk Factors Among Overweight Premenopausal Women.” Journal of the American Medical Association 297 (2007): 969–77. Print.


Goldberg, Burton. Alternative Medicine: The Definitive Guide. Eds. Larry Trivieri, and John W. Winderson. Berkeley: Celestial Arts, 2013. Print.


Hasani-Ranjar, Shirin, at al. "A Systematic Review of Anti-Obesity Medicinal Plans: An Update." J Diabetes Metab Disord 12.1 (2013): 28. Print.


Hsu, C. H., et al. “Effect of Green Tea Extract on Obese Women.” Clinical Nutrition 27 (2008): 363–70. Print.


Jull, A. B., et al. “Chitosan for Overweight or Obesity.” Cochrane Database of Systematic Reviews (2008): CD003892. Available through EBSCO DynaMed Systematic Literature Surveillance at http://www.ebscohost.com/dynamed.


Melanson, K. J., et al. “Effects of High-Fructose Corn Syrup and Sucrose Consumption on Circulating Glucose, Insulin, Leptin, and Ghrelin, and on Appetite in Normal-Weight Women.” Nutrition 23 (2007): 103–12. Print.


Onakpoya, I., P. Posadzki, and E. Ernst. "Chromium Supplementation in Overweight and Obesity: A Systematic Review and Meta‐analysis of Randomized Clinical Trials." Obesity Reviews 14.6 (2013): 496–507. Print.


Shai, I., et al. “Weight Loss with a Low-Carbohydrate, Mediterranean, or Low-Fat Diet.” New England Journal of Medicine 359 (2008): 229–41. Print.


Winzenberg, T., et al. “Calcium Supplements in Healthy Children Do Not Affect Weight Gain, Height, or Body Composition.” Obesity 15 (2007): 1789–98. Print.


Yazaki, Y., et al. “A Pilot Study of Chromium Picolinate for Weight Loss.” Journal of Alternative and Complementary Medicine 16 (2010): 291–99. Print.

Saturday 30 August 2014

What is rolfing? |


Overview

Rolfing is a method of deeply massaging all the connective tissue, known as fascia, between muscles, bones, ligaments, and tendons in the body in an effort to realign and restructure the overall skeletal composition. Rolfing therapy was invented in the 1930s by Ida Rolf, a biochemist, in an attempt to treat her own scoliosis and that of her two sons after being dissatisfied with the results of yoga, osteopathy, and homeopathy.




Mechanism of Action

Using hands, fingers, knuckles, elbows, and knees to apply intense pressure to inner collagen fiber, a rolfing therapist attempts to stretch and reshape the connective tissue, or fascia, between bones, tendons, muscles, and ligaments. On the theory that the skeletal structure follows the fascial makeup, rolfing therapy primarily seeks to establish increased fascial elasticity. Once tightened, fascia is unbound and lengthened through manipulation; the muscles, tendons, ligaments, and bones, which the fascia is attached to, may also then relax and realign after improper structure caused by gravity, inertia, sedentariness, repetitive movement, disease, or injury.


The first three sessions of rolfing therapy focus on massaging superficial tissue and improving breathing; the next four sessions involve deep manipulation of interior tissue structure; and the final three sessions integrate all parts of the body’s skeleton through fascial redistribution and connection. After ten sessions of sixty to ninety minutes of rolfing using deep tissue reintegration, the practitioner can then rediscover proper skeletal balance, form, and posture and then release accumulated stress and energy.




Uses and Applications

Rolfing is used primarily to reduce stress, alleviate pain, increase mobility, improve posture, and facilitate coordination. Rolfing is also frequently used in treating sports injuries and repetitive strain injuries, such as rotator cuff injuries.




Scientific Evidence

No double-blind, placebo-controlled studies of rolfing have been conducted, but there have been other scientific studies on the method. In 1963, the first major studies of rolfing being performed on children at the Foundation of Brain Injured Children concluded that after ten sessions, the impaired children improved in motor skills, muscle tone, posture, and coordination. In the 1970s, published scientific studies documented muscle tone, strength, and elasticity both before and after rolfing therapy, with empirical medical testing used to measure increased muscle performance. In 1981, a study was published that documented the improved lower body movement and mobility of persons with cerebral palsy who had been treated with rolfing therapy.


