Friday, March 21, 2014

"OMG Stop Being So Negative!!1"


The problem with negativity is you often do not realize how bad it is, or at least that how it is in my experience. I used to be so depressive, pessimist and hopeless about life. I had this very fucked up view on what I think I deserve and I don’t deserve; I let people underestimate me and look down on me because I think I deserve it, and I never tried to get (or be) the best simply because I don’t think I deserve it. From an outsider point of view, I probably look like a psycho masochist or something, but for me it was normal. Depressing yet normal. It was my mind, it was how I perceive world and how I understand the world works. Trust me, if I can burn the content of my brain into a DVD and play it for you, you will feel like you are watching Requiem for a Dream or something.


Negativity is something that I identify with myself strongly, especially when I was younger. After I distanced myself from my supposed source of depression and grew a much, much better and positive new mindset, I looked back and realized how awful my mental state was, mainly because it did not have to happen. I was not a war or child trafficking victim – it is not like I was subjected to a prolonged inescapable torture or something. But negative perception to the world does not only happen to victims of these serious situations – it can happen to everyone. 

Example: Dan Howell.



















I've been watching loads of his videos lately, and I can assure you he is the poshest, most articulate youtuber out there, so it is a good influence to your English speaking ability (not the swearing though). I reccomend it if you are sick of watching TedxTalk and want something lighter. Dan, who started youtubing at the age 18, mainly vlogs about his social awkwardness, procrastination and negativity, wrapped in sarcastic, witty humor. I think it mostly started as a passive-aggressive way to deal with things he hates about himself (‘yeah whatever this is me you wanna laugh go ahead’), but it turns out to be what distinguishes him from other youtubers and he is known for the most.  Now he is currently one of the most famous Youtuber on the planet, has a successful career as radio presenter, and widely acknowledged as a walking wet dream. And you know what; those negative traits are still there. He still has existential crisis every two weeks and in videos when he has to unexpectedly interact with other human beings, I can almost feel the awkwardness emanating through the screen. 















 See? Negativity is not a matter of what happens to you, but how you react to those situations.

NEGATIVITY IS NOT A CHOICE
 
People usually blame depressive and negative people for their hopelessness. “Be positive!,” “Get over it!,” or “Just forget about it already!.” Woah, isn't that an awesome, informative, ground-breaking suggestion. I did not know that what I have to do it is just to get over it. 

That was sarcasm, in case you did not know.

There is a psychological attribute that prevents you from getting out of negativity even though you are able to. It is called explanatory style.  Remember that question ‘Is the glass half-empty or half-full?’. Yup, that more or less is what this is about. Explanatory style is ‘one’s tendency to offer similar sorts of explanation for different events’ (Peterson, Buchanan & Seligman, 1995). It is the way people explain good or bad thing that happens involving themselves along three dimensions. The first is internal (they blame it on themselves) vs external (they blame it on somebody else). The second is stable (they view it as something permanent) vs unstable (they view it as something temporary). The last is global (they think of it as a life-determining event that defines them as a person) vs specific (they think of it as it is). People who have internal, stable and global explanatory style are said to have a pessimistic explanatory style, while people who have external, unstable and specific is called optimistic

The question is, what are the determining factors? What makes a person optimistic and other pessimistic? Eisner (1995) reviewed the studies in this area and reported four different determinants of explanatory style. The first is feedback from teacher, parents or other influential figure, especially in young children. The second is modeling, which means that children develop their explanatory style by adopting or mimicking the style of their significant others or primary caregivers (i.e. parents). The third is genetic, a conclusion after the difference in result of experiment involving monozygotic and dizygotic twins. And the last, is learned helplessness effect. 

