Nature and nurture

http://blog.lib.umn.edu/vanm0049/ psy1001section09spring2012/nature_vs_nurture2.jpg

Science reporting about a few of my favorite subjects: play, affect, and where it all comes from. New Scientist consultant Bob Holmes and co-author Kate Douglas take on the former, while Rachael E. Jack, et. al. take on the latter.

Human nature: Being playful

· 23 April 2012 by Bob Holmes and Kate Douglas
· Magazine issue 2861.
http://www.newscientist.com/article/mg21428610.300-human-nature-being-playful.html

Humans are not nature’s only funsters. All mammals play, as do some birds and a few other animals. But no other species pursues such a wide variety of entertainment or spends so much time enjoying themselves. The list of universals includes such diverse extracurricular pleasures as sports, music, games, joking, hospitality, hairdressing, dancing, art and tickling. What sets us apart is the fact that we play with objects and with language, says Clive Wynne at the University of Florida, Gainesville. We can also go beyond the literal. “What revolutionises human play is imagination,” says Francis Steen at the University of California, Los Angeles.

“We’re a playful species,” says primatologist Frans de Waal at Emory University in Atlanta, Georgia, and we retain our juvenile sense of fun right into adulthood. The only other primate to do that is the bonobo, perhaps as a result of its relaxed social environment. Human society is also relatively relaxed, de Waal notes, because we have moral codes and laws that promote stability. Crucially for the entertainment industry, we will also happily congregate with unrelated individuals, a situation that would leave both chimps and bonobos tearing strips off each other. Then there’s the simple matter of leisure time. In the wild, adult chimps spend around 8 hours a day foraging. Given more free time, they might play more. De Waal points out that captive apes enjoy computer games and watching TV, favouring scenes of sex and violence, but also appreciating slapstick humour.

But is it just opportunity that allows us to indulge our playful side, or do we actually need more entertainment than other animals? Play isn’t simply for fun, notes Marc Bekoff at the University of Colorado, Boulder. He identifies four primary purposes – physical development, cognitive development (“eye/paw coordination” as he calls it), social development and training for the unexpected. Playing is an evolutionary adaptation for learning, agrees Steen. Mammals are born inept but can adapt – playing helps us do that. Noting that human social and physical environments are particularly complex, he sees playing as a sort of simulator that allows us to imagine and try out different scenarios with little risk. “In play we are most fully human,” he says.

Bekoff believes social development is the most important purpose of play for humans, not least because it underpins morality. “Young children will not become properly socialised without it,” he says. For Robin Dunbar at the University of Oxford, playfulness is a mainstay of social cohesion. “Play often involves laughter, which is a very good bonding mechanism,” he says. And physical play – especially coordinated team sports – produces feel-good endorphins (Biology Letters, DOI: 10.1098/rsbl.2009.0670). In addition, sports provide a release for competitive urges, says de Waal. “If people watch others playing, that actually improves their own skills,” adds Steen. Even entertainment for sheer pleasure has benefits. “It’s fun, so it’s really good for mental health,” says Bekoff.

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Facial Expressions: As Much Nurture As Nature?
· April 19, 2012, 11:32 AM ET
· http://blogs.wsj.com/ideas-market/2012/04/19/facial-expressions-as-much-nurture-as-nature/

A new study suggests that East Asians perceive emotion in faces differently from Westerners, casting doubt on the thesis — proposed by Darwin and widely accepted in psychology today — that human facial expressions are largely universal.

Fifteen white European students and fifteen East Asians (young Chinese men and women recently arrived in Europe) were each asked to evaluate nearly 5,000 randomly generated expressions presented by way of 3D computer animation. Half the faces examined were “Western Caucasian,” half East Asian. (While the expressions were randomly generated, they were “natural,” adhering to rules governing how muscles interact.)