In 1988, a test revealed improved pelvic inclination in a group of women after rolfing therapy sessions, and in 1997, a study documented the decrease of low back pain in persons who had received rolfing therapy. In the late 1990s, various studies looked at rolfing to treat repetitive strain injuries, such as carpal tunnel syndrome; all showed significant improvement after rolfing therapy. Also in the late 1990s, a study revealed that a group of elderly persons maintained improved balance after receiving rolfing therapy. Whether or not any of the above studies would have achieved the same positive results using any other therapy or technique is unknown, as no comparisons of dissimilar treatments were employed. Moreover, because no placebo or double-blind groups were implemented in any of the studies, there is no reliable scientific evidence to support these studies’ claims, and the true efficacy of rolfing therapy remains unproven.




Choosing a Practitioner

Ideally, one should choose a practitioner who is certified by the Rolf Institute of Structural Integration, headquartered in Boulder, Colorado. To achieve even basic rolfing certification, students must take advanced training of one to two years beyond traditional massage techniques. Many therapists claim to be well versed in the art of rolfing, yet these same therapists are often only superficially familiar with its specific techniques. Because rolfing involves deep tissue manipulation, treatment from a therapist who is not certified or licensed by the institute poses a risk of injury.




Safety Issues

Persons with rheumatoid arthritis and other serious inflammatory medical conditions should avoid rolfing because it may exacerbate or worsen these conditions. Likewise, all persons who are frail or fragile should abstain from rolfing, inasmuch as the intense nature of the treatments may result in subsequent bone fractures. Additionally, pregnant women, especially after the first trimester, should seek out only those certified in the use of milder, modified rolfing techniques especially designed for use during pregnancy, or they should avoid rolfing therapy altogether.




Bibliography


Anson, Briah. Animal Healing: The Power of Rolfing. Minneapolis: Mill City Press, 2011.



Brecklinghaus, Hans. Rolfing Structural Integration: What It Achieves, How It Works, and Whom It Helps. La Vergne, Tenn.: Lightning Source, 2002.



Rolf, Ida. Rolfing: Reestablishing the Natural Alignment and Structural Integration of the Human Body for Vitality and Well-Being. Rochester, Vt.: Healing Arts Press, 1989.



_______, and Rosemary Feitis. Rolfing and Physical Reality. 2d ed. Rochester, Vt.: Healing Arts Press, 1990.



Sise, Betsy. The Rolfing Experience: Integration in the Gravity Field. Prescott, Ariz.: Hohm Press, 2005.

What is cognitive development? |


Physical and Psychological Factors

The mental capabilities and skills of humans develop gradually over a period of time from birth through adolescence. As a child ages, the quality of the processes by which he or she responds to and adapts thinking to particular situations and evaluates, plans, and solves problems changes over time.



In childhood, the
brain develops very rapidly. At birth, the human brain already weighs about 25 percent of its adult weight. By six months of age, this figure is 50 percent. By the age of five, the child’s brain has achieved 90 percent of its eventual weight. While the basic structure of the brain is genetically and biologically determined, environment and experience play a significant role in the development of cognition. Children’s biological constitutions may affect the way in which they interact with and respond to their environment.


According to the Swiss psychologist
Jean Piaget (1896–1980), the cognitive growth of all children follows a universal or holistic pattern of development through infancy, childhood, and adolescence. The thought processes of young children are less mature and complex than those of older children, and as children grow and experience life, their cognitive structures become more sophisticated, as well as qualitatively different from those of children in earlier or later stages of development. Cognitive structures, or “schemes” as Piaget called them, are thought patterns that children construct to explain, understand, or interpret their experiences. When children’s schemes or thought processes are in harmony with their environment, they experience cognitive equilibrium. When children encounter new and puzzling events or objects, they are in a state of imbalance or disequilibrium and must achieve equilibrium via a process called equilibration. This process consists of adapting or adjusting one’s existing knowledge or mental structures to the new situation, thus constructing more complex and sophisticated thought structures. Adaptation takes place through the processes of assimilation and accommodation.


Assimilation refers to the process of attempting to explain a new experience in terms of existing schemes. For example, a child who sees a pony for the first time may call it a “kitty” because a cat is the existing model of that child for four-legged animals. Noticing that there are differences between the scheme of a cat and the reality of the pony, however, the child soon attempts to modify existing mental structures to fit the new experience. This process of modification is accommodation. Through assimilation and accommodation, children organize their knowledge into schemes that better explain their observations.


Piaget’s theory of cognitive development, with its emphasis on continuous and active organization and adaptation involving assimilation and accommodation, implies that children actively construct their own knowledge. This construction is based on the child’s current stage of cognitive development: Piaget proposed that all children in a specific, universal cognitive stage construct similar interpretations of similar experiences.


