Podcasts about Applied Cognitive Psychology

In this episode, Dianne A. Allen welcomes John Horton, Lead Consultant of Hogan's Independent Consultants Network, to explore how multipotentialites—those with many talents and passions—can truly make a difference by embracing their unique gifts.   John shares his inspiring journey, shaped from childhood by imagination, curiosity, and the drive to excel across many areas: from sports to leadership. He opens up about “unlocking a warrior,” and how aligning mindset, movement, and purpose helped him step into his true essence.   Gifted, multipotentialite individuals thrive when supported by strong leadership and a healthy, empowering work environment. It's so important for us to have physical outlets to channel intense energy and stay in flow.   Be inspired on the Someone Gets Me Podcast – How a Multipotentialite Can Make a Difference with John Horton.   Did you enjoy this episode? Follow the podcast and leave a 5-star review. You can also listen to this podcast on YouTube. https://www.youtube.com/@someonegetsme/   Get Dianne A. Allen's book, “Someone Gets Me: How Intensely Sensitive People Can Thrive in an Insensitive World” https://www.amazon.com/Someone-Gets-Intensely-Sensitive-Insensitive/dp/0999577867   —-------------------------------------------------------------------------------------------------   John Horton is the Lead Consultant with Hogan's Independent Consultants Network. He has worked with organizations from around the globe, including many Fortune 500 companies, in the areas of high-stakes selection and development, product development, and assessment interpretation, as well as marketing and entrepreneur development. John holds an M.S. and B.S. in Psychology from the University of North Florida, where he graduated Magna Cum Laude and has published research in journals such as the Applied Cognitive Psychology, Computers and Education, and Computers in Human Behavior.  He is active on the speaking circuit, having presented at numerous academic and professional conferences and events across the US, including the Society of Consulting Psychology and the American Psychological Association conferences. He is also the co-founder of a psychology app and regularly volunteers as a youth leadership coach.   LinkedIn: https://www.linkedin.com/in/john-h-19748879/    Learn more about Hogan Assessments. Facebook: https://www.facebook.com/hoganassessments LinkedIn: https://www.linkedin.com/company/hogan-assessment-systems/ X: https://x.com/HoganAssessment YouTube: https://www.youtube.com/user/hoganassessments/featured   Dianne A. Allen, MA is an intuitive mentor, speaker, author, ambassador, hope agent, life catalyst, and the CEO and Founder of Visions Applied. She has been involved in personal and professional development and mental health and addiction counseling. She inspires people in personal transformation through thought provoking services from speaking and podcasting to individual intuitive mentoring and more. She uses her years of experience coupled with years of formal education to blend powerful, practical, and effective strategies and tools for success and satisfaction. She has authored several books, which include How to Quit Anything in 5 Simple Steps - Break the Chains that Bind You, The Loneliness Cure, A Guide to Contentment, 7 Simple Steps to Get Back on track and Live the Life You Envision, Daily Meditations for Visionary Leaders, Hope Realized, and Where Do You Fit In?   Website: https://msdianneallen.com/  Instagram: https://www.instagram.com/dianne_a_allen/  Facebook: https://www.facebook.com/msdianneallen/  LinkedIn: https://www.linkedin.com/in/dianneallen/#  Twitter: https://x.com/msdianneallen   #GiftedPeople #Neurodivergent #Neurodivergence #Multipotentialite #GiftedAdults #UnlockYourPotential #ImaginativeMinds #FindingYourEssence #GiftedPeople #Neurodivergent #Neurodivergence #Multipotentialite #GiftedAdults #UnlockYourPotential #ImaginativeMinds #FindingYourEssence #ThrivingAtWork #LeadershipMatters #MentalHealth #GiftedPodcast

Adam and guest resident co-host, Dr. Victoria Turnbull, interview Dr. Michael Gottlieb about a recent paper of his that should be relevant to anyone who listens to podcasts for learning. The paper looked at immediate and delayed recall of podcast content of residents listening to podcasts during aerobic exercise and at rest. We also discuss multitasking, cognitive load, and the way our brains make decisions.   Length of Episode: 38 minutes   Resources to check out :  Gottlieb M, Cooney R, Haas MRC, King A, Fung CC, Riddell J. A Randomized Trial Assessing the Effect of Exercise on Residents' Podcast Knowledge Acquisition and Retention. Acad Med. 2024 May 1;99(5):575-581. doi: 10.1097/ACM.0000000000005592. Epub 2023 Dec 18. PMID: 38109353. https://pubmed.ncbi.nlm.nih.gov/38109353/  Perham, N., & Currie, H. (2014). Does listening to preferred music improve reading comprehension performance? Applied Cognitive Psychology, 28(2), 279–284. https://doi.org/10.1002/acp.2994 https://psycnet.apa.org/record/2014-08687-016  Contact us: keylime@royalcollege.ca   Follow: Dr. Adam Szulewski https://x.com/Adam_Szulewski 

I remember my teacher saying to me quite early on in my studies, that her job was not to tell me what to do, but to teach me how to teach myself.I think we all have that goal in our teaching, but like many things, this is often easier said than done. I mean, how exactly do we teach someone how to teach themself?In a 2011 study, researchers recruited six music teachers and 45 students, and evaluated a teaching method that does exactly this. They were curious to see if it would lead to better learning and performance results than the "regular" teaching approach.Spoiler alert: it did. Click below for all the nerdy details: A Teaching Method That Creates Smarter PracticersReferencesBathgate, M., Sims‐Knight, J., & Schunn, C. (2011). Thoughts on Thinking: Engaging novice music students in metacognition. Applied Cognitive Psychology, 26(3), 403–409. https://doi.org/10.1002/acp.1842* * *Have you been feeling a little stuck or stagnant in the practice room? Or has performance anxiety been a nagging issue that hasn't gotten any better, no matter how prepared you feel before performances, auditions, or even lessons for that matter? If you've been wanting to experience more joy in the practice room and play more like yourself on stage, but haven't been quite sure how to make that happen, starting June 18, 2024, I'll be teaching a live, online, accelerated 2-week class on the most essential mental skills and practice strategies that can make a difference in your practicing and performing. We'll meet twice a week via Zoom and work on a series of exercises and techniques in four essential skill areas (effective practice, managing anxiety, focus, and confidence), together as a group. And to make sure the concepts become consistent habits, I'll show you how to gently integrate these new skills into your (or your students') daily practice through bite-sized practice challenges alongside a supportive group of practice buddies from around the world. Registration is open now through 11:59pm on Sunday, June 16th. Over 1500 musicians, educators, and students and learners of all ages have participated in the course to date. You can find out what alumni are saying, and sign up to join Cohort 18 at: bulletproofmusician.com/essentials

In der neuen Folge locker und logisch berichtet Jannis auf musikalische Weise von seinem Italien-Urlaub. Achtung: Ohrwurmgefahr! Und damit sind wir auch schon mittendrin im Thema: Luca beantwortet in Folge 6 eures Lieblingspodcasts die Frage, wie Ohrwürmer eigentlich entstehen und wie wir sie schnellstmöglich wieder loswerden. Literatur Beaman, C. P., Powell, K. & Rapley, E. (2015). Rapid Communication: Want to block earworms from conscious awareness? B(u)y gum! The Quarterly Journal Of Experimental Psychology/Quarterly Journal Of Experimental Psychology, 68(6), 1049–1057. https://doi.org/10.1080/17470218.2015.1034142 Farrugia, N., Jakubowski, K., Cusack, R. & Stewart, L. (2015). Tunes stuck in your brain: The frequency and affective evaluation of involuntary musical imagery correlate with cortical structure. Consciousness And Cognition, 35, 66–77. https://doi.org/10.1016/j.concog.2015.04.020 Hyman, I. E., Burland, N. K., Duskin, H. M., Cook, M. C., Roy, C. M., McGrath, J. C. & Roundhill, R. F. (2012). Going Gaga: Investigating, Creating, and Manipulating the Song Stuck in My Head. Applied Cognitive Psychology, 27(2), 204–215. https://doi.org/10.1002/acp.2897

Superstition, ingrained in human culture for centuries, manifests in various forms and practices, from avoiding the number 13 to carrying lucky charms. Guest: Dr. Neil Dagnall, Reader in Applied Cognitive Psychology at Manchester Metropolitan University Learn more about your ad choices. Visit megaphone.fm/adchoices

Seg 1: Why do we have superstitions? Superstition, ingrained in human culture for centuries, manifests in various forms and practices, from avoiding the number 13 to carrying lucky charms. Guest: Dr. Neil Dagnall, Reader in Applied Cognitive Psychology at Manchester Metropolitan University Seg 2: Scotts Thoughts: Scott makes a prediction As a longtime Canucks fan Scott makes his prediction on the first game of the Oilers/Canucks series. Guest: Scott Shantz, CKNW Contributor Seg 3: View From Victoria: The new LNG facility in Kitimat Vaughn gets a tour of the new LNG facility in Kitimat, one of the province's large energy projects. Even after all the protests and debate over large scale energy projects the province can still get stuff done. Guest: Vaughn Palmer, Vancouver Sun Columnist Seg 4: Are there too many oxidants in the kitchen? Researchers at UBC have detected singlet oxygen, what's known as an oxidant, in home cooking indoors, for the first time. Why is this so significant? Oxidants can be beneficial but can also cause stress on human lungs, contributing to the development of cancer, diabetes and heart disease. Guest: Dr. Nadine Borduas, Assistant Professor at UBC in the Department of Chemistry Seg 5: Why are divorce rates dropping across Canada? Divorce rates in Canada are dropping but it's not because people are choosing to stick it out in their marriage. Guest: Steven Benmor, Divorce Lawyer and expert Seg 6: What happened with the London Drugs cyberattack? London Drugs stores in Western Canada, all 79 of which were closed due to a cyberattack over a week ago, were reopened yesterday. Currently, core services have been restored in 40 stores, but new pharmacy prescriptions are still unavailable. Guest: Clint Mahlman, President and Chief Operating Officer of London Drugs Seg 7: CKNW Playoff Report: It's Playoff Hockey! We get the latest on the Vancouver Canucks as they make their way towards hopefully hoisting the Stanley Cup! Guest: Jay Janower, Sports Anchor for Global News Seg 8: What can we expect from Vancouver's public playoff viewings? Mayor Ken Sim has announced that Vancouver will host public playoff viewings at locations around the city. Guest: Mike Klassen, Vancouver City Councillor Learn more about your ad choices. Visit megaphone.fm/adchoices

