All-or-Nothing Thinking

We engage in all-or-nothing thinking when we accept automatic thoughts which describe events in black-and-white categories, with no shades of gray. It is a more extreme form of magnification and minimization in which we minimize to the point that many positive aspects of life completely disappear from sight. Such automatic thoughts lead to a kind of perfectionism that defines everything short of 100% success as a failure. To a point, such perfectionism can lead us to try harder; but in the long run, inevitably, it tends to discourage us from trying at all. Since we encounter very little black or white in the real world, this kind of thinking squeezes much of the brightness out of our view of the world: all the shades of gray come to look as black as night.

A few years ago I was teaching a class in which several standardized tests were required. One semester, a woman took the class who got the highest total score on the standardized tests that I've ever recorded in that class. Out of a possible 200 points on the four tests, she missed five. But when this woman got her first essay back, she found several criticisms and suggestions for improvement. (The essay was not graded.) She seemed depressed and irritable in class for several days after getting the essay back. Finally, I persuaded her to come in and talk to me about it, and I asked her what she was so concerned about. 

"Well," she said hopelessly, "I guess I'm just going to get an 'F' in this class." From her point of view, her essay wasn't perfect, so it was worthless. Her automatic thoughts on receiving the essay back were probably something like this: "There are flaws in this essay, even after I worked hard on it, so I wasted my time. I produced nothing of value." That's all-or-nothing thinking.

This cognitive distortion can be devastating when you are trying to learn a new skill or improve your performance in an old one. A sculptor who thinks in terms of all-or-nothing will never finish a statue because the first stages of the work will always be rough. A writer who sees her rough draft as either finished or failed will never really finish an essay. You must accept your first draft as potentially good, but unfinished, in order to improve it. Many students fail to produce good essays not because they produce bad ones, but because they never finish the good ones they start.

Link: http://daphne.palomar.edu/jtagg/allor.htm

I Learned to Speak Four Languages in a Few Years: Here's How (lifehacker.com)

Lifehacker reader Gabriel Wyner was tasked with learning four languages in the past few years for his career as an opera singer, and in the process landed on "a pretty damn good method for language learning that you can do in limited amounts of spare time." Here's the four-step method that you can use, too (and you don't have to invest hundreds in a language course like Rosetta Stone).

 

This is the method I've used to learn four languages (Italian, German, French and now Russian); it's the method that got me to C1 fluency in French in about 5 months, and I'm currently using it with Russian (and plan on reaching C1 equivalent fluency by September).

I go in four stages. The stages will take different amounts of time for different languages and depend on how much time you have available per day, naturally. The US Foreign Service Institute makes estimates for language difficulties for native English speakers, and they seem to be spot on in terms of comparative difficulty—Russian seems to be taking twice as long as French did for me, and they estimate languages like Chinese to take twice as long as Russian. That being said, let's say we're talking about a language like French, and you have 30-60 minutes a day to spend on it, I've included estimates for how long each stage might take.

Stage 1: Learn the correct pronunciation of the language.

Time: 1-2 weeks (or longer for languages that have a new alphabet that will take some time to get comfortable with)

Starting with pronunciation first does a few things—because I'm first and foremost learning how to hear that language's sounds, my listening comprehension gets an immediate boost before I even start traditional language learning. Once I start vocabulary training, I retain it better because I'm familiar with how words should sound and how they should be spelled. (Correct spellings in French, for example, are much easier to remember when there's a connection between the spelling and the sound), and once I finally start speaking to native speakers, they don't switch to English for me or dumb down their language, which is awesome sauce.

If you're learning a language with a different alphabet, this is where you learn the phonetic alphabet(s) (Kana, for Japanese or Pinyin for Chinese, for example).

How do you learn pronunciation?

There are a few routes here, and a lot of excellent online and in-print resources (Pronunciation guides with CDs or mp3s are usually very good). Personally, I think it's worth the (short) time to learn the International Phonetic Alphabet (IPA) for the English language first (Wikipedia / some video tutorials I've been producing), and then see what sounds are different in your target language. In the process of learning IPA, you learn the components of each vowel and consonant and you'll really understand what makes a French word sound French, and a Chinese word Chinese.

Stage 2: Vocabulary and grammar acquisition, no English allowed.

Time: About 3 months. This stage involves two different time commitments: building your vocabulary and grammar flashcards and reviewing the deck.