According to Piaget, cognitive development can be divided into four major stages. The order in which these stages occur is universal, and all individuals must experience each stage. No stage can be skipped, although the rates at which children go through a stage may vary. The basis for Piaget’s insistence on the unvarying sequence of cognitive stages is a concept known as epigenesis, which he used to explain the gradual development of thinking processes. Each new structure or cognitive skill is based on and develops from an earlier one. Hence, each stage, and each structure within each stage, is necessary for the development of new, more advanced structures. Piaget called this feature of development “hierarchization.”


The four stages of cognitive development identified by Piaget are the sensorimotor stage (up to age two), the preoperational stage (two to seven years of age), the concrete operations stage (seven to eleven years of age), and the formal operations stage (age eleven and up).


During the sensorimotor stage, children act upon their environment and acquire knowledge of it through their senses and motor activities. In the first two years, cognition progresses from reflexive actions, such as sucking and grasping, to primitive symbolic functions or representation, such as language use and symbolic play. The sensorimotor stage can be further divided into six substages. Substage 1 lasts from birth to one month and centers on exercising basic reflexes, including eye movements, sound orientation, and vocalization, and assimilating and accommodating objects into reflexive schemes. Substage 2, from one to four months, consists of simple repetitive actions, such as thumb sucking, which are discovered by chance and acquired through repeated trials. Piaget called these actions primary circular reactions. Substage 3 appears between four and eight months of age. Piaget named this period secondary circular reactions. Infants notice stimulating events in the environment beyond their bodies—such as a noise made by squeezing a toy or a movement caused by touching an object—and attempt to re-create the events.


Between eight and twelve months of age, infants experience substage 4, or the coordination of secondary schemes. This means that infants can use two already acquired schemes to reach a simple goal. For example, they are able to remove an object to grasp a hidden toy. These early coordinations reflect intentional behavior and simple problem solving. Tertiary circular reactions are characteristic of substage 5, appearing between the ages of twelve and eighteen months. Infants display curiosity, experiment actively, and find new ways of solving problems. Their behaviors are goal-directed but are carried out through trial and error. Substage 6, from eighteen to twenty-four months, reflects inner experimentation or new mental combinations. The infant now displays symbolic functioning through language, imagery, and symbolic play. Children also begin to acquire a sense of cause and effect.


During the sensorimotor stage, children develop the ability to imitate. Piaget believed that novel actions could be imitated by infants around eight to twelve months of age and needed much practice. The ability to imitate absent models, called deferred imitation, appears between twelve and twenty-four months of age.


Another important milestone of the sensorimotor stage is the development of a sense of object permanence. Before the age of four months, objects are of interest to infants only if they can be experienced by the senses. They lose interest in objects that are hidden; such objects no longer exist for them. Between four and eight months of age, they may retain interest in partially hidden objects, and by twelve to eighteen months of age, the concept of objects is stronger. The idea that objects have permanence even when not seen appears around the age of eighteen months, when children can represent objects mentally.


The preoperational stage, the second of Piaget’s stages of cognitive development, occurs between the ages of two and seven. During this stage, children increase their use of words and images to represent objects and experiences. Piaget called this stage “preoperational” because he believed that children had not yet achieved “operations,” or cognitive schemes to think logically. The preoperational stage can further be divided into a preconceptual period (two to four years of age) and an intuitive period (four to seven years of age).


Characteristics of the preconceptual period include the development of symbolic representation, expressed through developing language and pretend play. Children in this stage demonstrate animism; that is, they attribute life to nonliving things. They are egocentric, seeing the world as revolving around themselves and having difficulty in understanding other points of view.


Although still egocentric during the intuitive period, children are less so than before. Piaget argued that they also display centered thinking, or the capacity to classify objects according to one feature or attribute even though several may be evident. Children in this stage find it hard to conserve, or understand that a substance or object’s properties can remain unaltered even when its appearance changes. They cannot reverse actions mentally, such as realizing that water poured from a tall glass into a flat dish is the same amount of water and would look as high as before if poured back into the glass.


In the concrete operations stage, between the ages of seven and eleven, children’s cognitive structures develop to include operations that help them think more competently and logically about objects and events experienced. Children are less egocentric; are able to classify, sequence, and quantify more efficiently; and display skills of conservation and reversibility. Piaget believed, however, that children are still unable to hypothesize or think about abstract concepts during this stage.


From eleven years onward, children enter the formal operations stage. They can hypothesize and reason inductively about abstract concepts such as religion, goodness, or beauty. According to Piaget, this transition from concrete to formal operations is very gradual. He also suggested that many adults reason at the formal operations level only if a problem is important or interesting to them.