Fifteen white European students and 15 East Asians each rated nearly 5,000 randomly generated facial expressions, presented by way of 3-D computer animation; they chose one of six emotions — happiness, surprise, fear, disgust, anger, or sadness (or “don’t know”)—and rated the intensity. Those six emotions have long been thought to be the basic building blocks of human facial communication.

While the Europeans reacted with relative uniformity to the six categories, seemingly confirming their importance as discrete groups, the East Asian students showed far more disagreement, especially where surprise, fear, disgust, and anger were concerned. Reactions to these categories displayed substantial overlap, suggesting that they are not fundamental to the Asian way of “reading” faces. In contrast, muscle movements signifying happiness and sadness were robustly cross-cultural.

Another notable distinction was that East Asians were more likely to interpret early movement of the eyes as early indicators of strong emotion. Anecdotal confirmation for the importance of the eyes to East Asians comes in the form of emoticons: They type happy as ^ . ^ rather than :), and angry as >.<

It is possible, the researchers said, although the thesis was not tested in this study, that there are discrete “Asian” facial expressions that might elude Westerners — ones signifying shame, pride, and guilt, for instance.

The big picture, however, the authors say, is that the data re-open “unique nature-nuture debate across broad fields from evolutionary psychology and social neuroscience to social networking via digital avatars.”

Source: “Facial Expressions of Emotion are Not Culturally Universal,” Rachael E. Jack, Oliver G.B. Garrod, Hui Yu, Roberto Caldara and Philippe G. Schyns, PNAS (April 16 online)

  • Abstract

Edited by James L. McClelland, Stanford University, Stanford, CA, and approved March 19, 2012 (received for review January 5, 2012)

Since Darwin’s seminal works, the universality of facial expressions of emotion has remained one of the longest standing debates in the biological and social sciences. Briefly stated, the universality hypothesis claims that all humans communicate six basic internal emotional states (happy, surprise, fear, disgust, anger, and sad) using the same facial movements by virtue of their biological and evolutionary origins [Susskind JM, et al. (2008) Nat Neurosci 11:843–850]. Here, we refute this assumed universality. Using a unique computer graphics platform that combines generative grammars [Chomsky N (1965) MIT Press, Cambridge, MA] with visual perception, we accessed the mind’s eye of 30 Western and Eastern culture individuals and reconstructed their mental representations of the six basic facial expressions of emotion. Cross-cultural comparisons of the mental representations challenge universality on two separate counts. First, whereas Westerners represent each of the six basic emotions with a distinct set of facial movements common to the group, Easterners do not. Second, Easterners represent emotional intensity with distinctive dynamic eye activity. By refuting the long-standing universality hypothesis, our data highlight the powerful influence of culture on shaping basic behaviors once considered biologically hardwired. Consequently, our data open a unique nature–nurture debate across broad fields from evolutionary psychology and social neuroscience to social networking via digital avatars.

USC Annenberg Fellows Symposium

On Wednesday, April 11, 2012, I presented Explore Locally, Excel Digitally: A participatory learning-oriented after-school program for enriching citizenship on- and offline at the fourth annual USC Annenberg Graduate Fellowship Research and Creative Project Symposium.

I spent hours on my gorgeous Powerpoint presentation but not a soul reviewed it. If I’d remained in my booth, perhaps I would have gotten some visitors. But since the crowd was anemically thin, I opted to court professional development by engaging with colleagues. I got to know some of the first-year PhD students in my program. I caught up with Katya Ognyanova, who I’d taken a class with back in Fall 2008 and haven’t really spoken with on an academic level ever since. I embraced my friend Lori, who became DR. LOPEZ yesterday when she successfully defended her dissertation! I chatted with my colleague Rhea Vichot, who wryly observed that conferences never know how to classify her scholarship. I asked two Greek engineers about their top takeaways from their presentation on big data. Their answer: new solutions to backing up must be devised and implemented. (We also spoke about Thessaloniki, Greek islands, cheese, and yogurt.) I heard Ritesh Mehta and Tisha Dejmanee share their phenomenological take on Facebook, then sat down with Erin Kamler (and LeeAnn Sangalang) to discuss participatory action research, Theater of the Oppressed, and Erin’s recent paper that examined modes of establishing validity in interventions that combine both approaches. We discussed the power of comradeship and fantasized about forming a reading/critical feedback circle to provide each other with intellectual/practical support. I told them to set up the Doodle. We’ll see if anyone follows through… But our hearts were in the right place.