Como as teorias da conspiração “fisgam” a atenção e convencem as pessoas das mais variadas histórias, mesmo numa época de bastante acesso à informação? Quais os fatores psicológicos envolvidos nesse processo? Como entender essas questões pode nos ajudar enquanto sociedade no combate às fake News?         Patronato do SciCast: Patreon SciCast Padrim SciCast Sua pequena contribuição ajuda o Portal Deviante a continuar divulgando Ciência! Contatos: contato@scicast.com.br https://twitter.com/scicastpodcast https://www.facebook.com/scicastpodcast https://instagram.com/scicastpodcast Fale conosco! E não esqueça de deixar o seu comentário na postagem desse episódio! Expediente: Produção Geral: Tarik Fernandes Equipe de Gravação: Tarik Fernandes, Daniele Silva, Antônio Lucas, João Victor Nizer , Livia Nádia da Costa Leite Edição: TalknCast Citação ABNT: Scicast #586: Teorias da Conspiração. Locução: Tarik Fernandes, Daniele Silva, Antônio Lucas, João Victor Nizer , Livia Nádia da Costa Leite. [S.l.] Portal Deviante, 05/04/2024. Podcast. Disponível em: https://www.deviante.com.br/podcasts/scicast-586 Arte: Conspiracy Theories and Human Psychology Referências e Indicações: Sugestões de literatura: Lewandowsky, S., & Cook, J. (2020). O Manual das Teorias da Conspiração. Disponível em: https://www.blogs.unicamp.br/biotech/wp-content/uploads/sites/265/2021/05/Guia-Teorias-da-Conspiracao.pdf  Sugestões de filmes: Série Inside Job (Departamento de conspirações): A trama gira em torno de uma parte secreta do governo – uma equipe disfuncional que precisa investigar conspirações mundiais. De disfarces complicados a sociedades secretas e orgias secretas, navegar na cultura do escritório na Cognito Inc. pode ser complicado, especialmente para a gênia da tecnologia anti-social Reagan Ridley. Mesmo em um local de trabalho cheio de metamorfos reptilianos e cogumelos psíquicos, ela é vista como a estranha por acreditar que o mundo poderia ser um lugar melhor. Reagan acha que pode fazer a diferença, se ao menos pudesse lider com seu pai desequilibrado, seus colegas de trabalho irresponsáveis ​​e, finalmente, conseguir a promoção com a qual ela sempre sonhou. Série The Leftovers: Retrata uma sociedade em que uma parcela da população simplesmente desapareceu. Embora a série se volte mais para seitas em volta do acontecimento, criam-se também várias teorias malucas sobre porque as pessoas sumiram. Sugestões de vídeos: A psicologia das teorias da conspiração (Minutos psíquicos) - O que leva alguém a acreditar em uma teoria da conspiração? Hoje você conhecerá um pouco da psicologia das crenças em teorias conspiratórias e como essas teorias não são nada inofensivas para uma sociedade. Disponível em: https://www.youtube.com/watch?v=16Z3LxyNQSA&t=1s   Sugestões de links: Novos recursos para combater as teorias da conspiração sobre a covid-19 por meio de senso crítico e empatia (UNESCO):  https://www.unesco.org/pt/articles/novos-recursos-para-combater-teorias-da-conspiracao-sobre-covid-19-por-meio-de-senso-critico-e Pessoas mais escolarizadas acreditam menos em teorias conspiratórias (Agência Brasil): https://agenciabrasil.ebc.com.br/educacao/noticia/2023-09/pessoas-mais-escolarizadas-acreditam-menos-em-teorias-conspiratorias    REFERÊNCIAS: Bogart, L. M., & Thorburn, S. (2006). Relationship of African Americans' sociodemographic characteristics to belief in conspiracies about HIV/AIDS and birth control. Journal of the National Medical Association, 98(7), 1144-1150. Brotherton, R., & Eser, S. (2015). Bored to fears: Boredom proneness, paranoia, and conspiracy theories. Personality and Individual Differences, 80, 1-5. http://dx.doi.org/10.1016/j.paid.2015.02.011 Douglas, K. M., Sutton, R. M., & Cichocka, A. (2017). The psychology of conspiracy theories. Current Directions in Psychological Science, 26(6), 538-542. https://doi.org/10.1177/0963721417718261 Jolley, D., & Douglas, K. M. (2014a). The effects of anti-vaccine conspiracy theories on vaccination intentions. PLoS One, 9(2), 898-906. http://dx.doi.org/10.1371/journal.pone.0089177 Jolley, D., & Douglas, K. M. (2014b).  The social consequences of conspiracism: Exposure to conspiracy theories decreases intentions to engage in politics and to reduce one's carbon footprint. British Journal of Psychology, 105(1), 35-56. http://dx.doi.org/10.1111/bjop.12018 Lobato, E., Mendoza, J., Sims, V., & Chin, M. (2014). Examining the relationship between conspiracy theories, paranormal beliefs, and pseudoscience acceptance among a university population. Applied Cognitive Psychology, 28(5), 617-625. http://dx.doi.org/10.1002/acp.3042 Swami, V., Voracek, M., Stieger, S., Tran, U. S., & Furnham, A. (2014). Analytic thinking reduces belief in conspiracy theories. Cognition, 133(3), 572-585. http://dx.doi.org/10.1016/j.cognition.2014.08.006 Van Prooijen, J. W., & Van Vugt, M. (2018). Conspiracy theories: Evolved functions and psychological mechanisms. Perspectives on Psychological Science, 13(6), 770-788. https://doi.org/10.1177/1745691618774270See omnystudio.com/listener for privacy information.

This is the second episode in our exciting three-part series on the use of performance enhancement imagery to improve officers skill aquisition, decision making and mental resilience. Dr. Arne Nieuwenhuys is Senior Lecturer in Sport, Exercise and Performance Psychology. He obtained his PhD from VU University Amsterdam. Dr Nieuwenhuys and colleagues published the study “Positive Effects of Police Officer Shooting Performance Under Threat in the Journal of Applied Cognitive Psychology.  In this interview, Dr. Nieuwenhuys explains strategies to consider in order to develop evidence-based interventions that help law enforcement officers improve their performance in those rapidly unfolding, ambiguous and extremely high-pressure situations where it counts the most. Topics reviewed in this podcast are the positive effects of performance enhancement imagery on police offer shooting capability under stress, and how the research supported PETTLEP imagery model effectively achieves functional equivalence. In addition, he discusses the importance of task representativeness in training and how it correlates with the Constraints Led Approach or CLA training method. This interview contains practical insights on the importance of law enforcement trainers using evidence-based interventions such as imagery, PETTLEP model, and task representativeness, to enhance police officers' performance and shooter capability under stress, ultimately improving their ability to handle high-pressure situations on the job.

Welcome to the Social-Engineer Podcast: The Doctor Is In Series – where we will discuss understandings and developments in the field of psychology.   In today's episode, Chris and Abbie are discussing: Deception Detection. While there are many misconceptions about this topic, we are not completely in the dark; we are just not as good as we think. [July 3, 2023]   00:00 - Intro 00:18 - Dr. Abbie Maroño Intro 01:18 - Intro Links -          Social-Engineer.com - http://www.social-engineer.com/ -          Managed Voice Phishing - https://www.social-engineer.com/services/vishing-service/ -          Managed Email Phishing - https://www.social-engineer.com/services/se-phishing-service/ -          Adversarial Simulations - https://www.social-engineer.com/services/social-engineering-penetration-test/ -          Social-Engineer channel on SLACK - https://social-engineering-hq.slack.com/ssb -          CLUTCH - http://www.pro-rock.com/ -          innocentlivesfoundation.org - http://www.innocentlivesfoundation.org/ 04:44 - The Topic of the Day: Deception Detection 06:15 - Lying About Lying 09:20 - The Dangers of Being Wrong 11:09 - The "What" is NOT the "Why" 13:41 - The False Narrative of NLP 18:37 - We Love a Myth 21:33 - Mythbusters 24:50 - That's Entertainment! 26:17 - It's Not Deception, It's Stress 31:40 - "We need to talk" 33:11 - Lying in Order 37:23 - Information is Key 38:46 - The Need for a Big-Picture Approach 41:00 - Shameless Plugs 42:27 - Wrap Up 43:21 - Next Month: Learned Helplessness 44:35 - Outro -          www.social-engineer.com -          www.innocentlivesfoundation.org   Find us online: -          Twitter: https://twitter.com/abbiejmarono -          LinkedIn: linkedin.com/in/dr-abbie-maroño-phd-35ab2611a -          Twitter: https://twitter.com/humanhacker -          LinkedIn: linkedin.com/in/christopherhadnagy   References: Vrij, A. (2019). Deception and truth detection when analyzing nonverbal and verbal cues. Applied Cognitive Psychology, 33(2), 160-167. Vrij, A., Granhag, P. A., & Porter, S. (2010). Pitfalls and opportunities in nonverbal and verbal lie detection. Psychological science in the public interest, 11(3), 89-121. Vrij, A., Hartwig, M., & Granhag, P. A. (2019). Reading lies: Nonverbal communication and deception. Annual review of psychology, 70, 295-317. DePaulo, B.M. (2004). The many faces of lies. In A.G. Miller (Ed.), The social psychology of good and evil (pp. 303–236). New York: Guilford Press. DePaulo, B.M., Blank, A.L., Swaim, G.W., & Hairfield, J.G. (1992). Expressiveness and expressive control. Personality and Social Psychology Bulletin, 18, 276–285. DePaulo, B.M., Charlton, K., Cooper, H., Lindsay, J. L., & Muhlenbruck, L. (1997). The accuracy–confidence correlation in the detection of deception. Personality and Social Psychology Review, 1, 346–357. Ekman, P. (2001). Telling lies: Clues to deceit in the marketplace, pol[1]itics and marriage. New York: Norton. (Original work published 1985). Ekman, P., & Friesen, W.V. (1969). Nonverbal leakage and clues to deception. Psychiatry, 32, 88–106. Julia Hirschberg, Stefan Benus, Jason M. Brenier, Frank Enos, Sarah Friedman, Sarah Gilman, Cynthia Girand, Martin Graciarena, Andreas Kathol, Laura Michaelis, et al. 2005. Distinguishing deceptive from non-deceptive speech. In In Proceedings of In[1]terspeech 2005 - Eurospeech, pages 1833–1836. Tsikerdekis, M., & Zeadally, S. (2014). Multiple account identity deception detection in social media using nonverbal behavior. IEEE Transactions on Information Forensics and Security, 9(8), 1311-1321. O'Sullivan, M. (2005). Emotional intelligence and deception detection: Why most people can't “read” others, but a few can. Applications of nonverbal communication, 215-253.