Another approach to cognitive development compares individuals as information-processing systems to computers. The hardware in humans consists of physical components such as the brain, the sensory receptors, and the nervous system. The software consists of the mental processes and strategies used to store, interpret, access, and analyze information. The information-processing mechanisms of young children are elementary and immature. As children grow, as their nervous systems and brains develop, their information-processing strategies improve and become more sophisticated, like modern computers.


Humor and the appreciation of humor have also been associated with an individual’s level of cognitive development. A child whose mental structures and language acquisition have developed enough to enable the child to notice incongruities or deviations from the usual and expected can perceive humor in incongruous situations. To a two-year-old, calling a bird a cat may seem hilarious or making barking sounds and pretending to be a dog may provoke much laughter. A picture of a fish in a tree will amuse a three-year-old. Seven-year-olds who can understand the double meanings inherent in language will laugh at puns and “knock-knock” jokes and can create riddles. As children’s understanding of language ambiguities matures and becomes more sophisticated, they are able to appreciate more complex humor.




Sociocultural Factors

The Russian psychologist Lev Vygotsky (1896–1934) believed that cognition is sociocultural, that it is influenced by values and beliefs of cultures as well as by the specific tools that each culture uses for adaptation and problem solving. Children are born with simple mental processes such as attention, memory, perception, and sensation. These processes develop into what Vygotsky called higher mental functions, or more competent ways of using intellectual capabilities. The strategies and tools for thinking are taught to children by their culture and develop as young children interact and collaborate with capable adults or peers, who guide and model problem-solving techniques that encourage cognitive development. Vygotsky called the difference between children’s level of achievement when working independently and their potential development when guided by a competent adult the zone of proximal development.


For Vygotsky, language plays an important role in cognitive growth. Adults use language to transmit the culture’s ways of thinking to the child. The child uses language to plan and regulate activities and behavior and to solve problems. Language helps children organize thought and reach objectives. Younger children verbalize phrases and words aloud during this process, but older children and adults internalize speech that, although no longer uttered aloud, still organizes and guides thinking and action.




Disorders and Effects

The importance of experience on the cognitive development of children implies that when children live in intellectually impoverished environments, their cognitive development may be stunted or fail to reach its potential. Studies show the children whose parents play and interact with them in a variety of ways and provide stimulating materials to engage their interest and attention do better in school than children who lack this cognitive stimulation. Verbal interactions between parents and children, collaborative activities with competent peers, and guided activities with adults have been found to help children improve their thinking and planning abilities. Mary Ainsworth’s research on mother-infant attachment showed that mothers who interacted with their infants had securely attached children who, in turn, felt confident enough to explore their environment more independently than less securely attached infants. In this way, cognitive growth was affected by social functioning. Some longitudinal studies have found that securely attached children demonstrated more cognitive competence through childhood and adolescence than children who did not have secure attachments. Parental support and responsiveness encouraged cognitive growth over time.


The effects of the curriculum within programs and schools for children can maximize or discourage cognitive development. The Cognitively Oriented Curriculum, developed at the High/Scope Institute by David Weikart and his associates, focused on active learning. It was based on Piagetian principles and involved children in planning and other cognitively oriented activities. The games that children play can also affect their thinking and can be utilized in the curriculum. Research by Constance Kamii and Rheta DeVries has shown how the use of games and play-oriented activities can help children develop numerical thinking, language competency, and other cognitive abilities, while promoting autonomy or the ability to think independently and enhancing cooperative and social skills.


As an understanding of the negative effects of poverty and lack of enriching experiences increased during the 1950s and 1960s, initiatives such as Head Start and various other compensatory early childhood programs were established in the United States to reverse the effects of early cognitive deprivation. Initial studies on the effects of such programs were extremely encouraging, and gains in intelligence quotient (IQ) scores and cognitive performance were found to be significant. It was later discovered, however, that such gains could be lost if intellectual stimulation was not maintained. The need to continue to provide stimulating educational experiences was recognized. It was found that positive attitudes toward schooling and a sense of self-esteem also occur when compensatory education and enrichment programs are provided.


The increasing evidence of brain research concerning the importance of stimulating experiences to the developmental process during the first few years of life, as well as knowledge about the growth and weight of the brain in infancy, suggests the need to provide such experiences from a very early age. Prenatal experiences and their impact on cognitive and other areas of development are also being studied.


The concept of cognitive development as a highly active process that occurs in a series of stages has certain implications for the education and well-being of children. One implication is that children in a particular stage of development should not be hurried but should be allowed to develop and mature at their own pace. Hurrying children beyond their developmental capacity can cause mental and emotional damage. David Elkind uses the term “miseducation” to refer to the tendency to hurry and pressure children to perform activities and tasks for which they are not cognitively or physically ready. He believes that miseducation is an increasingly common problem in the United States.