I also attended a session in which the focus was on money and conspicuous consumption. USC Annenberg PhD student Laura Alberti spoke about the EU debt crisis and the framing of Greece as a deadbeat family member, USC Annenberg PhD student Lana Swartz spoke about the rise and fall of Diner’s Club credit cards, and USC School of Cinematic Arts PhD student Katherine Wagner explored Yelp’s implications for Los Angeles segregation. USC Annenberg PhD student LeeAnn Sangalang served as moderator.

While this event wasn’t exactly what I expected, I feel nonetheless that I benefited from learning about others’ diverse scholarship. I also strengthened collegial connections that, at the end of the day, matter far more than any one project. Therefore, I thank you, USC Annenberg Graduate Fellowship Research and Creative Project Symposium. Thank you very much.

Branches

Still composing this post about my second cousin once removed, Beverly (Bev) Levin Copeland, and the extraordinary work she’s done to honor family. For now, the least I can do is share these resources and praise Bev to the stars. Bravo, Bev, and thank you.

The Erin Copeland Book Project, a charitable effort established by Bev and Shelly Copeland in honor of their late daughter Erin

An extraordinary history of the Greenman Family (Bev’s mother’s ancestors) from nineteenth century Russia to 2001

Interview with Bev’s father (my Grandpa Ray’s first cousin), Max Levin

Interview with Bev’s aunt (my Grandpa Ray’s first cousin), Bea

When I was in LA we visited the Los Angeles Holocaust Museum, the first Holocaust museum built in the U.S. As part of an exhibit they were playing this recording, which I found amazingly powerful and beautiful……. Paul Robeson singing in Yiddish

About

The world is complicated.

While I AM willing to state the obvious, I refuse to back down from a challenge — and this complicated world presents quite a challenge. Too often, we peek out at it, catch a glimpse of the various social problems beleaguering folks near and far, and we shut down, numb out, close our eyes, disavow responsibility — that is, if we even stop to consider others. Now, that “we” I alluded to was a sincere “you and me” — I’m definitely including myself in this bunch of overwhelmed onlookers. We’re overwhelmed by so much; for, not only is the world complicated (as I so insightfully pointed out), but our own little lives are complicated, jampacked with sundry obligations and constantly buffeted by eddies of social/political/natural/technological change. I’m not sure that life was ever “easy” (and I’m not sure that that’s ever been the point), but life certainly isn’t easy in the 21st century.

Still. Just as bridging the local and the global has introduced complication, so too does it present possibility. We have the extraordinary opportunity to engage with one another, foreign and domestic, mediated and face-to-face, to try to make things better. In my opinion, the best way to fix a problem is to prevent its manifestation in the first place. That means ensuring communities’ and individuals’ access to the developmental assets they need to thrive. The second best way to fix a problem is to support locals as they endeavor to fix it. That means fostering communities’ and individuals’ mastery of the primary skills they need for lifelong learning.

Scholarship for Social Change is about working to bring about that rising tide that lifts all boats. There are several ways to get at it –conversation, rumination, theory-building, fieldwork. Luck. Love. Lots of good food… I hope you’ll join this team effort by commenting and, more importantly, getting out there and dirtying your hands in this messy business of making the world a better place.

Thanks. :)

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“The greatest truth must be recognition that in every man, in every child is the potential for greatness.”