The Note Taking Effect is the well documented effect that taking notes during learning increases retention and recall.  There are factors that effect it such as whether you type or hand write - the latter is more effective - for example.  This episode looks at research into the underlying cognitive processes that may help us improve our students retention through more effective note taking techniques. If you would like to take a look at the original paper:  Lalchandani, L. A., & Healy, A. F. (2022). Elucidating the cognitive processes involved in the note-taking effect. Applied Cognitive Psychology, 36(5), 1009–1021. https://doi.org/10.1002/acp.3985

I have a granddaughter who loves spoiling movies on me.  Her greatest moment.  Papa… I don't know how to tell you this… but I saw Avengers End Game Last Night. I say how was it? She says… I don't know how to tell you this but Iron Man died.Beautiful  Wait.   Did I spoil it for you?  Come on… the movie's four years old. But in any event… spoiling a movie or TV show on someone is ok according to new research published in the journal Applied Cognitive  Psychology.   The researchers found that if you spoil a TV show for someone… it doesn't make the show any less enjoyable. The subjects were shown an Alfred Hitchcock TV Show called Bang You're Dead.  It features a little boy who thinks he's pointing a toy gun at everyone in town.  Has no idea it's loaded.  Participants were asked… every time someone on the show said the word “Gun” … raise your hand. The NYTimes says that as the suspense mounted… people were so absorbed… they forget to raise their hands.  Would the little boy press the trigger?  People who had no idea.  And people who were told what would happen…  same result.   Both groups were so engrossed… spoiling it made no difference.But at the same time spoilers… are very. bad. etiquette. Alexa.See omnystudio.com/listener for privacy information.

While often seen as discrete and distinct phenomena, could it be that creativity and innovation are just variations on the same theme? Absolutely yes, says Dr Zorana Ivčević Pringle, and what is more rather than being purely logical and rational processes, both creativity and innovation are impacted by emotions in ways that many of us fail to recognise. Starting with a deceptively simple definition of creativity, this episode of Brain for Business charts a course from personal creativity and problem solving through to the role of leaders in supporting greater creativity and innovation in the teams and organisations they lead. Along the way, we discuss innovation in a hospital context and the creativity of some of history's great artists, not to mention the important role played by emotional contagion and leader self-compassion. Dr Zorana Ivčević Pringle is a Senior Research Scientist at the Yale Center for Emotional Intelligence. Zorana studies the role of emotion and emotional intelligence in creativity and well-being, as well as how to use the arts (and art-related institutions) to promote emotion and creativity skills. Zorana has published her research in journals such as Personality and Social Psychology Bulletin, Journal of Personality, Applied Cognitive Psychology, Creativity Research Journal, Journal of Creative Behavior and others. Her work has been featured in the Harvard Business Review, ArtNet, US News, Education Week, Science Daily, El Pais, and others, and she is a regular contributor to Psychology Today and Creativity Post. You can find out more about Zorana's work at these links: Personal website: https://www.zorana-ivcevic-pringle.com/ LinkedIn: https://www.linkedin.com/in/zorana-ivcevic-pringle/ Twitter: https://twitter.com/ZoranaPsych

We all use videos in teaching and the ability to embed them directly into powerpoints or just find a good link on Youtube has transformed our ability, as teachers, to bring learning to life.  But passively consuming videos doesn't necessairly encourage long term learning.  This week we look at research that considers how to make the most of videos to aid learning.  Based on Fiorella, L. (2022) Learning by explaining after pauses in video lectures: Are provided visuals a scaffold or a crutch? Applied Cognitive Psychology 36:5, 1142-1149 https://doi.org/10.1002/acp.3994.   

Welcome to the Social-Engineer Podcast: The Doctor Is In Series – where we will discuss understandings and developments in the field of psychology.   In today's episode, Chris and Abbie are discussing: Conspiracy theories. They will talk about what makes a Conspiracy Theory and why we believe them. [May 1, 2023]   00:00 - Intro 00:17 - Dr. Abbie Maroño Intro 00:59 - Intro Links -          Social-Engineer.com - http://www.social-engineer.com/ -          Managed Voice Phishing - https://www.social-engineer.com/services/vishing-service/ -          Managed Email Phishing - https://www.social-engineer.com/services/se-phishing-service/ -          Adversarial Simulations - https://www.social-engineer.com/services/social-engineering-penetration-test/ -          Social-Engineer channel on SLACK - https://social-engineering-hq.slack.com/ssb -          CLUTCH - http://www.pro-rock.com/ -          innocentlivesfoundation.org - http://www.innocentlivesfoundation.org/                                                04:45 - The Topic of the Day: The TRUTH Behind Conspiracy Theories 05:54 - What is a Conspiracy Theory? 07:39 - What's the harm? 10:20 - WHY??? 11:17 - Pattern Seekers 13:15 - Cognitive Closure 17:04 - The Role of Critical Thinking 19:18 - An Existential Element 20:41 - Don't Forget the Lizards! 22:35 - What about Bigfoot? 24:30 - Escapism 30:15 - Reading the Emotions 32:29 - Social Motive 33:31 - Emotions vs Critical Thinking 36:42 - Prove Me Wrong! 39:09 - The Takeaway: Empathy 40:57 - Wrap Up & Outro -          www.social-engineer.com -          www.innocentlivesfoundation.org   Find us online: -          Twitter: https://twitter.com/abbiejmarono -          LinkedIn: linkedin.com/in/dr-abbie-maroño-phd-35ab2611a -          Twitter: https://twitter.com/humanhacker -          LinkedIn: linkedin.com/in/christopherhadnagy   References: Abalakina-Paap, M., Stephan, W. G., Craig, T., & Gregory, L. (1999). Beliefs in conspiracies. Political Psychology, 20, 637–647. Adams, G., O'Brien, L. T., & Nelson, J. C. (2006). Perceptions of racism in Hurricane Katrina: A liberation psychology analysis. Analyses of Social Issues and Public Policy, 6, 215–235. Bilewicz, M., Winiewski, M., Kofta, M., & Wójcik, A. (2013). Harmful ideas: The structure and consequences of antiSemitic beliefs in Poland. Political Psychology, 34, 821–839. Bost, P. R., & Prunier, S. G. (2013). Rationality in conspiracy beliefs: The role of perceived motive. Psychological Reports, 113, 118–128 Crocker, J., Luhtanen, R., Broadnax, S., & Blaine, B. E. (1999). Belief in U.S. government conspiracies against Blacks among Black and White college students: Powerlessness or system blame? Personality and Social Psychology Bulletin, 25, 941–953. Dieguez, S., Wagner-Egger, P., & Gauvrit, N. (2015). Nothing happens by accident, or does it? A low prior for randomness does not explain belief in conspiracy theories. Psychological Science, 26, 1762–1770. Dieguez, S., Wagner-Egger, P., & Gauvrit, N. (2015). Nothing happens by accident, or does it? A low prior for randomness does not explain belief in conspiracy theories. Psychological Science, 26(11), 1762–1770. https://doi. org/10.1177/0956797615598740 DiFonzo, N., Bordia, P., & Rosnow, R. L. (1994). Reining in rumors. Organizational Dynamics, 23(1), 47–62. https://doi. org/10.1016/0090-2616(94)90087-6 Douglas, K. M., & Leite, A. C. (2017). Suspicion in the workplace: Organizational conspiracy theories and workrelated outcomes. British Journal of Psychology, 108, 486–506. Douglas, K. M., & Sutton, R. M. (2008). The hidden impact of conspiracy theories: Perceived and actual impact of theories surrounding the death of Princess Diana. Journal of Social Psychology, 148, 210–221. Douglas, K. M., Sutton, R. M., & Cichocka, A. (2017). The psychology of conspiracy theories. Current directions in psychological science, 26(6), 538-542. Douglas, K. M., Sutton, R. M., Callan, M. J., Dawtry, R. J., & Harvey, A. J. (2016). Someone is pulling the strings: Hypersensitive agency detection and belief in conspiracy theories. Thinking & Reasoning, 22, 57–77. Douglas, K. M., Uscinski, J. E., Sutton, R. M., Cichocka, A., Nefes, T., Ang, C. S., & Deravi, F. (2019). Understanding conspiracy theories. Political psychology, 40, 3-35. Keeley, B. L. (1999). Of conspiracy theories. The journal of Philosophy, 96(3), 109-126. Kim, M., & Cao, X. (2016). The impact of exposure to media messages promoting government conspiracy theories on distrust in the government: Evidence from a two-stage randomized experiment. International Journal of Communication, 10(2016), 3808–3827. Retrieved from http://ijoc.org/index.php/ijoc/article/view/5127 Klein, C., Clutton, P., & Dunn, A. G. (2018). Pathways to conspiracy: The social and linguistic precursors of involvement in Reddit's conspiracy theory forum. Retrieved frompsyarxiv.com/8vesf Nefes, T. S. (2017). The impacts of the Turkish Government's “interest rate lobby” theory about the Gezi Park Protests. Social Movement Studies, 16(5), 610–622. https://doi.org/10.1080/14742837.2017.1319269 Nera, K., Pantazi, M., & Klein, O. (2018). “These are just stories, Mulder”: Exposure to conspiracist fiction does not produce narrative persuasion. Frontiers in Psychology, 9, https://doi.org/10.3389/fpsyg.2018.00684 Swift, A. (2013). Majority in U.S. still believe JFK killed in a conspiracy. Retrieved from http://www.gallup.com/ poll/165893/majority-believe-jfk-killed-conspiracy.aspx Tetlock, P. E. (2002). Social-functionalist frameworks for judgment and choice: The intuitive politician, theologian, and prosecutor. Psychological Review, 109, 451–472. Uscinski, J. E., & Parent, J. M. (2014). American conspiracy theories. New York, NY: Oxford University Press. Uscinski, J. E., Klofstad, C., & Atkinson, M. D. (2016). What drives conspiratorial beliefs? The role of informational cues and predispositions. Political Research Quarterly, 69, 57–71. van Prooijen, J.-W., & Acker, M. (2015). The influence of control on belief in conspiracy theories: Conceptual and applied extensions. Applied Cognitive Psychology, 29, 753–761. van Prooijen, J.-W., & Jostmann, N. B. (2013). Belief in conspiracy theories: The influence of uncertainty and perceived morality. European Journal of Social Psychology, 43, 109–115. Whitson, J. A., & Galinsky, A. D. (2008). Lacking control increases illusory pattern perception. Science, 322, 115–117.