Another implication of the active nature of cognitive development is that children should be given numerous opportunities to explore materials and the environment, and thus acquire knowledge for themselves. Materials, equipment, and knowledge to be discovered should be appropriate to the stage of the child and should be based on the child’s existing structures and schemes.




Perspective and Prospects

The cognitive and intellectual development of children was not studied seriously or scientifically until the late nineteenth century. G. Stanley Hall was the first person to develop an instrument—the questionnaire—to study the minds of children. The twentieth century saw the emergence of developmental theories such as the psychoanalytic theory of Sigmund Freud
and the psychosocial theory of Erik Erikson
. Behaviorism, which viewed children’s learning and development as passive and therefore controllable, dominated much of the earlier part of the century. John Watson proposed that children's minds were like blank tablets on which anything could be written. In other words, children’s development was thought to be shaped solely by their environment and by the people around them. This view had been held in the seventeenth century by the philosopher John Locke. Watson’s theory was extended by B. F. Skinner
, who evolved a learning theory based on the use of reinforcement and external stimuli to influence and control behavior. Albert Bandura’s theory of social cognition departed from the earlier passive learning theories of Watson and Skinner. He believed that individuals actively process information. Bandura also emphasized the role of observational learning, or learning by observing and mimicking others and thinking about outcomes, in the process of children’s development.


During the 1950s, a cognitive revolution occurred as the theory and research of Jean Piaget became known. Piaget was interested in how children think, in their “wrong” answers as indicators of their stage of cognitive development, and in their active construction of knowledge. He observed his own children’s early interactions and explorations. He also utilized the clinical method, in which he interviewed children of different ages to understand the nature of their hypotheses and problem-solving strategies. The questions in this method were flexible and depended on the responses given by the child.


Piaget’s theories were later criticized and were seen to underestimate children’s abilities. His assumption of the heterogeneity or universality of cognitive stages was also questioned. Critics charged that Piaget did not give enough credit to the role of cultural and social factors in cognitive development. The impact of culture and social interaction on the child’s thinking and use of strategies as culturally transmitted tools of thought was studied by Lev Vygotsky. In the last decades of the twentieth century, Vygotsky’s ideas aroused much interest. The difference in learning styles was also studied, and it was recognized that learning styles vary across cultures as well as from individual to individual.


Many neo-Piagetian theories attempted to integrate some Piagetian assumptions with information-processing approaches. These approaches examined cognitive processes such as memory and attention and demonstrated their influence on children’s cognitive development.


The influence of the environment and various activities cannot be overemphasized in its importance to cognitive development. As technologies continue to develop for use by children, ranging from toys to educational tools, it will be crucial to consider all aspects of development carefully. One example is recent research evaluating the impact on brain development of frequent video game and computer use by children. The research suggested that activities that encourage vision and movement skills, to the exclusion of other skills important to development, may be problematic. The concern is that some capacities may become overused, while others may not receive enough stimulation to encourage adequate development. More research is certainly needed to examine the potential impact of new technologies and exposure to diverse stimuli. Important lessons can be learned from history in an effort to guard against anything that impoverishes a child’s learning environment.




Bibliography


Berk, Laura E. Child Development. 9th ed. Boston: Pearson/Allyn & Bacon, 2012.



Berk, Laura E., and Adam Winsler. Scaffolding Children’s Learning: Vygotsky and Early Childhood Education. Washington, D.C.: National Association for the Education of Young Children, 1995.



Bjorklund, David F. Children’s Thinking: Developmental Function and Individual Differences. 4th ed. Belmont, Calif.: Thomson/Wadsworth, 2005.



"Cognitive Development: One-Year-Old." American Academy of Pediatrics, May 11, 2013.



"Cognitive Development: Two-Year-Old." American Academy of Pediatrics, May 11, 2013.



Elkind, David. Miseducation: Preschoolers at Risk. New York: Alfred A. Knopf, 1987.



Sears, William, et al. The Portable Pediatrician: Everything You Need to Know about Your Child's Health. New York: Little, 2011.



Shore, Rima. Rethinking the Brain: New Insights into Early Development. Rev. ed. New York: Families and Work Institute, 2003.



"Zero to Three." National Center for Infants, Toddlers, and Families, 2012.