We learned about this in class actually, which is the reason why I wrote this. Learned helplessness effect is a condition in which an organism forced to endure pain or similar unpleasant stimuli, is unwilling or unable to avoid those stimuli even if they are provided a way to escape it, presumably because they have learned that they have no control over it and whatever they do will end up futile. Ovemier and Seligman (1967) did an experiment during which they found out that dogs exposed to inescapable and unpredictable electric shock in one situation later failed to escape shock in different situation where escape is possible. Basically there are 2 groups of dogs; the first group which has been trained a way to escape the pain show normal response and recovered after a while, while the second groups, whose pain subjected to them seemed to start and end at random, after a while shows a kind of ‘giving up’ behavior and stop trying to escape the pain, even though a way of release was provided later on. This result contradicts the predictions by B.F. Skinner’s behaviorism theory, which is by the way the leading psychological theory at the time. 

THE EFFECTS
People who are exposed to the feeling of helplessness on a regular basis will most likely to develop a pessimistic explanatory style (‘It is because I’m stupid’, ‘Fuck my life’, ‘My life is useless’, etc.). On the contrary, pessimistic explanatory style can worsen the feeling of helplessness as well. Together these make a never ending chain of misery that sucks you in and never let go. 

These are the source of all those negativity, and it broadly affect a person’s life. Learned self-helplessness and pessimistic explanatory style have been linked to depression, poor motivation and lack of social effort. Children who are constantly exposed to miserability (is that even a word?) they cannot control can develop pessimistic explanatory style that last until their adulthood and in turn determine how they react to everything that happens in their life. People may neglect medication, diet or hygiene simply because they are conditioned to think that it is useless. Abused or neglected children will very likely to choose a partner who also treats them that way. It is impossible for them just look past the dark shadow engulfing their mind at whim – it can be done, but it is not easy. There are therapy designed for that, I forgot what it is called though. 


Basically, everything that happen in our life programmed us to think in certain way and to act out of what you are programmed to be is not an easy thing to do. Just like how a conceited, overly optimistic person is very difficult to accept criticism or admit fault. Therefore, next time you met a depressive person, try not to judge them. We know we have to be grateful, positive, all smiling and crap, but try to go to that from where we come from is hard, okay? Give us time.

Sources :
Seligman, M.E.P.; Maier, S.F. (1967). "Failure to escape traumatic shock". Journal of Experimental Psychology 74: 1–9.
Peterson, C., et.al. (1995). “Explanatory Style: History and Evolution of the Field”. Explanatory Style: 1-20.
Eisner, J.P. (1995). “The Origins of Explanatory Style: Trust as a Determinant of Pessimism and Optimism.” Explanatory Style:49-56.

Tuesday, March 18, 2014

Review: 12 Years a Slave

Solomon Northup is a free black man from Saratoga, New York, who works as carpenter and musician. One night, he was drugged by two gentlemen who originally promises him a job, and woke up the next day with his limbs chained. He was then sold as a slave, and lived his life as one for 12 years. He moved from one master to the other, swallowing his pride as a free man just to survive and sharing pain with other slaves. Until one fateful day, a man he knows came to fetch him up and return him to his family. 























 I did not finish Django Unchained, frankly because it was too much for my faint little heart, but somehow I managed to finish this. 

The title itself is pretty explanatory. Just like Django Unchained, this movie is about slavery. Is it a trending formula now? I don't know. It is set in 1841, during when slavery was still a legal constitution and there was all those things about Southern and Northern states before Abraham Lincoln wiped them out. As embarrassing as it sounds, I never knew that there were free black people during that time in USA. I thought when slavery was a condoned by law, every black people who live in USA was objected to that. But apparently I was wrong, and hey, I learned it now - in not a very nice way, may I add, because this is painful to watch. Just like other historical drama such as Schindler’s List or Black Hawk Down. This is also apparently a true story, based on a memoir written by a man of the same name.

It is a pretty traditionally made drama. I mean, it is a good movie which obviously was made very seriously, but nothing out of the box or mind-blowing about it. The set and costumes are well-done, and the scripts use English that is old enough to make you pause every second and check the dictionary. The cast? Well, they have Benedict Cumberbatch, Brad Pitt, Sarah Paulson, so this is kind of a big deal. Quvenzhane Wallis (that adorable little girl in Beasts of the Southern Wild) also has small role as Solomon’s daughter, and there is also that emo guy from Little Miss Sunshine. 