Dr Neil Dagnall, Reader in Applied Cognitive Psychology, is part of a team at Manchester Metropolitan University investigating experiences of paranormal activity and anomalous happenings...

Vale a pena acelerar a videoaula? Neste episódio de FluxoCast vamos conversar sobre os prós e contras de acelerar a velocidade da videoaula e qual a velocidade ideal para o aprendizado acelerado. FluxoCast | Blog Fluxo de Estudo (https://fluxodeestudo.com) | Organize seus estudos, organize sua vida. Baixe a coleção FluxoQuiz em https://fluxodeestudo.com/fluxoquiz Baixe a coleção Fluxo de Estudo em https://fluxodeestudo.com/fluxo Aproveite o desconto exclusivo do Blog nos planos PADRÃO e AVANÇADO do Tec Concursos: https://fluxodeestudo.com/tec e use o cupom #segueofluxo Acesse o grupo gratuito no Telegram em https://t.me/estudecomtrello Este Podcast tem por missão organizar seu trabalho e sua vida, potencializando seus estudos para provas do Enem, exames (vestibulares e OAB) e concursos públicos. Projeto Aprendizagem Quântica Dicas do Blog Fluxo de Estudo; Organização e Produtividade; Aprendizagem Acelerada; Memorização; Estratégias e Técnicas de Estudo. All audio tracks including the opening theme are under Creative Commons Licence, for more reference, check the link bellow. https://creativecommons.org/licenses/by/4.0/ Crédito: ScienceDaily - Dillon H. Murphy, Kara M. Hoover, Karina Agadzhanyan, Jesse C. Kuehn, Alan D. Castel. Learning in double time: The effect of lecture video speed on immediate and delayed comprehension. Applied Cognitive Psychology, 2021; DOI: 10.1002/acp.3899 Trilhas Take a Chance by Kevin MacLeod Link: https://incompetech.filmmusic.io/song/4457-take-a-chance License: https://filmmusic.io/standard-license

SUMMARY Our brain has an amazing ability to learn at double speed. Maybe we should use it more.   TRANSCRIPT Hello and welcome to episode 123 of the Leadership Today podcast where each week we bring research to life in your leadership. This week we're looking at our brain's amazing ability to learn at double speed. No doubt you've listened to a podcast or audio book at double speed. Maybe you're even doing it now! Our ability to still absorb information when it is coming at us twice as fast is quite amazing. But surely there's a drop off in how much we're actually taking in. Well, according to a recent study published in Applied Cognitive Psychology, apparently not. The researchers split participants into different groups to watch videos at normal speed, 1.5 times, 2 times and 2.5 times. Participants were then tested on their knowledge immediately following the videos and one week later. Surprisingly, the 1.5 times and 2 times groups performed just as well as those participants that watched the video at normal speed. Only the 2.5 times group showed a drop in performance. The researchers then examined what happened if you watched the same video at 2 times speed twice. I've run the maths here, and that's the same overall commitment of time as watching the video once at normal speed. When participants viewed the video twice at double speed, their performance on a comprehension test increased, particularly when the second viewing was immediately before the test. Their performance was about the same as participants who watched the video at normal speed first then double speed the second time. Even though participants believed watching the video at normal speed first would be better, it made no difference to watching it double speed. Perhaps you're like these participants and think “surely I can't take information in that quickly”. Why not experiment with it this week. You might start by listening or watching the same content at double speed twice. Give it a try and let me know how it works out. REFERENCE  https://digest.bps.org.uk/2021/12/21/watching-a-lecture-twice-at-double-speed-can-benefit-learning-better-than-watching-it-once-at-normal-speed/ 

Kritisch denken wordt vaak gezien als vaardigheid die beschermt tegen het geloof in complotverhalen, terwijl complotdenkers zichzelf juist lijken te zien als kritische denkers. Hoe zit dat nu precies? Wat wordt er met kritisch denken en complotdenken bedoeld? En hoe kan complotdenken ervoor zorgen dat mensen in een heel scala aan complotverhalen gaan geloven? Aan de hand van recent psychologisch onderzoek bespreken Rolf en Anita antwoorden op deze vragen.Meer over complotverhalen vind je in hoofdstuk 14 van het boek Drang naar Samenhang: De Psychologie van het Begrijpen. Bronnen:Artikel Scientific AmericanGoertzel, T. (1994). Belief in conspiracy theories. Political Psychology, 15(4), 731– 742.Goertzel, T. (2011). The conspiracy meme. Skeptical Inquirer, 35(1), 28-37.Lantian, A., Bagneux, V., Delouvee, S., & Gauvrit, N. (2021). Maybe a free thinker but not a critical one: High conspiracy belief is associated with low critical thinking ability. Applied Cognitive Psychology, 35(3), 674-684. https://doi.org/10.1002/acp.3790Moulin, C.J.A., Bell, N., Turunen, M., Baharin, A, & O'Connor, A.R. (2021). The the the the induction of jamais vu in the laboratory: Word alienation and semantic satiation. Memory, 29(7), 933-942. DOI: 10.1080/09658211.2020.1727519Van Prooijen J.W. (2017). Why education predicts decreased belief in conspiracy theories. Applied Cognitive Psychology, 31(1), 50–58. https://doi.org/10.1002/acp.3301Williams, M.N., Marques, M.D., Hill, S.R., Kerr, J.R., & Ling, M. (2022). Why are beliefs in different conspiracy theories positively correlated across individuals? Testing monological network versus unidimensional factor model explanations. British Journal of Social Psychology, 00, 1– 21. https://doi-org.eur.idm.oclc.org/10.1111/bjso.12518 Hosted on Acast. See acast.com/privacy for more information.

Welcome to Redefining Communications with Jenni Field. In this episode, Jenni talks about impactful communication skills, identifies the chaos that comes from not training people in communication, and shares six things to consider when it comes to being impactful in turning chaos to calm. Things that will help you go from chaos to calm: Calm Edged Rebels podcast How a ham and cheese baguette can help you listen How a ham and cheese baguette can help you listen - Calm Edged Rebels   David Oppenheimer research Consequences of erudite vernacular utilized irrespective of necessity: problems with using long words needlessly Oppenheimer-2006-Applied_Cognitive_Psychology.pdf (unm.edu)   Jenni Field's book Influential internal Communication Influential Internal Communication - Redefining Communications (redefiningcomms.com)   Redefining Communications download Six keys to impactful communication Downloads - Redefining Communications (redefiningcomms.com)   To keep the conversation going connect with Jenni on LinkedIn and Twitter; ask questions and share your thinking!   http://www.linkedin.com/in/jennifield/ https://twitter.com/mrsjennifield    