This stage takes advantage of a few valuable tricks:

First, I'm using Anki, a wonderful, free flashcard program that runs on smartphones and every computer platform. Anki is a spaced repetition system, which schedules reviews of flash cards based upon how often you've successfully remembered a card. In the end, it helps you put a huge number of facts in to your long-term memory very rapidly—you can typically learn 20-30 new words a day in about 30 minutes on your smartphone.

Second, I use a modified version of Middlebury College's famous language pledge—No English allowed! I use pictures and whatever limited vocabulary I have to build the rest of my vocabulary. By skipping the English, I'm practicing thinking in the language directly, and not translating every time I try to think of a word. This results in quicker learning and better vocabulary retention over time, and a much faster transition to comfortable fluency in the language.

Third, I'm using frequency lists to guide my vocabulary acquisition. These lists show the most common words in a given language, and learning those words first will be the best use of your time—after 1000 words, you'll know 70% of the words in any average text, and 2,000 words provides you with 80% text coverage. It's not enough for fluency, but it's a pretty phenomenal base!

Since I'm starting out with zero words, I have to go in a few steps:

• To save time, I start with a basic list of 400 words that are common in English and extremely easy to picture - things like man and woman, dog and cat, to run and to cook, etc. I find good (!) translations of these and put them in my Anki deck without any English - just the word and its picture.
• After those, I grab a frequency list and mark off any remaining words I can portray with pictures alone (basic nouns and verbs), and put them in my Anki deck. Once I have some words to play with, I start putting them together. I use Google translate (Exception to no English rule - just be careful there's no English in your Anki deck) and a grammar book to start making sentences, then get everything double-checked at lang-8.com before putting them into my Anki deck. Fill-in-the-blank flashcards let you drill your grammar and connecting words, and you can usually just type these straight into Anki from your grammar book.
• As vocab and grammar grow, I eventually move to monolingual (French - French, for example) dictionaries and writing my own definitions for more abstract words (again doublechecked at lang-8.com). This builds on itself; the more vocab and grammar you get, the more vocab and grammar concepts you can describe in the target language. Eventually you can cover all the words in a 2000 word frequency list as a foundation and add any specific vocab you need for your own interests.
• Most people's eventual goals (by, say, the end of stage 4) will be ~2000-6000 words, plus around 1000 grammar cards, depending on how far you want to go (Here, we're talking about words that are in your Anki deck - you'll pick up a bigger passive vocabulary from reading). As a very rough estimate, if you end up with ~5000 cards, it will take you a bit less than 6 months to learn them with Anki if you're doing 30 minutes a day (half that if you do 60 minutes/day).

Stage 3: Listening, writing and reading work

Time: This stage overlaps quite a bit with stage 2 and 4. Once you're comfortable reading or writing anything, usually a month or two into stage 2, you can start stage 3. Stages 3 and 4, the immersion part, combined took me about 7 fairly insane weeks where I spent any free time reading, watching TV, and writing.

Once I have a decent vocabulary and familiarity with grammar, I start writing essays, watching TV shows and reading books, and talking (at least to myself!) about the stuff I see and do. Every writing correction gets added to the Anki deck, which continues to build my vocab and grammar.

You should read and watch anything that's enjoyable to you—it's more about quantity than anything; I'm a big fan of the Harry Potter series in translation, and dubbed versions of the TV series 24 are insanely addictive and not that difficult to follow after the first few hours—you can literally spend all day in front of the TV, and it's actually productive! As for writing, you can (and should) write whatever you want—journals, opinions, what you did today, your grocery list, anything. The goal is to get something down on a page that you can submit to lang-8.com, get a correction, and put that correction into your Anki deck.

Stage 4: Speech

At the point where I can more or less talk (haltingly, but without too many grammar or vocab holes) and write about most familiar things, I find some place to immerse in the language and speak all the time (literally). No English allowed or else you won't learn the skill you're trying to learn, which is adapting to holes in your grammar or vocabulary by going around them rapidly and automatically without having to think about it). I prefer Middlebury college, but if you don't have 7 solid weeks where you can cut ties to the rest of the world and just speak the language, you'll still get a lot from even a couple of weeks in your target country as long as you stick to your target language and spend as much time as you can talking. There are internet exchanges and Skype videochats that will absolutely help you practice speaking, and if you surround yourself with foreign language TV and movies, read books and videochat with people frequently, you can sort of simulate the immersion experience on your own.

The more intense you can make it, the faster your brain will adapt and learn how to put all the info you learned in stages 1-3 together quickly enough to turn into comfortable, fluent speech.

