Category Ask the Psychologist

Most of us are either right or left-handed. But some people may write with their left hand and throw a ball with their right hand. Such a mixed preference for different activities is called cross dominance.

Well, just like we show natural preference to either of the two hands (exceptions being ambidextrous people), our ears, eyes and feet also have one dominant part. The left side of the brain controls the right side of the body and is more dominant in right-handed persons and vice versa. Normally, therefore, a right-handed person would be right-footed, right-eyed and so on. But some right-handed persons may have a more dominant left foot or left eye. This is called mixed laterality and such persons also show traits of cross-dominance.

Hand-eye cross-dominance can be quite problematic for sportspersons especially shooters and athletes.

More than 20% people have some cross-dominance or the other and it can be overcome by training oneself to use the non-dominant part more often.

Many well-known people are cross-dominant. Sachin Tendulkar bats, bowls and throws with his right hand but writes with his left. Rafael Nadal plays tennis with his left-hand but uses his right hand to throw and write. The foot you use normally to kick the ball is your dominant foot.

The ear you naturally turn toward a soft sound is your dominant ear.

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Metafiction is a literary style that invites readers to step into a world where the lines between reality and fiction blur. In this self-conscious narrative approach, the narrator and characters are keenly aware of their existence within a work of fiction. As a result, metafiction often departs from traditional storytelling conventions, offering a unique reading experience that prompts introspection about the nature of storytelling itself.

CHARACTERISTICS OF METAFICTION:

Breaking the fourth wall

 Metafiction boldly shatters the fourth wall that typically separates the creator of a story from its audience. This literary technique involves direct interactions with the reader, with the narrator or characters openly acknowledging their role in a fictional world. This blurring of boundaries invites readers to question the authenticity of the narrative and their own position within it.

 Self-reflexive

A hallmark of metafiction is its self-reflexivity. Authors employ this technique to draw attention away from the storyline and toward the very process of storytelling. By doing so, they encourage readers to contemplate the construction of the text itself. This self-awareness can manifest in various ways, from characters questioning the nature of their existence to authors commenting on their creative process within the narrative.

Examples

• The Canterbury Tales (1387) by Geoffrey Chaucer is an early example of metafiction, using interconnected stories to parody conventional fiction elements. He addresses the audience directly, adding a metafictional layer to the narrative.

• Don Quixote (1605) by Miguel de Cervantes explores the relationship between fiction and reality as the protagonist, Don Quixote, embarks on a quest influenced by his reading. The book invites readers to reflect on the impact of stories on our lives.

Metafiction also appears in children’s literature. Here are a few examples:

The Stinky Cheese Man and Other Fairly Stupid Tales (1992) by Jon Scieszka and illustrated by Lane Smith: This picture book playfully twists classic fairy tales, with characters interacting and the narrator intervening for humour and self-awareness.

• We Are in a Book! (2010) by Mo Willems: Part of the Elephant & Piggie series, this book features characters realising they’re in a book, engaging in a humorous, metafictional conversation that introduces young readers to interactive storytelling.

Through humour, wordplay, and interactive elements, such books make reading an engaging and thought-provoking experience.

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There is no need to feel jittery with a cool heated and systematic approach you can crack them with confidence. Here are a few tips

There is no better time than now to start studying! Don’t put off for even an hour later what you can do now. Do not cry about the time you’ve wasted till now-accept that it can’t be brought back. But make the most of what is Left

Schedule your day

To make the best of your time, you must start with a good timetable. Your timetable should have a little time for leisure and enough rest too.

Set day-to-day goals

Not even the best brains can cram the whole syllabus a day before the examination. What is needed is consistent effort, regular practice and thorough revisions. Nobody knows better than you how much you can really do in a day-set your goals accordingly. For example, if you can comfortably do just two lessons a day, don’t force yourself to do one more it won’t register well. ‘Start small and you can gradually increase your quota.