-Robert F. Kennedy

Scholarship for social change demands prowling the borders between cultural difference and universality, bridging diverse fields in order to identify and implement fundamental skills for rich learning. It requires using multi-disciplinary theory and real world data to craft curricula that better engages students intellectually, socially, emotionally, and ethically. If we can strike the right balance, respecting the old, the new, the unexpected, and the unstructured, then we will have discovered something truly extraordinary – not only the mechanisms of meaningful learning, but the means for better realizing our individual and collective potential.


How do we facilitate meaningful learning? Do certain skills function as a universal point of departure, enabling all learners’ future exploration and growth? How best can we share these primary skills with every individual who aspires to learn?

Most would agree, contemporary education requires retooling. Domestically, issues pertaining to students’ physical wellness (e.g., reproductive health, obesity) and social functioning (e.g., bullying, self-esteem) follow them to school, impacting both classroom climate and academic achievement. Internationally, education has been recognized as an imperative for development (Roudi-Fahimi & Moghadam, 2003), yet its efficacy is often blunted by lack of resources and community support[1]. Meanwhile, contemporary emphases on standardized testing and digital opportunity[2] call into question what to teach and how to teach it, often engendering controversy and highlighting the disparity between the world’s “have’s” and “have not’s.”

A Primary Skills Set

To respond to these challenges, as well as take on twenty-first century learning benchmarks (Trilling & Fadel, 2009) and millennium development goals (United Nations, 2010), educators must support the basics. But the basics do not refer to classic “reading, writing, and ‘rithmetic”; the basics are even more fundamental, constituting the skills that enable learning of “the R’s” in the first place. These primary skills pertain to new media literacies (NMLs), social and emotional learning (SEL), asset appreciation, and narrative.

New media literacies.

Seminal publication Confronting the challenges of participatory culture: Media education for the 21st century (Jenkins, Purushotma, Clinton, Weigel, & Robinson, 2006), defined NMLs as “a set of cultural competencies and social skills that young people need in the new media landscape” (p. 4). This bears repeating for the skills’ name is somewhat of a misnomer. While NMLs have become increasingly vital due to the demands of new technology, neither are the NMLs new nor are they technology-dependent (Felt, 2010c). The 12 NML skills are: play; performance; simulation; appropriation; multitasking; distributed cognition; collective intelligence; judgment; transmedia navigation; networking; negotiation; and visualization. Mastery of these useful, versatile skills both taps and fosters the development of dynamic processes, such as critically thinking, collaborating, and problem-solving. Because these processes are indispensable to learning (Gee, 2007; Lankshears & Knobel, 2003; Lyman, Ito, Thorne, & Carter, 2009), NMLs can be understood as elements of a “primary skills set.”

Social and emotional learning.

Self-awareness, self-regulation, social awareness, relationship skills, and responsible decision-making constitute SEL’s five core groups of competencies (Collaborative for Academic, Social, and Emotional Learning, 2009). Empirical research has found that recipients of SEL training tend to utilize more daily behaviors related to getting along with and cooperating with others, and report “more positive attitudes toward self and others (e.g., self-concept, self-esteem, prosocial attitudes toward aggression, and liking and feeling connected to school)” than peers in a control group. SEL programming has also been linked to an average gain on achievement test scores of 11 to 17 percentile points (Payton, Weissberg, Durlak, Dymnicki, Taylor, Schellinger, & Pachan, 2008, pp. 6-7). Moreover, SEL programs provide an impressive return on investment in terms of dollars and cents and sustained behavior change (Botvin, 1998, 2002; Hawkins, Kosterman, Catalano, Hill & Abbott, 2008; Schaps, Battistich, & Solomon, 2004). This sense of intrapersonal integration and social connectedness prepares individuals for meaningful learning (Durlak & Weissberg, 2007; Goleman, 1996, 2006; Hoffman, 2000; Zins & Elias, 2006) by freeing them from preoccupations and hang-ups and enabling richer engagement. Bulwarked by social and emotional health, learners are ready – ready to learn across their ecologies, participate fully, experiment courageously, collaborate productively, fail spectacularly, and keep on going.

