Psychology is the scientific study of the mind and behavior. Its subject matter includes the behavior of humans and nonhumans, both conscious and unconscious phenomena, and mental processes such as thoughts, feelings, and motives. Psychology is an academic discipline of immense scope, crossing the boundaries between the natural and social sciences. Biological psychologists seek an understanding of the emergent properties of brains, linking the discipline to neuroscience. As social scientists, psychologists aim to understand the behavior of individuals and groups.
A professional practitioner or researcher involved in the discipline is called a psychologist. Some psychologists can also be classified as behavioral or cognitive scientists. Some psychologists attempt to understand the role of mental functions in individual and social behavior. Others explore the physiological and neurobiological processes that underlie cognitive functions and behaviors.
While psychological knowledge is often applied to the assessment and treatment of mental health problems, it is also directed towards understanding and solving problems in several spheres of human activity. By many accounts, psychology ultimately aims to benefit society. Many psychologists are involved in some kind of therapeutic role, practicing psychotherapy in clinical, counseling, or school settings. Other psychologists conduct scientific research on a wide range of topics related to mental processes and behavior. Typically the latter group of psychologists work in academic settings (e.g., universities, medical schools, or hospitals). Another group of psychologists is employed in industrial and organizational settings. Yet others are involved in work on human development, aging, sports, health, forensic science, education, and the media. (Full article...)
Self-inflicted cuts on the forearmSelf-harm (SH) or deliberate self-harm (DSH) includes self-injury (SI) and self-poisoning and is defined as the intentional, direct injuring of body tissue most often done without suicidal intentions. These terms are used in the more recent literature in an attempt to reach a more neutral terminology. The older literature, especially that which predates the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR), almost exclusively refers to self-mutilation. The term self-harm is synonymous with the term self-injury.
The most common form of self-harm is skin-cutting but self-harm also covers a wide range of behaviors including, but not limited to, burning, scratching, banging or hitting body parts, interfering with wound healing (dermatillomania), hair-pulling (trichotillomania) and the ingestion of toxic substances or objects. Behaviours associated with substance abuse and eating disorders are usually not considered self-harm because the resulting tissue damage is ordinarily an unintentional side effect. However, the boundaries are not always clearly defined and in some cases behaviours that usually fall outside the boundaries of self-harm may indeed represent self-harm if performed with explicit intent to cause tissue damage. Although suicide is not the intention of self-harm, the relationship between self-harm and suicide is complex, as self-harming behaviour may be potentially life-threatening. There is also an increased risk of suicide in individuals who self-harm to the extent that self-harm is found in 40–60% of suicides. However, generalising self-harmers to be suicidal is, in the majority of cases, inaccurate. (Full article...)
Pinker's academic specializations are visual cognition and psycholinguistics. His experimental subjects include mental imagery, shape recognition, visual attention, children's language development, regular and irregular phenomena in language, the neural bases of words and grammar, and the psychology of innuendo and euphemism. He published two technical books which proposed a general theory of language acquisition and applied it to children's learning of verbs. In particular, his work with Alan Prince published in 1989 critiqued the connectionist model of how children acquire the past tense of English verbs, arguing instead that children use default rules such as adding "-ed" to make regular forms, sometimes in error, but are obliged to learn irregular forms one by one. (Full article...)
... that according to A Bright Red Scream, millions of Americans regularly use razors, knives or broken glass to intentionally injure themselves? (self-inflicted cuts pictured)
... that Herbert Freudenberger fled Germany alone during WWII at the age of twelve, later becoming a well-known psychologist in the United States?
... that simply knowing about and understanding the illusion of transparency might help reduce speech anxiety?