Prepare a plan of action. Identify subject units which you have mastered and therefore may require only one reading.

Estimate how many hours you need to devote to the subjects that you have not mastered. Out of the hours available to you in a day, decide how many hours you can allot for each of the 3 or 4 subjects you intend to study in a day.

*While reading your notes, underline important points and jot them down for quick references.

Do not choose to study only one subject throughout the day. It will be monotonous and you may lose concentration. A 2-hour study of Algebra could be followed by a 1-hour study of English.

Take a break

Don’t blame yourself if you can’t concentrate for more than 45 minutes. But be sincere in those 45 minutes-you should not cheat or let your mind wander. You’ll see that you will be able to concentrate better and for longer periods. In between take breaks-take a quick walk around the neighbourhood, listen to music or play with your pet.

Sit quietly with eyes closed and watch your breathing. This simple technique helps you to relax.

High-scoring food chart

*Two helpings of oranges or lemonade (lemon juice) to take care of your Vitamin C requirements. Whole grains, eggs and vegetables.

*For in-between snacks, try yoghurt, dry fruits, poha, chivda, fruit salads, khakras, peanuts and channa. Have an early dinner and a glass of milk later if you are studying into the night. Eat right to be bright!

A very important but much neglected part of examination preparations is your diet. Most children tend to ignore this aspect and think that eating is a waste of time. The other extreme eats far too much to avoid going to their study table but believe it or not. correct eating has a direct impact on your preparation and thus, on your results. The well-fed brain functions and retains information much better. Food high in fiber content plenty of fresh fruits and vegetables, and lots of milk keep you energised and alert. Chocolates, chips and other high-sugar, high-fat foods tend to make you feel sluggish. Spicy food too can induce a feeling of lethargy.

Memory tips

Some units may have to be memorised. Do not try to memorise a long passage in one sitting, Break it into three or more small units it is easier to memorise in small bits. Reserve the last hour of study before going to bed, for a new unit which you may have understood but still don’t feel confident about and when you get up in the morning, repeat the same subject and unit.

If you have enough time, try to write down the answers without looking at the book or notes. Studying old papers and trying to solve a few within the stipulated time helps tremendously not just in improving your technique but also in building up your confidence.

Do not test your memory on the eve of the examination. Many students have a habit of trying to recall some passages, just to make sure that they have not forgotten what they have memorised. And when they fail to recall something, it makes them more nervous. Therefore, you may avoid testing your memory just before the exam. Have confidence that you will recall the answer when you read the question paper.

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Explore the techniques and insights that can liberate your mind from traditional thought patterns and ignite creativity.

Last Friday, during the Founders Day celebration, the guest speaker emphasised the importance of nurturing students creativity and critical thinking skills. He briefly touched upon the concept of lateral thinking, popularised by Maltese physician and psychologist Edward de Bono, which piqued the interest of some attendees. To delve deeper into this intriguing concept, they invited Anish’s father, a writer for a neighbourhood newspaper, to share some key insights.

Thinking is a skill

Anish’s father commenced his presentation by introducing Edward de Bono’s renowned book, Lateral Thinking Creativity Step by Step. This book, among the author’s prolific output of over 70 titles, stood out as the most popular. Two other notable works by de Bono, Six Thinking Hats and Parallel Thinking, were also mentioned. Importantly, de Bono was credited with being a pioneer in introducing the subject of thinking in schools. The central focus of the authors work, as explained by the speaker, revolved around the distinction between two types of thinking thinking and lateral thinking. To set the stage, the speaker clarified what thinking is, emphasising that, according to de Bono, thinking is a skill that can be developed and improved. This definition helped in dispelling the notion that it was a cognitive skill reserved for a select few.

Vertical thinking and lateral thinking

Vertical thinking, as defined by de Bono, is linear, sequential, and logical thinking that progresses from step A to step B to step C. It adheres to established pathways. insisting that each step is correct. While effective, de Bono sees it as an incomplete process and criticises the education system for predominantly promoting vertical thinking.