Asset appreciation.

Immersion in diverse bodies of literature inspired the theoretical bricolage[3] that is the “asset appreciation” construct. Asset appreciation unifies academically separate yet philosophically complementary theory from research on resilience (Luthar, Cichetti, & Becker, 2000; Yates, Egeland, & Sroufe, 2003), possible selves (Markus & Nurius, 1986; Clark, Miller, Nagy, Avery, Roth, Liddon, & Mukherjee, 2005), positive deviance (Pascale, Sternin, & Sternin, 2010; Singhal, Sternin, & Dura, 2009), asset-based community development (Kretzmann & McKnight, 1997; Kretzmann, McKnight, Dobrowolski, & Puntenney, 2005), intrinsic motivation (Deci & Flaste, 1996) and appreciative inquiry (Bushe & Kassam, 2005; Cooperrider & Whitney, 2005). Asset appreciation aims to capture the extent to which an individual and/or community recognizes the availability of internal and external resources and exploits them to their fullest potential. Simply knowing about resources can help people to get their needs met with greater ease and comprehensiveness, particularly in times of stress. Appreciating resources as assets can boost people’s quality of life perceptions and sense of self and/or collective efficacy (Bandura, 1994; 1997) because it frames the environment as rich and oneself as embedded in a support network. Behaving resourcefully and framing situations productively facilitates meaningful learning because such acts, like NMLs, tap and foster processes of critical thinking, collaborating and problem-solving. Implicit in these acts are the SEL skills of self-awareness and social awareness; as such, asset appreciation similarly enables learners’ engagement and seeds unfettered exploration and growth.

Narrative.

The fourth pillar of this paradigm is narrative. Stories are hailed by various constituencies as a universal attribute of humankind (Campbell, 1949/2008), the most natural mode of thought (Schank & Abelson, 1995; Sarbin, 1986), a tool for establishing identity (Siegel & Hartzell, 2003), a frame for constructing reality (Berger & Luckmann, 1966), a means to gratify needs (Katz, Blumler, & Gurevitch, 1974), a commodity of enormous value (see Hollywood), or simply a good ol’ way to pass the time. Lately, health communication scholars have documented (Bandura, 1977, 2004a; Green & Brock, 2002; Singhal, Cody, Rogers, & Sabido, 2004) what Aesop’s and de la Fontaine’s fables long ago established: stories can teach. Moreover, stories can assess (Carr, 2001; Davies & Dart, 2005). Thus narrative skills – the capacities to comprehend and weave stories – can be understood as learning prerequisites.


[1] Sadly, the same can be said of education in the United States.

[2] which does not mean universal access and/or preparation, as access (“the digital divide”) pertains to equipment while preparation (“the participation gap”) pertains to literacy (Jenkins, Purushotma, Clinton, Weigel, & Robinson, 2006)

[3] A French term, bricolage is used by many American academics to refer to “a construction made of whatever materials are at hand; something created from a variety of available things” (Random House, Inc., 2010).

Annenberg Innovation Lab Summit

On Friday, March 31, 2012, I participated in the USC Annenberg Innovation Lab‘s 1st Annual Innovation Summit.

The event gathered folks from multiple industries to explore such cutting-edge projects as rethinking urban spaces, experimenting with participatory cultures, nurturing industry-academic-government collaborations, remixing environmental data, designing innovative technologies, and imagining 700+ solutions to complex future challenges. Here is the agenda for the Summit’s day-long plunge into theoretical and practical innovation.

In the Henry Jenkins-led session “Experimenting with Participatory Cultures,” I presented/demo-ed the PLAYground, our online platform for the curation, creation, and circulation of user-generated learning. Here is the session, which runs roughly one hour and 20 minutes. I speak from 1:06:50-1:17:15, and my presentation showcases the playful spirit one must bring to working (and presenting!) in the real world.

It was a privilege to learn, play, network, and help myself to sumptuous food! I am a lucky scholar indeed.