Link: http://lifehacker.com/5903288/i-learned-to-speak-four-languages-in-a-few-years-heres-how

Biology - Brain: Memory

Memory is one of the activities of the human mind, much studied by cognitive psychology. It is the capacity to retain an impression of past experiences. There are multiple types of classifications for memory based on duration, nature and retrieval of perceived items.

The main stages in the formation and retrieval of memory, from an information processing perspective, are:

• Encoding  (processing of received information by acquisition)
• Storage  (building a permanent record of received information as a result of consolidation)
• Retrieval  (calling back the stored information and use it in a suitable way to execute a given task)

A basic and generally accepted classification (depending on the duration of memory retention and the amount of stored information during these stages) identifies three distinct types of memory:

• sensory memory
• short-term memory
• long-term memory

The first stage corresponds approximately to the initial moment that an item is perceived. Some of this information in the sensory area proceeds to the sensory store, which is referred to as short-term memory.

 

Sensory memory is characterized by the duration of memory retention from miliseconds to seconds and short-term memory from seconds to minutes. Once the information is stored, it can be retrieved in a period of time, which ranges from days to years and this type of memory is called long-term memory.

The sensory and short-term memory are bio-electrical types of memory, as they store information in form of electrical signals, whereas the long-term memory is a bio-chemical type of memory.

When we are given a seven digit number, we can remember it only for a few seconds and then forget (short term memory). On the other hand we remember our telephone numbers, since we have stored it in our brain after long periods of consolidation (long term memory).

The definition of working memory, which is erroneously used as a synonym of short-term memory, is based on not only the duration of memory retention but also the way how it is used in daily life activities. For instance, when we are asked to multiply 45 with 4 in our head, we have to perform a series of simple calculations (addition and multiplications) to give the final answer. The process of keeping in mind all this information for a short period of time is called working memory.

Another good example is a chess player, who is playing with multiple opponents at the same time and trying to remember the positions of pieces in all games and using this information to make a good move, when required. Long-term memory can further be classified as declarative (explicit) and procedural (implicit).

Explicit memory requires conscious recall, in other words the information must be called back consciously when it is required. If this information is about our own lives (what we ate for breakfast in this morning, our birth date etc.), it is called episodic memory, if it concerns our knowledge about the world (capital of France, presidents of US etc.), then it is called semantic memory.

Implicit memory is not based on the conscious recall of information stored in our brain, but on the habituation or sensitization of learned facts. We perform better in a given task each time we repeat the task, that is we use our implicit memory without necessarily remembering the previous experiences but using the previously learned behaviours unconsciously. For example, classical conditioning is one kind of implicit memory.

 

Another example is memory resulting from motor learning, which depends upon the cerebellum and basal ganglia. 

Link: http://www.bibliotecapleyades.net/ciencia/ciencia_brain01.htm

WHY LEARN FRENCH LANGUAGE

Knowing French will allow you not only to function but to compete effectively in the global economy of the future.

In many europeans countries, a second language is introduced in primary school and a third language, in middle school. International job applicants who are proficient in at least two languages will be at a distinct advantage in the global market.

When you know French, you can be a part of communications and transactions occuring daily in French on every continent.

Learning French will increase your job opportunities and salary potentials. And also increases your apreciation from other people, and from other countries, the traditions, the history, the culture, and you can meet new people and understand them without any problem. Something that is not well know if that Learning French will improve your vocabulary in English, this is because 40 to 50% of English vocabulary comes from French, to learn French will also enhance your grammar skills, and willl greatly improve your scores on the verbal section.

Learning French develops your critical and creative thinking skills, because progress is very easy to measure, you can quickly take pride in your new abilities. Proficiency in French will significantly improve your chances of being accepted to the university and to graduate school.

And the best part is that you can travel to Canada, the Caribbean, Europe and Africa and use your French for knowing more about these countries, France is the most visited tourist destination in the world. When you speak French you can ask for an address or comment about your trip or meet new friends. French is the language of culture, opening your door to art, music, cinema, dance, cuisine and fashion. 

Source:  http://www.learnfrenchguide.com/french/language/why.asp

Thinking in different languages

A friend who was visiting from the United States listened to me speaking Turkish with merchants in the Grand Bazaar and then translating our negotiations in Turkish into English for his benefit. “How do you talk in one language and then translate into another one so quickly?” he asked. “What language do you think in while you're talking?”