En traumatisk hendelse påvirker oss dersom den får stor plass i vårt psykiske liv. Dersom vi klarer å dempe hendelsens avtrykk, kan vi leve videre uten symptomer.På forskning.no kan vi lese en artikkel som forteller at minnene om en traumatisk hendelse, som blir et referansepunkt i livet ditt, kan forlenge lidelsene. Det viser forskning på personer som var på jobb i regjeringskvartalet 22. juli 2011.Blant dem som var på jobb da bomben eksploderte utenfor regjeringskvartalet, opplever noen hendelsen som et referansepunkt og et vendepunkt i livet. For andre har ikke hendelsen fått en så sentral del i livshistorien.Forskere kaller dette fenomenet sentralitet. Nå viser forskning at det er en klar sammenheng mellom sentralitet og høyere nivå av posttraumatisk stress (PTSD).Mange som gjennomgår noe dramatisk, føler at hendelsen blir et slags vendepunkt. De opplever at de ser annerledes på verden etter det som skjedde. Fra tidligere forskning vet vi at sterke emosjonelle opplevelser oftere blir sentrale i livshistorien, og virkelig overveldende hendelser kan skape «huller» i livshistorien fordi vårt psykiske forsvar kobler ut virkeligheten for å skjerme seg mot overveldende følelser. Når vi opplever noe svært dramatisk, kan disse minnene bli liggende som løsrevne bruddstykker i vår psyke, og plutselig kommer de til overflaten med full styrke og tar oss tilbake til den dramatiske hendelsen. Det er dette man kalle flashbacks og det er et vesentlig symptom på PTSD.For den psykologisk interesserteEr du mer interessert i mennesket indre liv, relasjoner og selvutvikling, håper jeg du klikker deg inn på min Patreon konto og bli supporter av SinnSyn og WebPsykologen. På den måten støtter du dette prosjektet, og som takk for støtten får du en del ekstramateriale. Du får flere eksklusive episoder av SinnSyn, mentale øvelser, videomateriell som ikke publiseres andre steder, og du kan høre meg lese og gjennomgå min første bok, Selvfølelsens Psykologi – Bedre selvfølelse ved å bruke hodet litt annerledes. Senere vil jeg også lese inn boken, Jeg, meg selv og selvbildet. Ved hjelp av en rekke psykologiske teorier forsøker jeg å lage et slags treningsprogram hvor man gjør øvelser som styrker selvbilde, selvfølelsen og mentale muskler. Er du blant de som finner verdi her på SinnSyn, og litt over middels interessert i psykologi og filosofi, så er medlemskap i SinnSynes mentale helsestudio kanskje noe for deg. Håper å se deg som Patreon-supporter. Du finner medlemskapet på www.patreon.com/sinnsyn.Referanser:Blix, I.,mfl. The Launching and Ensnaring Effects of Construing a Traumatic Event as Central to One's Identity and Life Story. Applied Cognitive Psychology, april 2016.Blix, mfl. Centrality of event and symptoms of posttraumatic stress disorder after the 2011 Oslo bombing attack. See acast.com/privacy for privacy and opt-out information.

En traumatisk hendelse påvirker oss dersom den får stor plass i vårt psykiske liv. Dersom vi klarer å dempe hendelsens avtrykk, kan vi leve videre uten symptomer.På forskning.no kan vi lese en artikkel som forteller at minnene om en traumatisk hendelse, som blir et referansepunkt i livet ditt, kan forlenge lidelsene. Det viser forskning på personer som var på jobb i regjeringskvartalet 22. juli 2011. Blant dem som var på jobb da bomben eksploderte utenfor regjeringskvartalet, opplever noen hendelsen som et referansepunkt og et vendepunkt i livet. For andre har ikke hendelsen fått en så sentral del i livshistorien.Forskere kaller dette fenomenet sentralitet. Nå viser forskning at det er en klar sammenheng mellom sentralitet og høyere nivå av posttraumatisk stress (PTSD).Mange som gjennomgår noe dramatisk, føler at hendelsen blir et slags vendepunkt. De opplever at de ser annerledes på verden etter det som skjedde. Fra tidligere forskning vet vi at sterke emosjonelle opplevelser oftere blir sentrale i livshistorien, og virkelig overveldende hendelser kan skape «huller» i livshistorien fordi vårt psykiske forsvar kobler ut virkeligheten for å skjerme seg mot overveldende følelser. Når vi opplever noe svært dramatisk, kan disse minnene bli liggende som løsrevne bruddstykker i vår psyke, og plutselig kommer de til overflaten med full styrke og tar oss tilbake til den dramatiske hendelsen. Det er dette man kalle flashbacks og det er et vesentlig symptom på PTSD.En del av forklaringen på dette fenomenet, kan dreie seg om at minner blir sentrale, og når de blir sentrale, blir de ofte også mer tilgjengelige i hukommelsen, noe som igjen kan føre til høyere symptomer av posttraumatisk stress. Noen minner er ikke direkte løsrevne, men så voldsomme i sin styrke, at de opptar en stor plass i vårt psykiske liv i lang tid etter hendelsen, noe som altså binder våre mentale ressurser til en situasjon preget av frykt, uro, sorg eller andre vanskelige følelser. Da har vi en situasjon hvor vi langsomt begynner å identifisere oss med disse følelsene, som springer ut fra den katastrofale hendelsen, og det kan være med på å påvirke vår identitet og selvforståelse. Også tidligere forskning har vist at det er en sammenheng mellom hvor sentral en traumatisk hendelse er i en persons livshistorie og nivå av PTSD. En del forskning har sett på hvordan utviklingen av de to fenomenene er over tid. Slike studier kan også si noe om sammenhengen mellom dem.259 personer som var på jobb i regjeringskvartalet da bomben eksploderte, har svart på et spørreskjema på tre ulike tidspunkter: ti måneder etter, to år etter og tre år etter hendelsen.Personene ble bedt om å vurdere syv ulike påstander som måler sentralitet, for eksempel:«Denne hendelsen har forandret livet mitt for alltid».«Jeg føler at denne hendelsen har blitt en del av min personlige identitet».«Jeg føler at denne hendelsen har blitt en sentral del av min livshistorie».Deltakerne svarte også på spørsmål som måler nivå av PTSD.Resultatene fra undersøkelsen viser at også blant de ansatte i regjeringskvartalet er det sammenheng mellom sentralitet og PTSD, og sammenhengen vedvarer over de tre målingspunktene. Videre undersøkte forskerne hvordan sentralitet påvirker forløpet av posttraumatisk stress.De undersøkte hvorvidt det tidlige nivået av sentralitet er avgjørende for grad og forløp av PTSD og fant støtte for det: Dersom traumet er en sentral del av identiteten ti måneder etter terrorangrepet, er sannsynligheten stor for at vedkommende scorer høyere på posttraumatisk stress både på dette målingspunktet og senere. Dette tyder på at sentralitet er med på å sette i gang et forløp med høyere nivå av posttraumatisk stress, som vedvarer over tid. Det ser altså ut til at tidlig sentralitet er avgjørende for hvordan posttraumatisk stress utvikler seg.Det ser ut til at sentralitet også holder personen tilbake fra å bli friskere. Det høye nivået av posttraumatisk stress to år etter terrorangrepet skyldes altså ikke bare at de starter på et høyt nivå. Du kan tenke deg at de sentrale minnene om den traumatiske hendelsen også gjør at du holdes fanget i det høye nivået her og nå. Hendelsene tar bolig i deg, farger din fortelling om deg selv, dine forventninger til fremtiden og legger beslag på følelser og opplevelser i øyeblikket, hvorpå du langsomt utvikler en identitet og en indre fortellerstemme som knytter deg tett til den traumatiske opplevelsen du har hatt. Noen mennesker påvirkes altså ekstremt sterkt av traumatiske hendelser, mens andre lar hendelsen gå forbi, gleder seg over at de overlevde, og lever videre uten å la denne hendelsen bli toneangivende for verken identitet, livsanskuelse eller symptomtrykk. Det betyr ikke at disse personene, som tar det hardt innpå seg, ikke viser bedring, men at bedringen går saktere enn vi kan forvente ut fra et normalt forløp av PTSD etter et traume, ifølge forskeren.Forskerne påpeker dernest at disse funnene er viktige for hvordan personer med posttraumatisk stress bør møtes av terapeuter og annet helsepersonell.­Intervensjoner for personer som har opplevd traumatiske hendelser, bør unngå å forsterke prosesser som gir hendelsen en sentral plass for personens livshistorie og identitet. Videre kan vi tenke oss at intervensjoner som sikter på å redusere sentralitet, kan være nyttig.Fremtidig forskning bør derfor se på hvilke intervensjoner som fører til at hendelser blir mindre sentrale, og hvilken effekt dette kan ha på posttraumatisk stress. Vi vet at det å spille Tetris i etterkant av en voldsom hendelse, kan være en måte å koble hjernen over på noe annet og mer trivielt, og ikke la de traumatiske hendelsene få for stor tyngde i vårt indre liv.Ja, komiker Nemr Abou Nassar har et poeng når han påpeker at vi muligens er i ferd med å legge lista litt lavt for hvilke typer av hendelser som kvalifiserer for PTSD. Kanskje er dette poenget viktigere enn han vet om når han skriver showet «Love isn´t the answer». Kulturen er i høy grad med på å påvirke hvordan vi tenke og opplever ulike situasjoner. Dersom de kulturelle føringene antyder at det vi har opplevd borger for traumer og PTSD, er det kanskje mer nærliggende at slike hendelser får en såpass sentral plass at vi faktisk får et slags varig mén, og en mer fryktsom identitet akkopagnert av PTSD og andre symptomer. Selv hendelser som egentlig ikke er så alvorlige, kan kanskje bli det, dersom vi adopterer kulturelle narrativer om alt som kan skade oss og forårsake store psykiske sår. Her er psykologene kanskje skyldige i å gjøre alt som skjer (med negativt fortegn) om til noe som trenger behandling og diagnostisering, mens vi egentlig hadde vært bedre tjent med å riste litt på hodet etter en litt dramatisk episode, og deretter gått videre uten så mye ståhei. Selv om det er et tema jeg synes er uhyre viktig, skal vi ikke dykke videre ned i det her og nå. Nå skal vi nemlig tilbake til samtalen jeg hadde med filosof Håvard Løkke. Dette blir dermed den fjerde delen i denne miniserien om identitet, og personen du tidvis hører med spørsmål og innspill, er filosofistudent Andre Sundbø Olsen. Velkommen til en traumatisk og identitets-dannende episode av SinnSyn. For den psykologisk interesserteEr du mer interessert i mennesket indre liv, relasjoner og selvutvikling, håper jeg du klikker deg inn på min Patreon konto og bli supporter av SinnSyn og WebPsykologen. På den måten støtter du dette prosjektet, og som takk for støtten får du en del ekstramateriale. Du får flere eksklusive episoder av SinnSyn, mentale øvelser, videomateriell som ikke publiseres andre steder, og du kan høre meg lese og gjennomgå min første bok, Selvfølelsens Psykologi – Bedre selvfølelse ved å bruke hodet litt annerledes. Senere vil jeg også lese inn boken, Jeg, meg selv og selvbildet. Ved hjelp av en rekke psykologiske teorier forsøker jeg å lage et slags treningsprogram hvor man gjør øvelser som styrker selvbilde, selvfølelsen og mentale muskler. Er du blant de som finner verdi her på SinnSyn, og litt over middels interessert i psykologi og filosofi, så er medlemskap i SinnSynes mentale helsestudio kanskje noe for deg. Håper å se deg som Patreon-supporter. Du finner medlemskapet på www.patreon.com/sinnsyn.Referanser:Blix, I.,mfl. The Launching and Ensnaring Effects of Construing a Traumatic Event as Central to One's Identity and Life Story. Applied Cognitive Psychology, april 2016.Blix, mfl. Centrality of event and symptoms of posttraumatic stress disorder after the 2011 Oslo bombing attack. See acast.com/privacy for privacy and opt-out information.