Friday 29 August 2014

What is behaviorism? |


Introduction

Behaviorism was founded in 1912 by the American psychologist John Broadus Watson
. Watson’s position was formed as a reaction to the then-current focus of psychology on consciousness and the method of research known as introspection, which he considered to be highly subjective. Using the research of the Nobel Prize–winning Russian physiologist Ivan Petrovich Pavlov, Watson argued that psychology could become a natural science only by truly adopting the methods of science. What he meant was that psychology must have an empirical, objective subject matter and that the events to be investigated as possible causes of behavior must also be described objectively and verified empirically through experimental research. This latter point meant that introspection would have to be abandoned, for it was unscientific. Watson presented the goals of psychology as the prediction and control of behavior rather than as the understanding of the mind and the consciousness.












Watson’s behaviorism was an extension ofPavlov’s discovery of the conditioning
of stimulus-response reflexive relationships. The term “reflex” refers to the connection between some environmental event, or stimulus, and the response that it elicits. The response is involuntary and relatively simple, and no prior learning is necessary for the response to occur when the stimulus is presented. Pavlov had already demonstrated experimentally how previously neutral parts of the environment could become effective in stimulating or eliciting an animal’s salivation response. By repeatedly pairing a bell with food powder, which elicited salivation, and then presenting the bell alone, Pavlov showed that the bell by itself could then elicit salivation. This process, alternately termed classical, Pavlovian, or respondent conditioning, in turn offered Watson an explanation for behavior that relied on observable elements, thus eliminating the need to use unobservable and hypothetical mental explanations.


Watson’s significant contribution resulted from his attempt to show how Pavlov’s discovery of the conditioning process with animals could also explain the behavior of human beings. Watson assumed that human behavior and the behavior of animals were both governed by the same laws of nature. Given this assumption, the objective methods of study that were appropriate for the scientific study of nonhuman animals were therefore appropriate for the study of human beings as well. Watson demonstrated the application of these methods in the famous but ethically controversial case study of
Little Albert, in which Watson and his graduate student, Rosalie Rayner, showed how human emotional responses could be conditioned to previously neutral environmental stimuli. They began their study by showing that Albert, who was eleven months old at the time, initially approached and smiled when he was shown a live rat. At a time when the rat was not present, Watson struck a metal bar with a hammer. Albert then flinched and began to cry. Next, the rat and the loud, unexpected sound were presented together on seven occasions. On these occasions, Albert reacted to the sound of the hammer striking the metal bar by withdrawing from the rat, moving away from the sound, whimpering, and then crying. Finally, the rat alone was shown to Albert. Now, when only the rat was placed before Albert, he would instantly move away from the rat, whimper, and then cry. Watson and Rayner had demonstrated through the process of classical conditioning that the once-neutral object, the rat, would now elicit a strong emotional response.


Watson attempted to present an objective, behavioristic account of the full range of human behavior in Behaviorism (1924), written for a popular audience. In it, he proposed that the stimulus-response reflex was the essential building block of all human behaviors. A collection of separate elemental reflexive responses, unlearned and as yet unconditioned, could become integrated into a complex habit through the regular presentation of the appropriate stimuli in the physical and social environment by parents, siblings, teachers, and others. The result would be, in Watson’s words, “habits, such as tennis, fencing, shoe-making, mother-reactions, religious reactions, and the like.” The process by which these habits were formed was presumably the conditioning process discovered by Pavlov. In addition, Watson attempted to show that the conditioning of neutral environmental stimuli to existing reflexive responses could also account for thinking and the personality.




B. F. Skinner and Radical Behaviorism

A different form of behaviorism came from the work of the American psychologist B. F. Skinner
. Skinner, too, focused his research on behavior and searched for lawful relationships between behavior and environment. Skinner’s thinking began with an acceptance of Watson’s stimulus-response approach, but he ultimately took behaviorism in a fundamentally different direction. The first presentation of Skinner’s approach was in The Behavior of Organisms (1938). In this book, Skinner described the methods and results of systematic research that demonstrated the key points of what was later to become known as radical behaviorism:


•Stimulus-response relationships, or reflexes, include only a narrow range of behavior.


•Classical, or Pavlovian, conditioning could not account for the development of new behavior or the complexity of human behavior.


•Behavior does show lawful relationships with the environment.


•The consequences immediately following a behavior determine the future strength of that behavior.


•New behavior can be acquired by the process of shaping (from existing behavior, elemental forms can be strengthened by consequences that follow the step-by-step approximations until the new behavior is present).


•Once acquired, behavior is maintained by a particular arrangement of environmental consequences.


•Certain events are present when a behavior is strengthened.


•Often, one of those antecedent events is by design especially correlated with the behavior and the consequence that makes that behavior stronger in the future.