Until he asked me this, I had not given much thought to which language I function in while speaking. I explained that when conversing in Turkish, I think in Turkish, and when using English, I think in English. Because my friend is monolingual, he found it intriguing that people who speak two or more languages are able to think in a language that is not their native tongue. My son and I both were raised speaking two languages at home, so for both of us, as bilinguals from the start, it is normal to think in the language we are using. There is no conscious switching over to another language, but rather, it is an automatic action. Even though I am still far from fluent in Turkish, I often have internal dialogues in Turkish instead of English. I have noticed my son does the same thing, sometimes talking to himself in English, sometimes in Turkish. Both of us also dream in different languages -- my son in Turkish and English, while I dream in English, Spanish, Turkish and sometimes even Arabic. I spoke about this phenomenon with a friend who is a linguist and he explained that this is completely normal and in fact, the desired goal when studying a new language. There is not set amount of time or fluency level that needs to be reached before a student begins to think in another language. It varies from person to person and depends on how much time and effort students put into immersing themselves into the language. For instance, within a few months some students may begin thinking in a new language instead of translating in their head into their native tongue. Other students will take longer. There is no set timeframe, but depends on each individual. When I speak English to the Turkish students in my son's fifth grade class, I can tell that some of them are beginning to think in English, while others are still listening to the English and translating it into Turkish before responding. The students are also now learning German and Mandarin. If they continue with their studies, eventually all the students should be able to switch between all four languages as they become more confident and fluent. It is interesting to watch my son as he begins learning the two new languages. As he grasps new words and phrases in German and Mandarin, he is starting to see objects in different ways. It will be interesting to see how long it takes before he begins to think in another language. Learning a new language is not just about learning the words. Instead, one is required to think with a new set of labels for everything around them. Recognizing this, many language courses use pictures and symbols to illustrate the meanings of new words instead of handing out vocabulary lists with translations into one's native language. Using pictures or symbols to teach words helps students to gradually change the labels they have for the world around them. For instance, when I began learning Turkish, I put notes on items throughout the house with the Turkish name written on it. By seeing the notes every day, I began to think of different objects by the Turkish name without translating it first from English. A table automatically became “masa,” the cupboard became “dolap.” This was my first step in not only learning the vocabulary in Turkish, but also the beginning of thinking in Turkish. Learning to think in a different language is a process that cannot be rushed. It takes time for the mind to adjust to a new language. However, with effort and perseverance, it will happen. Over the many years that I have studied foreign languages, I have felt a sense of accomplishment when I suddenly realized that I was communicating without translating back and forth between my native tongue and the new language. I had found that eventually I not only think in another language, but I begin unconsciously employing the facial expressions and body motions used by native speakers as well. My monolingual friend found it hard to grasp the idea that people can think as well as speak in different languages, but it is a natural occurrence. While I still struggle daily with Turkish, I know that slowly I understand more of what goes on around me. Learning to think in Turkish was a major step in communication.

Source: http://www.todayszaman.com/columnist-260565-thinking-in-different-languages.html

11 Habits of Highly Successful Dreamers (thechangeblog.com)

“All our dreams can come true, if we have the courage to pursue them.” – Walt Disney

Walt Disney certainly was a dreamer, and his imagination and dreams resulted in creating fairytale destinations that revolutionized the entertainment industry and epitomized the magic of creative thinking.  Walt Disney, the dreamer, imagined things that the common person could never have fathomed, and his example of creativity has been a major inspiration to millions of people worldwide.

Despite the compelling example of Walt Disney, not all dreams lead us down the right path, and in fact many dreams not only don’t come true, they can lead the dreamer astray and even turn into nightmares, leaving us more crippled rather than free. At times, we need to know when to give up a dream and replace it with a new one.

What happens to dreams that lead us astray?  What happens to the dreamers that needed to give up their dreams?  Some mourn the loss of their dream as a gap in their lives puts a wedge in their lives, while others dust themselves off as they come to the realization that even though their dreams were not realized, they can move on with undaunted faith in newer dreams.

What differentiates these dreamers?  What determines who will be broken by dreams and who will be mobilized by new dreams?  The following 11 habits seem to be determining factors of how resilient is the dreamer, even despite the fact that some of their dreams ended up turning into nightmares.

1.  Successful dreamers are flexible – they know when to hold them and know when to fold them!

As in the song by Kenny Rogers, healthy dreamers know when it is time to let go of one dream and trade it for another. They realize that some dreams just don’t come true, and even they do, those dreams might not turn out the way they had hoped or expected.  For some, dreams of a happy marriage are replaced with a painful and bitter divorce. Likewise, our dream job or even career might end in disenchantment or even failure.