An Weihnachten 1866 taucht der seit Jahren totgeglaubte Erbe der Familie Tichborne plötzlich wieder in London auf. Henriette Tichborne ist überglücklich ihren Sohn Roger wieder in die Arme zu schließen, auch wenn er sich körperlich verändert hat. Sie hatte eh nie an seinen Tod während eines Schiffsunglücks glauben wollen. Doch warum die Identität des vermeintlichen Rückkehrers nicht so leicht zu klären ist, wie sich das Ganze zu zwei der längsten Prozesse der britischen Rechtsgeschichte entwickelte und welche Rolle eine Vermisstenagentur in Australien spielte, besprechen Nina und Katharina in dieser Folge des historischen True Crime Podcasts „Früher war mehr Verbrechen“ über den Tichborne Claimant. **// Kapitel //** - 03:15 - Ein Wunder an Weihnachten 1866 - 04:10 - Das Leben des Roger Tichborne - 18:04 - Auftritt Thomas Castro - 24:49 - Identität im 19. Jahrhundert - 33:18 - Die Spurensuche führt zu Arthur Orton - 38:30 - Die Gerichtsverfahren - 55:47 - Castros Lebensende **// Quellen & Shownotes //** - ANNAER, R., The Man Who Lost Himself: The Unbelievable Story of the Tichborne Claimant, Melbourne 2002. - DAWSON, C., 'The Slaughterman of Wagga Wagga': Imposture, National Identity, and the Tichborne Affair, Australian Literary Studies; 2004; 21(4)- 1-13. - DAVIES, G., Identification of Familiar Faces after Long Intervals: The Tichborne Claimant Revisited, Applied Cognitive Psychology, Appl. Cognit. Psychol. 30: 484–489 (2016) - FEUCHTWANGER, E., Einladung zum Betrug – Der Fall Tichborne, damals.de, https://www.wissenschaft.de/magazin/weitere-themen/einladung-zum-betrug/, 21. August 2002 - KENT, C., Victorian Self-Making, or Self-Unmaking? The Tichborne Claimant Revisited, Victorian Review , Summer 1991, Vol. 17, No. 1 (Summer 1991), pp. 18-34 - MCWILLIAM, R., The Tichborne Claimant: A Victorian Sensation, London 2007 - ROE, M., Orton, Arthur (1834–1898), Australian Dictionary of Biography, https://adb.anu.edu.au/biography/orton-arthur-4341 - STATE LIBRARY OF NEW SOUTH WALES, The Tichborne case: a Victorian melodrama, https://www.sl.nsw.gov.au/stories/tichborne-case-victorian-melodrama **// Folgt uns auf Instagram //** https://www.instagram.com/frueher.war.mehr.verbrechen/?hl=de **// Mail //:** mailto:frueherwarmehrverbrechen@outlook.de **// Karte mit allen „Früher war mehr Verbrechen“-Tatorten //** https://bit.ly/2FFyWF6 **// Kaffeekasse //:** https://ko-fi.com/fwmvpodcast GEMAfreie Musik von https://audiohub.de

Sempre há uma ideia central por trás de todas as outras ideias. referências: Efeito Rosenthal (pigmaleão) 1 - Raudenbush, Stephen W. (1984). "Magnitude of teacher expectancy effects on pupil IQ as a function of the credibility of expectancy induction: A synthesis of findings from 18 experiments". Journal of Educational Psychology. 76: 85–97. doi:10.1037/0022-0663.76.1.85. 2 - Rosenthal, Robert; Jacobson, Lenore (1992). Pygmalion in the classroom : teacher expectation and pupils' intellectual development(Newly expanded ed.). Bancyfelin, Carmarthen, Wales: Crown House Pub. ISBN 978-1904424062. Profecia auto realizável - Biggs, Michael (2013), "Prophecy, Self-Fulfilling/Self-Defeating", Encyclopedia of Philosophy and the Social Sciences, SAGE Publications, Inc., doi:10.4135/9781452276052.n292, ISBN 9781412986892 Profecia auto realizável nas mulheres : The self-fulfilling prophecy in close relationships: Rejection sensitivity and rejection by romantic partners January 2004 · Journal of Personality and Social Psychology Vieses cognitivos - Haselton, M. G., Nettle, D., & Andrews, P. W. (2005). The evolution of cognitive bias. In D. M. Buss (Ed.), The Handbook of Evolutionary Psychology: Hoboken, NJ, US: John Wiley & Sons Inc. pp. 724–746 Viés de Disponibilidade - Esgate, Anthony; Groome, David (2005). An Introduction to Applied Cognitive Psychology. [S.l.]: Psychology Press. p. 201. ISBN 978-1-84169-318-7.

​Zorana Ivcevic Pringle, Ph.D., is a Research Scientist at the Yale Center for Emotional Intelligence. Zorana studies the role of emotion and emotion skills in creativity and well-being, as well as how to use the arts (and art-related institutions) to promote emotion and creativity skills. ​Zorana has collaborated with colleagues from Denmark, Spain, China, and Croatia and published her research in journals such as Personality and Social Psychology Bulletin, Journal of Personality, Sex Roles, Applied Cognitive Psychology, Creativity Research Journal, Journal of Creative Behavior, Career Development International and others. She is Associate Editor of Psychology of Aesthetics, Creativity, and the Arts, and the International Journal of Creativity and Problem Solving. She completed her undergraduate studies at the University of Zagreb in Croatia, received a doctorate from the University of New Hampshire (with Dr. Jack Mayer, co-creator of the theory of emotional intelligence), and did postdoctoral research at the Interpersonal Communication and Interaction laboratory at Tufts University (with Dr. Nalini Ambady who pioneered research on thin slices of behavior). Her website is https://www.zoranaivcevicpringle.com/. --- Send in a voice message: https://anchor.fm/wickwriters/message Support this podcast: https://anchor.fm/wickwriters/support

Learn about how scientists just measured the quickest event ever recorded; how tiny remoras (suckerfish) stay stuck to fast-moving whales; and why being too busy could be killing your creativity.   Scientists have just measured the shortest amount of time, ever. by Cameron Duke Grundmann, S., Trabert, D., Fehre, K., Strenger, N., Pier, A., Kaiser, L., Kircher, M., Weller, M., Eckart, S., Schmidt, L. P. H., Trinter, F., Jahnke, T., Schöffler, M. S., & Dörner, R. (2020). Zeptosecond birth time delay in molecular photoionization. Science, 370(6514), 339–341. https://doi.org/10.1126/science.abb9318  Mann, A. (2020, July 13). The universe’s clock might have bigger ticks than we imagine. Livescience.com; Live Science. https://www.livescience.com/what-are-smallest-ticks-of-time.html  Pappas, S. (2020, October 17). Meet the zeptosecond, the shortest unit of time ever measured. Livescience.com; Live Science. https://www.livescience.com/zeptosecond-shortest-time-unit-measured.html  How do little remoras stay stuck to fast-moving whales? Physics! by Steffie Drucker Whale-surfing remoras ride cushion of water to stay in touch with their steeds. (2020). EurekAlert! https://www.eurekalert.org/pub_releases/2020-10/tcob-wrr102220.php  ‌Remora | fish | Britannica. (2020). In Encyclopædia Britannica. https://www.britannica.com/animal/remora  ‌Boundary Layer Separation and Pressure Drag – Aerospace Engineering Blog. (2016, October 15). Aerospace Engineering Blog. https://aerospaceengineeringblog.com/boundary-layer-separation-and-pressure-drag/  r/explainlikeimfive - ELI5: How do bugs manage to stay stuck to car windows whilst travelling at high speed? Are the suckers super strong? (2011). Reddit. https://www.reddit.com/r/explainlikeimfive/comments/579sqf/eli5_how_do_bugs_manage_to_stay_stuck_to_car/  Flammang, B. E., Marras, S., Anderson, E. J., Lehmkuhl, O., Mukherjee, A., Cade, D. E., Beckert, M., Nadler, J. H., Houzeaux, G., Vázquez, M., Amplo, H. E., Calambokidis, J., Friedlaender, A. S., Goldbogen, J. A. (2020). Remoras pick where they stick on blue whales. J, Exp. Biol. 223, jeb226654. https://jeb.biologists.org/content/223/20/jeb226654  Being Too Busy May Be Killing Your Creativity by Anna Todd A Genius Finds Inspiration in the Music of Another (Published 2006). (2020). The New York Times. https://www.nytimes.com/2006/01/31/science/a-genius-finds-inspiration-in-the-music-of-another.html  ‌The Science of Mind Wandering: Empirically Navigating the Stream of Consciousness. (2019). Annual Reviews. https://www.annualreviews.org/doi/abs/10.1146/annurev-psych-010814-015331  ‌Baird, B., Smallwood, J., Mrazek, M. D., Kam, J. W. Y., Franklin, M. S., & Schooler, J. W. (2012). Inspired by Distraction. Psychological Science, 23(10), 1117–1122.  https://doi.org/10.1177/0956797612446024  Lee, C. S., Therriault, D. J., & Linderholm, T. (2012). On the Cognitive Benefits of Cultural Experience: Exploring the Relationship between Studying Abroad and Creative Thinking. Applied Cognitive Psychology, 26(5), 768–778. https://doi.org/10.1002/acp.2857  Subscribe to Curiosity Daily to learn something new every day with Cody Gough and Ashley Hamer. You can also listen to our podcast as part of your Alexa Flash Briefing; Amazon smart speakers users, click/tap “enable” here: https://www.amazon.com/Curiosity-com-Curiosity-Daily-from/dp/B07CP17DJY  See omnystudio.com/listener for privacy information.