•At a later time, the presence of that antecedent event by itself will make the behavior more likely to occur.


Skinner named the process used to investigate these behavior-environment relationships operant conditioning. Skinner called the behavior in this process operant behavior because it operates or acts on the environment, thus producing consequences or changes in that environment. Consequences in turn affect the behavior for the future. Skinner was able to detect the relationship between present consequences and future behavior by observing and measuring the behavior of interest over long periods of time, a method he used initially with rats and later with pigeons. The behavior was observed both at the time that the attendant consequences occurred and continuously subsequent to the consequences.


Skinner observed two effects of consequences on the future strength of behavior. Some consequences reinforced the behavior, thus strengthening it, while other consequences punished the behavior, thus weakening it. It is important to note that for Skinner and his followers, the consequences of behavior that serve as reinforcers or punishers are defined only in terms of their effects on the future strength of a behavior. Events or things in themselves are not reinforcers or punishers. For example, a harsh command to a learner in the classroom (“Sit down and get to work!”) is assumed by many teachers to “punish” wandering around the room and inattentiveness to seatwork. Yet in countless instances the teacher’s consequence serves only to strengthen or maintain the learner’s wandering and inattentiveness. In this case, the teacher’s remarks function as a reinforcer irrespective of what the teacher believes.


Skinner also showed that once a behavior has been acquired and was maintained, the occurrence of the behavior can be made more or less probable by the presentation or removal of events that precede the behavior. These antecedent events—for example, the ringing of a telephone—have been reliably present when one picks up the telephone and says “Hello.” On the other hand, if one picks up the telephone and says “Hello” when the telephone has not rung, the voice of another person responding to the greeting is extremely unlikely. The term for this process is stimulus control, defined as the effect that events preceding a behavior can have on the likelihood of that behavior occurring. Stimulus control comes about because of the presence of particular events when a behavior is reinforced.




The Causes of Behavior

For Skinner, the causes of behavior lie in humans’ genetic endowment and the environment in which they live. The specific ways in which the environment causes behavior can be seen in the experimentally derived principles noted previously.


Skinner’s approach differs sharply from most psychological theories, which put the causes of behavior inside the person. Skinner believed that these internal causes were not scientific explanations but rather behaviors themselves in need of explanation, or else explanations taken from disciplines other than psychology.


Skinner regarded the “mind” as an unscientific explanation because of its status as an inference from the behavior that it was supposed to explain. While psychological theory has, since the 1970s, redefined the mind in two broad ways, Skinner noted that the redefining did not solve the problems posed by the requirements of science. In one definition, mental processes became cognitive processes, a metaphor based on computer operations; humans are said to “process” information by “ encoding, decoding, storing, and retrieving” it. However, all these hypothesized activities remain inferences from the behavior that they are said to explain. There is no independent observation of these hypothetical activities.


In the other definition, the mind was translated to mean the brain, which can be studied scientifically. Thus, the physiology of the brain is thought to explain behavior. Neither Skinner nor other radical behaviorists deny the role of the brain in a complete understanding of behavior. However, psychology and brain physiology look for the causes of behavior at different levels of observation. Psychology is viewed as a separate discipline with its own methods of scientific investigation leading to the discovery of distinct psychological explanations for behavior. In addition, research results suggest that rather than brain physiology explaining behavior, changes in both behavior and the brain appear to result from changes in the environment. Changes in behavior are correlated with changes in the brain, but changes at both levels appear to be the result of the environment.


Thoughts and feelings are also considered to be causes of behavior. One thinks about talking with a friend and then goes to the telephone and dials the number. These two people talk together on the telephone regularly because they feel affection for each other. Yet the “thinking” or “feeling” referred to as causes for the actions involved in dialing the telephone and talking with each other are themselves viewed as responses in need of explanation. What gave rise to thinking in early development, and what now makes thoughts of this particular friend so strong? How have feelings of affection become associated with this friend? From the radical behaviorist perspective, both the thoughts and the feeling are explained by the principles of operant or classical conditioning.




Radical Behaviorism and Complex Human Behavior

Some of the facts of human experience include talking, thinking, seeing, problem solving, conceptualizing, and creating new ideas and things. A common point of view holds that behaviorism either rejects or neglects these aspects of human experience. However, a fuller reading of Skinner’s works reveals that he offered a serious examination of these topics and demonstrated that behavioral principles could account for their presence in the repertoire of human behavior.