In stark contrast, lateral thinking. as envisioned by de Bono, is non-linear, imaginative, and unconventional. It involves looking at problems from different angles and generating new ideas by breaking free from conventional thinking patterns. The speaker cited de Bono’s statement. “You cannot dig a hole in a different place by digging the same hole deeper,” to illustrate the difference between vertical and lateral thinking.

The differences

De Bono dedicated an entire chapter to distinguishing these two forms of thinking. highlighting their differences. such as selectiveness vs. generality. analysis vs. provocation. sequential vs. jumps, and the requirement for correctness at every step vs. a probabilistic approach. De Bono stressed that both forms of thinking are not antagonistic but complementary. To make lateral thinking accessible to all, de Bono emphasised that it was not a magical system but could be adopted in a practical and deliberate manner.

How to develop lateral thinking?

He presented various techniques for developing lateral thinking. including generating alternatives, challenging assumptions.

suspending judgments, exploring different approaches, using the reversal method to trace idea development and engaging in brainstorming for cross-stimulation of ideas. Lateral thinking is particularly crucial in liberating the mind from rigid educational patterns. The realisation of the distinctions between vertical and lateral thinking can empower individuals to use them effectively. Engaging in activities like riddles, word games, crossword puzzles, Sudoku, or brain teasers can help train the brain to think laterally, the speaker noted He concluded his speech by quoting from the book’s preface, suggesting that it should be worked through slowly over an extended period, making it a must-read for everyone.

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Is there a “right age” to learn a new language? When are we most receptive to learning a language? How do children learn languages? What are the benefits of picking up a foreign language? Let’s find out…

How do children learn language?

One researcher called Noam Chomsky believed that the ability to team language is innate. Every child instinctively knows how to combine nouns and verbs to form the structure of sentences, and he will learn to do so regardless of whether he is taught to do so. The researcher had observed that children all over the world, no matter what language they speak, acquire language at around the same ages-they will learn their first words at the same time, speak bwo-word phrases at the same time and start speaking in sentences at the same age

Another researcher B. F. Skinner disagreed. He believed that children learn language through experience and rewards and punishment. For instance, if there is a dog in the room and the child says ‘dog, his mother will reward him with a smile. The child thus learns that dog is the correct term for the creature and will use it the next time. Similarly, teachers and parents will criticise incorrect grammatical constructions and reward correct ones, and that is how the child learns to speak correctly.

Is there a right age to learn a language? One can learn to speak a language at any time. However, there seems to be a ‘critical period for language development-about age 5, when we are most receptive to learning a language. It is easier to pick up a language at this age.

Learning foreign languages

Research has demonstrated many benefits of learning a foreign language. Apart from the obvious benefits of learning about a new culture and being able to communicate better with people from different countries, it also helps to develop several mental skills. When you learn a new language, you tend to pay more attention to grammar rules and sentence construction, and through this, you get a better understanding of the structure of language. Ultimately, this helps you to use your original language more effectively. Learning French will thus make you a better English speaker as well. Individuals who speak more than one language have been found to have better attention spans. They may be better at multi-tasking and decision making.

Learning a language can also boost our memory. Some researchers have found that learning a new language helps to enhance the development of certain areas of the brain-you actually build grey matter, just as exercising helps to build muscles! Bilinguals, i.e., people who can speak two languages, have been found to develop Alzheimer’s disease (a disorder in old age where people lose their memory) at a much later age than those who speak just one language.

Quick tips

We can use psychological principles to help us leam a foreign language. Here are some tips.