Human faces and voices are amongst the most information rich things our brains can process, giving us clues about who is communicating with us, what they are saying and how they are feeling. In this podcast, our in-house experts Lea Couchman and Iona Gillies tell us all about how our brains process and recognise faces and voices. If you're interested to hear more about some of the research mentioned in the podcast, check out these links.... Facial Overshadowing Effect in earwitness testimony: Cook, S., & Wilding, J. (2001). Earwitness testimony: Effects of exposure and attention on the Face Overshadowing Effect. British Journal of Psychology, 92(4), 617-629. Face recognition from yearbook: Bahrick, H. P., Bahrick, P. O., & Wittlinger, R. P. (1975). Fifty years of memory for names and faces: A cross-sectional approach. Journal of experimental psychology: General, 104(1), 54. Language Familiarity Effect: Thompson, C. P. (1987). A language effect in voice identification. Applied Cognitive Psychology, 1(2), 121-131.

Wenn man in einem Kriminalfall einen Augenzeugen hat, dann scheint das die große Rettung zu sein - man hat da ja jemanden, der das ganze mit eigenen Augen gesehen hat. Aber wie zuverlässig sind die Erinnerungen von Augenzeugen? Wir diskutieren in dieser Folge einige Einschränkungen und Effekte, die uns daran zweifeln lassen, dass man Augenzeugenberichten so ohne Weiteres Glauben schenken kann. Unsere Quellen sind: 1) Tuckey, M. R., & Brewer, N. (2003). The influence of schemas, stimulus ambiguity, and interview schedule on eyewitness memory over time. Journal of Experimental Psychology: Applied, 9(2), 101., 2) Loftus, E. F., & Palmer, J. C. (1974). Reconstruction of automobile destruction: An example of the interaction between language and memory. Journal of verbal learning and verbal behavior, 13(5), 585-589., 3) Harada, Y., Hakoda, Y., Kuroki, D., & Mitsudo, H. (2015). The presence of a weapon shrinks the functional field of view. Applied Cognitive Psychology, 29(4), 592-599. 4) Wright, D. B., & Stroud, J. N. (2002). Age differences in lineup identification accuracy: People are better with their own age. Law and human behavior, 26(6), 641-654. 5) Wiese, H., Wolff, N., Steffens, M. C., & Schweinberger, S. R. (2013). How experience shapes memory for faces: an event-related potential study on the own-age bias. Biological Psychology, 94(2), 369-379. 6) Young, S. G., Hugenberg, K., Bernstein, M. J., & Sacco, D. F. (2012). Perception and motivation in face recognition: A critical review of theories of the cross-race effect. Personality and Social Psychology Review, 16(2), 116-142. 7) Ross, D. F., Ceci, S. J., Dunning, D., & Toglia, M. P. (1994). Unconscious transference and lineup identification: Toward a memory blending approach.

Problembaserat lärande (PBL) är en populär undervisningsform som utgår från att eleverna, med mer eller mindre hjälp, själva ska lösa ett problem. Men hur bra fungerar det egentligen? Vad behöver man tänka på för att det ska fungera bättre? I detta avsnitt hamnar vi även i en flippad diskussion om det så kallade flippade klassrummet – och vad detta betyder för PBL. De som var med idag är: Betty Tärning, forskare i Educational Technology Group vid Lunds universitet, och doktor i kognitionsvetenskap, med specialisering inom digitala läromedel. Björn Sjödén, lektor i utbildningsvetenskap vid Högskolan i Halmstad och doktor i kognitionsvetenskap. Han undervisar på lärarutbildningen och forskar om digitalt lärande. Kalle Palm, gymnasielärare i fysik, filosofi och matematik samt kognitionsvetare. Tekniker och producent var Trond A. Tjøstheim. Varje avsnitt är granskat av Agneta Gulz, professor i kognitionsvetenskap vid Lunds och Linköpings universitet. Tillsammans bidrar vi med vetenskapliga referenser till varje avsnitt, för den som vill veta mer. Referenser Arena, D. & Schwartz, D. (2013). Experience and explanation: Using videogames to prepare students for formal instruction in statistics. Journal of Science Education and Technology, 23(4), 538-548. Blikstein, P., & Wilensky, U. (2010). MaterialSim: A constructionist agent-based modelling approach to engineering education. In M. J. Jacobson & P. Riemann (Eds.), Designs for learning environments of the future: International perspectives from the learning sciences (pp. 17-60). New York: Springer. Bonawitz, E., Shafto, P., Gwen, H., Goodman, N. D., Spelke, E., & Schultz, L. (2011). The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery. Cognition, 120(3), 322-330. DeCaro, M.S., & Rittle-Johnson, B. (2012). Exploring mathematics problems prepares children to learn from instruction. Journal of Experimental Child Psychology, 113(4), 552-568. Michael, A., Klee, T., Bransford, J., & Warren, S. (1993). The transition from theory to therapy: Test of two instructional methods. Applied Cognitive Psychology, 7(2), 139-154. Schwartz, D., & Bransford, J. (1998). A time for telling. Cognition and Instruction, 16(4), 475-522. Schwartz, D. L., Tsang, J. M., & Blair, K. P. (2016). The ABCs of how we learn: 26 scientifically proven approaches, how they work, and when to use them, kap J. WW Norton & Company.

Date: 5/22/2020 Show Description: “Jan Maarten is Principal Scientist at TNO and Professor of Applied Cognitive Psychology at the University of Twente, The Netherlands. His research interests include resilience engineering, team communication processes, and human-machine teaming. He is the lead editor on two influential volumes: Cognitive Task Analysis (2000) and Naturalistic Decision Making and Macrocognition(2008). He is co-editor of the recently released Oxford Handbook of Expertise (2020). He is editor in chief of the Journal of Cognitive Engineering and Decision Making. Dr. Schraagen holds a PhD in Cognitive Psychology from the University of Amsterdam, The Netherlands.” Where to find Jan Maarten: University of Twente TNO LinkedIn JCEDM The Oxford Handbook of Expertise Learn more about NDM: NaturalisticDecisionMaking.org Journal of Cognitive Engineering and Decision Making Where to find hosts Brian Moon and Laura Militello: Brian's website Brian's LinkedIn Brian's Twitter Laura's website Laura's LinkedIn Laura's Twitter Timestamps: What is the first paper you ever published? [2:00] Experience conducting research with children [4:11] Nature of Jan Maarten's 1993 research study on expertise [6:15] Working with Herb Simon at Carnegie Mellon [10:57] What led Jan Maarten to attend the 1994 NDM conference in Dayton [13:00] Discussing the birth and significance of the book "Cognitive Task Analysis" [17:25] Experience and advice for navigating difficult research interviews [20:35] Interviewing technique advice for students [23:52] The most exciting project Jan Maarten is working on right now [27:47] Goals and directions for future work [36:50] What is a "cyber-physical system"? [40:20] Industries that could benefit from an NDM perspective [42:30] Which project has been the most rewarding for you? [47:50] Evaluating the success of Dutch navy training simulations [54:50] One questions that can reveal if someone is an NDM practitioner [57:06] Two truths and a lie [58:30]

Psychologie hinter Verschwörungstheorien 2/3. In der zweiten Folge rund um die Psychologie hinter Verschwörungstheorien beschäftigen wir uns mit der Frage: Wer wird Verschwörungstheoretiker? Welche Umstände oder Eigenschaften lassen uns eher an Verschwörungstheorien glauben? __[Infos und Quellen für Streber] *Review: Douglas, K. M., Sutton, R. M., & Cichocka, A. (2017). The psychology of conspiracy theories. Current directions in psychological science, 26(6), 538-542. *Swami, V., Chamorro-Premuzic, T., & Furnham, A. (2010). Unanswered questions: A preliminary investigation of personality and individual difference predictors of 9/11 conspiracist beliefs. Applied Cognitive Psychology, 24, 749-761. *Swami, V., Coles, R., Stieger, S., Pietschnig, J., Furnham, A., Rehim, S., & Voracek, M. (2011). Conspiracist ideation in Britain and Austria: Evidence of a 64 monological belief system and associations between individual psychological differences and real-world and fictitious conspiracy theories. British Journal of Psychology, 102, 443-463.