For example, Skinner’s examination of verbal behavior resulted in his book Verbal Behavior (1957), in which he showed that behavioral principles are capable of explaining the acquisition and continuation of behaviors such as talking, reading, and thinking. Basic processes such as imitation, reinforcement, shaping, and stimulus control are all shown to have likely roles in the various aspects of verbal behavior.


Behaviorism’s analysis of verbal behavior is directly related to the more complex forms of human behavior often referred to as higher mental processes. For example, radical behaviorism views thinking as an activity derived from talking out loud. Parents and teachers encourage children to talk to themselves, initially by encouraging whispering, then moving the lips as in speaking but without making sounds. What results, then, is talking privately, “in our own heads.” In a similar fashion, a parent asks a child to “think before you act” and a teacher asks learners to “think through” the solution to a problem in mathematics or ethics. The social environment thus encourages people to think, often shows them how to do so, and then reinforces the behavior when the overt results of their thinking are praised or given high scores.


More complex behavior-environment relationships, such as those found in concept formation, have also been analyzed in terms of the principles of behaviorism. The term “concept” is defined as a characteristic that is common to a number of objects that are otherwise different from one another. People are said to have concepts in their heads that produce the behaviors they observe. A radical behavioral analysis, however, views concepts as the appropriate response to the common characteristic. The appropriate response has been reinforced only when it occurs in the presence of the specific characteristic. For example, a child is said to understand the concept of “red” when the child reliably says “red” in response to the question “What color are these objects?” in the presence of a red hat, red fire truck, red tomato, and red crayon.




Applications of the Principles of Behaviorism

The behaviorism of Watson has resulted in applications in psychology and many other disciplines, most notably in the form of the psychological treatment known as systematic desensitization, created by South African psychiatrist Joseph Wolpe. Systematic desensitization was designed to reverse the outcome of the classical conditioning process, in which extremely intense negative emotional responses such as fear or anxiety are elicited by everyday aspects of the environment. Such an outcome is referred to as a phobia. The treatment first requires training in relaxation. The second component of treatment takes a person through a hierarchy of steps, beginning with a setting very distant from the feared stimulus and ending with the problem setting. At each step, the individual is asked to signal when he or she experiences fear or anxiety and then is instructed to relax. Movement through the hierarchy is repeated until the person can experience each step, including the one that includes the feared stimulus, and report feeling relaxed at every step. This treatment has been employed both in the clinic and in real-life settings. Systematic desensitization has been shown to be an effective intervention for fears associated with dental treatment and flying, for example, as well as the intense anxiety that accompanies social phobia and panic disorder.


Another application of Skinner’s behavioral principles is the field of applied behavioral analysis, which was introduced first in educational settings. Applications in education have occurred at every level, from preschool to university classrooms. Equally important has been repeated successful application to learners with autism, severe and profound delays in behavioral development, and attention-deficit disorder, both with and without hyperactive behavior.


Applications of behavioral principles have been shown to be effective across behaviors, settings, individuals, and teachers. They have also been shown to be effective in reducing behaviors that pose a threat to public health, including smoking, overeating, essential hypertension, and domestic violence. Finally, behavioral principles have found application in the arena of public safety. For example, researchers using techniques based on Skinner’s science of behavior have increased seat-belt usage by automobile drivers.




Bibliography


Alberto, Paul A., and Anne C. Troutman. Applied Behavior Analysis for Teachers. 9th ed. Boston: Pearson, 2013. Print.



Baum, William J. Understanding Behaviorism: Behavior, Culture, and Evolution. 2nd ed. Malden: Blackwell, 2005. Print.



Johnson, Kent R., and T. V. Joe Layng. “Breaking the Structuralist Barrier: Literacy and Numeracy with Fluency.” American Psychologist 47.11 (1992): 1475–90. Print.



Ledoux, Stephen F. "Behaviorism at 100." American Scientist Jan.–Feb. 2012: 60–65. Print.



Moore, Jay. "Three Views of Behaviorism." Psychological Record 63.3 (2013): 681–91. Print.



Nye, Robert D. The Legacy of B. F. Skinner: Concepts and Perspectives, Controversies and Misunderstandings. Pacific Grove: Brooks, 1992. Print.



Pierce, W. David, and Carl D. Cheney. Behavior Analysis and Learning. 5th ed. New York: Psychology, 2013. Print.



Skinner, B. F. About Behaviorism. 1974. London: Penguin, 1993. Print.



Skinner, B. F. Walden Two. 1948. Indianapolis: Hackett, 2005. Print.



Staddon, John. The New Behaviorism. 2nd ed. New York: Psychology, 2014. Print.



Watson, John B. Behaviorism. Rev. ed. Chicago: U of Chicago P, 1930. Print.

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