This movie actually came to my attention because of the Oscar and all that hype surrounding Lupita Nyongo, as well as Dan Howell’s tweet, so I decided to check it out. This movie definitely is worth all those Oscars, but still.

Okay, I actually wanted to say 'meh', but I guess I shouldn't do that, should I?

Saturday, March 1, 2014

MATH JOKES YAY (2)



The Use of Contextual Problem in PISA: Is It Unfair?

Dispute between the use of concrete and abstract in Mathematics has been going around for quite a long time. One group favors the old curriculum which focuses on computational and symbolic manipulation skill, others say that the old curriculum does not work and children have to learn Mathematics which is centered on real-world problems. It is obvious the majority of education society tends to favor the latter, with the development of mathematics learning approaches like RME, as well as terms like ‘constructivism’ and ‘contextual teaching learning’ being used widely and extensively. However it does not imply that no one wants to defend the use of abstract learning materials. Kaminski, Sloutsky, and Heckler’s (2008) publication, for instance, caused a major stir by stating that students may gain more from learning Mathematics through abstract, symbolic representation than from concrete examples.

Unaware of all the elitist arguments, research and publications done by people of influence though, Mathematics classrooms in most developing countries (which is basically most countries) for various reasons are inclined to believe the former standpoint rather than the latter. It is mainly because using concrete and contextual learning material tend to use up a lot of time and money, which is simply too problematic to carry out in an economically unaccommodating condition. Interestingly enough, this is claimed to be the reason behind these countries’ low rank in PISA. Indonesia, for example, only ranks as the 57th in 2009 and the 64th in 2012. Zulkardi et. al. (2013) claimed that it is due to students’ unfamiliarity with solving contextual problem. This leads to a suggestion that some countries are put on clear advantage due to their economic capability to fund Mathematics contextual teaching and learning. Is PISA assessment unfair? Does the type of the problems need to be changed to fit the participants’ background better?

The answer to this question lies in the nature of PISA itself. First, PISA is designed to find out whether or not students can use what they have learnt in school and apply that knowledge to real life situations and problems (OECD, 2009). Of course, the use of contextual problems comes as a no brainer. Second, PISA is often seen as the world cup of international education, but testing and ranking the students to see which one is better is not the main emphasis here. PISA uses the test results to compare the effectiveness of each country’s education system, determine the main characteristic of the higher ranking countries and use it as a foundation for future policy making (OECD, 2009). Therefore the use of contextual problem should not be a problem; not using it may kill the purpose of the test. 

The reason PISA is biased, if at all, might lies at other things. The context itself is one of them, along with the statistical method. Questions used in PISA have been culturally or linguistically biased toward certain countries, but when OECD tried to tackle this problem by ruling out questions suspected of bias, it can “smooth out” the key difference between countries (Stewart, 2013). The data is also problematic. Shanghai, for instance, scored number one in all three domains during the 2009 test, leading to China being crowned the country with best education system in the world. Shanghai province, whose population is 1.7% of the entire China’s and historically known to comprise the elite and the wealthy, in no way can be seen as representative of China. Some problem with sampling also occurs in countries like UK and Denmark (Stewart, 2003), which led to a conclusion that PISA “tend to say too much for what it can do and tends not to publicize the negative or the weaker aspect” (Stewart, 2003).

References:
Kaminski, J. A., Sloutsky, V.M, and Heckler, A.F. (2008). The advantage of abstract examples in learning math. Science, 320, 454-455.
OECD. (2009). PISA 2009 Assessment Framework Key Competencies in Reading, Mathematics and Science. OECD.
Stewart, W. (2013, July, 26).  Is PISA fundamentally flawed?. TES. Retrieved from http://www.tes.co.uk/article.aspx?storycode=6344672
Lutfianto, et. al. (2013). Unfinished Student Answer in PISA Mathematics Contextual Problem. IndoMS-JME, Volume 4, No. 2, July 2013, pp. 188 – 193.