Sometimes you need to stop reaching because life did not support your dream, no matter how much you wanted it!  Healthy dreamers do not see it as a defeat but rather see it as a foundation for conjuring up new dreams that fit them better now based on their experience.

2.  Successful dreamers have one foot on the ground while they leap into the air.

While they let their imagination soar, they do not lose their senses and sensibilities.  They have at least one foot planted on the ground.  They plan, they work, they execute their dreams, and do not expect quick fixes and miracles that will magically transform their lives. They don’t keep their heads in the proverbial clouds and think that if they dream hard enough, all their dreams will somehow come true. Rather they plod along in reaching for their dream, and realize that actualizing their dreams take a lot of work and effort.

3.  Successful dreamers know that happiness is in pursuing their dreams as much as in reaching it.

Healthy dreamers do not have pre-conditions to happiness. They realize the process is just as important as the product. While going towards their goals, they do not wait for life to turn out in reaching their dream – they see their life “turning out” as they go.  They know that happiness comes from within and even if they achieve their wildest dreams on the outside, they realize that attitude will make or break their life adjustment. They don’t put their life on hold thinking that reaching their dreams will make it all “perfect”. In other words, they do not wait for reaching their dream to make them happy, yet focus on being happy in the process.

4.  Successful dreamers don’t put all their dreams in one basket. 

Successful dreamers do not have all or nothing thinking. They also have already made peace with the fact that life is not often fair, and do not expect that the stars will align and all their dreams will come true, despite their best efforts. They also realize that even if a dream comes true, it might not be what they wanted or needed after all. So they do not hinge too much on any one dream and constantly try to achieve a life balance or dreams in the works.

5.  Successful dreamers don’t see disappointments as aberrations in life, they see them as stepping stones towards successes.

These individuals can break their dreams into smaller pieces if the whole dream does not turn out. They make mosaics or stepping stones out of their broken pieces of their dreams rather than give up on their dreams altogether. Instead of being miserable with so many broken pieces of dreams, they enthusiastically work with what they have to replace an old dream with a new one, that is more within their reach.

6.  Successful dreamers love to learn and use their “Inner GPS”.

As their dreams evolve and take new shapes as they mature, dreamers keep learning lessons of what did and did not work in pursuing their dreams. They build on their experiences of what they learned as their dreams take shape. They constantly are recalibrating themselves like a GPS. They are sensitive to the fact that their dreams are taking them on a detour, and they readjust accordingly. They constantly take stock of their dreams and ideals to achieve a constant state of equilibrium.

7.  Successful dreamers are propelled by courage rather than crippled by fear. 

Some people cling to dreams out of fear, and others pursue dreams with courage. Those who are too needy and clingy to their dreams are often disappointed as the dream, even if they attained it, did not give them the security and confidence they has hoped for. Old fears replace new fears. On the other hand, healthy dreamers are courageous souls who possess the seeds of resilience that they can weather missteps along the way.

8.  Successful dreamers move past the past.

Successful dreamers don’t live in the land of “what ifs” and “if onlys.”  They are not blinded by the future or blindsided by their past  – they focus on how they can actualize their dreams without putting their life on hold. They plan for tomorrow, learn from the past, but live in TODAY!

9.  Successful dreamers are forgiving and grateful.

There is no place for the healthy dreamer in the land of “woulda, coulda, shoulda.”  They do not judge their immature dreams, they do not begrudge themselves for having been naive or even foolish.  They are not hard on themselves for not having the foresight of knowing what they now know in hindsight. They are grateful for second chances as they work their way towards fulfilling their dreams. They see each day as a new opportunity to forge ahead, and are grateful for the opportunities the new day can bring them.

10.  Successful  dreamers seek healthy support from others.

Those who seek support of others that support their dreams are much more resilient than “loners” who isolate themselves. They are perceptive enough to discern who supports their dreams and who does not, and they set limits with those people who are toxic influences on their development. They seek out people who do not feel threatened by their growth, and refuse to cling to people out of fear and insecurity. Rather, their relationships enhance their ability to dream, not stifle it.

11.  Successful dreamers never give up hope.

No matter if one dream went wrong or many of them, successful dreamers never give up hope. They keep hope alive with the confidence that no matter what, they will meet new challenges with confidence and optimism. They refuse to give up hope that their dreams, and even their life, will turn out well. For their bumps and bruises along the way, they are soothed and healed by their hopeful mindset.

How about you – Are you a successful dreamer?  What are your habits? What are your dreams?  I welcome comments!

Source:  http://www.thechangeblog.com/dreamers/