Date: 5/15/2020 Show Description: “Today we welcome Julie Gore. Julie Gore is a Reader in Organizational Psychology, at the School of Management, University of Bath in the UK. She is a Chartered Psychologist and Fellow of the British Psychological Society. Her research focus is on the psychology of expertise and Naturalistic Decision Making (NDM) across a range of professions working under uncertainty. She is Associate Editor for Journal of Occupational and Organizational Psychology and serves on the boards of the British Journal of Management and Frontiers in Organizational Psychology. Julie is also an academic advisor for Nasdaq's Behavioural Science Lab. Dr Gore received one of the world's first NDM PhD degrees in Applied Cognitive Psychology from Oxford Brookes University, UK.” Where to find Julie's work: The Oxford Handbook of Expertise The University of Bath Naturalistic Decision Making and Uncertainty Naturalistic decision making: navigating uncertainty in complex sociotechnical work SPRITE+ Learn more about NDM: NaturalisticDecisionMaking.org Journal of Cognitive Engineering and Decision Making Where to find hosts Brian Moon and Laura Militello: Brian's website Brian's LinkedIn Brian's Twitter Laura's website Laura's LinkedIn Laura's Twitter Timestamps: Experience as one of the first NDM PhD program participants [1:46] How Julie initially heard about NDM [3:03] Julie's PhD research question [3:55] Discoveries made during PhD research [5:18] Advice for young NDM PhD students [6:15] Common barriers students need help managing [8:02] Surprises and concerns about today's generation of NDM researchers [10:10] Examples of PhD students whose perspectives have been transformed by NDM models [12:05] Making space for NDM research papers in journals and publications [14:52] Nature of Julie's work with NASDAQ [16:32] Exciting research on decision-making ethics and accountability in the digital space [19:23] Organizations' and outsiders' attitudes toward NDM [23:17] Showcasing the utility of NDM methods [25:18] A particularly rewarding project [27:10] An explanation of "adaptive expertise" [29:12] Opportunities to advance NDM in the context of today's novel circumstances [32:37] Three people who influenced Julie's career [33:47] Influences from outside NDM [34:43] Changes in the NDM community [36:35] One question that can determine if someone is an NDM researcher [37:30] Directions for future research [39:37] Two truths and a lie [41:02]

Hi and welcome to the Peak Endurance Podcast. My name is Isobel Ross and I am the coach at Peak Endurance Coaching. Today I speak with Tracy Alloway. Tracy Packiam Alloway, PhD, is an award-winning psychologist, professor, author, and TEDx speaker. She has published 13 books and over 100 scientific articles on the brain and memory. She is an Associate Editor for the journal of Applied Cognitive Psychology and the journal of Educational & Developmental Psychologist, and is on the Editorial Advisory Board for the Journal of Research in Reading. Her research is in the TOP 10 Cited list by Scopus and cited over 1000x. She blogs for Psychology Today and Huffington Post. I hope you enjoy our conversation Where we discuss the following: How do we find the motivation to train      when there are no races and we are only allowed to run close to home? how do we (as people and runners) deal with the uncertainty of these times, when we don't know what the future holds? how do we plan for the future when we don't even know how long we      will be in lockdown? (we are currently in stage 3 lockdown) How do we deal with getting through the day, let alone the   week/month? I do apologise in advance; there was a bit of technical issue at the start, you can’t hear Tracy as she describes some of her background. I couldn’t hear her either, but the microphone symbol on my laptop showed she was still recording so I didn’t get her to repeat what she said, s o my apologies there. I think you still get the main idea. Tracy Alloway on Instagram: https://www.instagram.com/drtracyalloway/  Facebook:https://www.facebook.com/TracyPackiamAlloway/  Website:https://tracyalloway.com/

We discuss the interchange between writing and thinking, the power of journaling in doctoral work, and developing one's academic voice. The passive voice is also discussed (by vikings). Links Sense of Style: The Thinking Person's Guide to Writing in the 21st Century, by Steven Pinker Oppenheimer, D. M. (2006). Consequences of erudite vernacular utilized irrespective of necessity: Problems with using long words needlessly. Applied Cognitive Psychology, 20, 139-156. DOI: 10.1002/acp.1178 Making Meaning Clear: The Logic of Revision, by Donald M. Murray Sanchez, B., & Lewis, K. D. (2014). Writing shapes thinking: Investigative study on preservice teachers reading, writing to learn, and critical thinking. Texas Journal of Literacy Education, 2(1), 55-68. Contact Us Dr. J. Scott Self - scott.self@acu.edu Dr. Linnea Rademaker - lxr16c@acu.edu Dr. Peter Williams - Peter.Williams@tamuc.edu

This episode is a look into how music can help enhance creativity and imaginative thinking. I will discuss some of the neuroscience behind creativity and emphasize the ideal ways of using music during the creative process. You will discover some interesting facts about Einstein and his use of music that enhanced his work. The harp music recorded on this podcast was recorded by music therapist, Andrea Cortez, MM, MT-BC at Mind Body Music Center.Episode References:1. Six Interesting Musical Facts about Albert Einsteinhttps://www.cmuse.org/interesting-musical-facts-about-albert-einstein/2. Creative Listening: How Music Can Boost Your Creativity https://brainworldmagazine.com/creative-listening-music-can-boost-creativity3. Einstein on Creative Thinking: Music and the Intuitive Art of Scientific Imagination. https://www.psychologytoday.com/us/blog/imagine/201003/einstein-creative-thinking-music-and-the-intuitive-art-scientific-imaginationCalaprice, Alice. (Ed.). (2000). The Expanded Quotable Einstein. Princeton, N. J.: Princeton University Press.Clark, Ronald W. (1971). Einstein. The Life and Times. New York: Crowell.Sayen, Jamie. (1985). Einstein in America. New York: Crown. Suzuki, Shinichi. (1969). Nurtured by Love. A New Approach to Education.4. The Four Stages of Creativity. https://www.inc.com/jessica-stillman/the-4-stages-of-creativity.html5. Emma Threadgold, John E. Marsh, Neil McLatchie, Linden J. Ball. Background music stints creativity: Evidence from compound remote associate tasks. Applied Cognitive Psychology, 2019; DOI: 10.1002/acp.3532Support the show (https://www.patreon.com/mindbodymusiccenter)

In this episode, your hosts interview Dr Carolyn Mair, who created and led the world's first Masters and Bachelors programmes to apply psychology within the broad context of fashion at the London College of Fashion, University of the Arts London. Carolyn discusses what led her to create these academic programmes, why psychology and fashion need to be examined together, and the issues within the fashion industry that she is interested in addressing through psychology.   Carolyn is the founder of psychology.fashion, and is a consultant to the fashion industry, retail, NGOs, educators and the public providing behavioural insights, training, masterclasses and workshops, mentoring and career coaching. She is a Chartered Fellow of the British Psychological Society and the proud holder of the British Psychological Society’s Distinguished Contributions to Psychology Education Award. Her book, The Psychology of Fashion is one of Routledge’s top 10 Psychology books in 2018. Carolyn has published broadly in academic and popular media and is frequently interviewed for national and international TV and radio (including BBC World News TV, Sky News, ITV, London Live), featured in international press (e.g., The New York Times, The Times, Guardian, Telegraph, Independent, Daily Mail, Irish Times, Sunday Independent) and fashion magazines (including Vogue, Elle, Harpers Bazaar, Grazia, Stella, Style, The Stylist, and Vanity Fair), as well as psychology and industry publications. Carolyn has a PhD in Cognitive Neuroscience, MSc in Research Methods Psychology and BSc (Hons) in Applied Psychology and Computing. In 2017, after working in academia for almost 20 years, Carolyn left to establish her consultancy. Her most recent academic posts were Professor of Psychology for Fashion at London College of Fashion University of the Arts London (2012-2017). Prior to this she was Professor of Applied Cognitive Psychology at Southampton Solent University (2007-2012), In her earlier careers, she was a visual merchandiser, graphic designer, dressmaker and portrait artist.  Find out more about Carolyn and her consultancy at: http://psychology.fashion/   Thanks for listening! We'd love to hear from you.   Follow us on Instagram: @undressingfashion Find us on Facebook: Undressing Fashion   Don't forget to rate, review and subscribe!   Thanks for getting undressed with us!

We talked to Daniel Lakens, assistant professor in Applied Cognitive Psychology at Eindhoven University of Technology, and author of the blog 'The 20% Statistician'. In 2017, he recieved the Leamer-Rosenthal prize for Open Social Science as a Leader in Education. He believes science should be a much more collaborative enterprise A shorter version of this interview was used in the second episode, "Collaboration is Key" (https://soundcloud.com/utrechtyoungacademy/the-road-to-open-science-ep-2-collaboration-is-key). The other guests of episode 2 are Kirstie Whitaker, Anita Eerland and Loek Brinkman. All the show-notes and discussion about that episode are available on openscience-utrecht.com/r2os-episode-2/. Follow @R2OSpodcast on twitter to stay up to date about the upcoming episodes.

Today’s guest is Daphne Scott. Daphne brings nearly two decades of real world coaching and corporate development experience to her Leadership Life trainings. She combines strong leadership abilities with highly trained facilitation skills to bring individuals and teams into greater relationship, creativity, and ultimately, success. Daphne is a Certified Professional Co-Active Coach (CPCC), certified Hendricks Coach, a founding member of the Conscious Leadership Group, and a longstanding member of the International Coaching Federation. She has studied with top-level executive coaches, consciousness experts, and organizational psychologists, and she’s currently completing her Masters of Applied Cognitive Psychology at the University of Pennsylvania. Daphne is also the co-host of The Super Fantastic Leadership Show podcast, and I know a little secret about her that may just come out here in a little bit. You can find out more about Daphne at www.Daphne-Scott.com, or check out her show on iTunes. This episode is brought to you by author and mentor, Dean Roberts. Get your free electronic copy of his book, I’ll Fix My Head Before I’m Dead, by calling him at 607-434-3429 or drop him an email at IllFixMyHead@gmail.com. Can’t get enough of Consciously Speaking’s host? Listen to him being interviewed on Conscious Millionaire and Dear Friends & Family this week! Get to know two different aspects of the same guy. Also, be sure to sign up for your Podcasting Mentorship Discovery Call today; and to learn more about Sponsorship Opportunities, send an email to Admin@MichaelNeeley.com.  Thanks! And don’t forget to subscribe to Consciously Speaking so that you don’t miss a single episode. While you’re at it, won’t you take a moment to write a short review and rate our show? It would be greatly appreciated! To learn more about our previous guests, listen to past episodes, and get to know your host, go to www.MichaelNeeley.com and follow us on Facebook and Twitter.

Psycomedia Episode 26 – The Science of Superheroes http://archive.org/download/PsycomediaEpisode26-TheScienceOfSuperheroes/PsycomediaEpisode26-TheScienceOfSuperheroes.mp3 References: Wearing black clothes: The impact of offenders’ and suspects’ clothing on impression formation (1997). Applied Cognitive Psychology, 11(1), 47-53. Adam, H., & Galinsky, A. D. (2012). Enclothed cognition Journal of Experimental Social Psychology, doi:10.1016/j.jesp.2012.02.008 Jarrett, C. (2012). Introducing “enclothed cognition” – how what we wear […]