Language is best learnt in the natural surroundings where it is spoken, rather than in a classroom. Hence, speaking to others who speak the language and leaming conversational phrases, is more effective than mere rote repetition of words and grammatical structures.
Exposure is key-it is useful to immerse yourself in the language, rather than devote one hour per day to studying the language. The reason why people who go to a foreign country learn to speak the language quickly is that they are surrounded by it. Watching movies, listening to songs, reading books and talking to people in the language will be of great help. You can also keep little vocabulary chits around your house write a cand saying the French word for mirror and place it next to the mirror, the word for ‘toothbnish’ near the toothbrush, etc.
Working on all aspects of the language speaking, listening, reading and writing is helpful to understand how a word is written and pronounced.
 Practise-One of the best ways to learn a language is to keep speaking it, rather than passively listening. Do not worry about making mistakes. Talking to native speakers of that language, forming a study group where all of you converse in that language completely, is very effective. Online groups are also available.
Have fun with it-Having fun with learning helps to keep you motivated. Singing songs, playing word games, enacting plays in the language, etc. will help you learn it better.

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You must have wondered at some point or other how you popped into existence. Maybe your teacher. parent, friend, or your own mental investigation told you that everything is born from its parent. So. a calf is born to a cow, a kid is born to a goat, and so on, depending on the species. You may then have tumbled further and further in your mind’s tunnel of inquiry, and soon realised there had to have been an organism that took birth first. from which all of us, all races, species, and varieties of creatures proliferated and branched out. According to scientists, when space and matter (stars and dust) emerged out of the Big Bang, it carried in it the seeds of life, even though these were in themselves inanimate or non-living. Scientists have two main theories about how life began to form.

Abiogenesis…                                                                                                   

is the scientific term for the study or process of how life came or comes into being. The word is formed from the Greek phonemes a (meaning non) bio (meaning life-related) genesis (meaning birth or origin). And it denotes the process by which biological creatures sprang out from non-living matter that was formed from interstellar dust. It explores how lifeforms emerge as a gradual recombination of carbon atoms with one another or hydrogen atoms. This occurs naturally as a chemical process forming organic compounds. As these organic compounds form increasingly multifaceted patterns and varieties of structures, they begin to acquire the complexity needed to harbour life All lifeforms are made of cells, each a piece that makes the jigsaw puzzle of an organism come to life, carry out the functions of respiration, movement, digestion, and reproduction. These complex structures form the necessary components for building the vessel for containing life. This is why another term for any loving creature is organisation  we are all made of an organisation of atoms into molecules, cells, tissues, and organs.

Panspermia. means seeds spreading all over. This theory holds that basic lifeforms evolved on other celestial bodies and were transported across space via asteroid ricochets, become seeded on Earth after meteorite strikes, and resume breeding after adapting to the new habitable environment. This could be ‘directed panspermia, proposed by Nobel laureate Francis Crick and chemist Leslie Orgel, where intelligent beings supposedly deliberately dispatch lifeforms to spread life throughout the cosmos. Soft panspermia theory does not go as far as proposing that whole living organisms are transported through space, but only that the basic building blocks of life, such as amino acids, sugars, and the building blocks of RNA, are formed or moved through space. Scientists at MIT and Harvard are seriously exploring the likelihood of life having spread from Mars to Earth and vice versa. Greek philosopher Anaxagoras mentions ‘panspermia’ in 5th Century BC to evoke the idea of seeds travelling between planets.

Life is chemistry in the language of biology…

Simple organic compounds were formed very early on even in the prebiotic (before biological life) stages of evolution. All we needed was hydrogen and oxygen to combine for water vapour (the ultraviolet radiation energised this chemical reaction) and nitrogen, which is the key element in the formation of DNA and RNA, the heart of a cell.

Spontaneous origin

In ancient times, people thought life occurred by chance, when inanimate stuff decayed Microorganisms even today, such as bacteria and other microbes are known to sniff out a rotting piece of food and swarm all over it in an instant. But this did not explain how they developed Hoses and mouths, did it? By the 17th Century, a simple experiment disproved it-when Italian physicist Francesco Redi placed fresh meat in three jars, maggots came up only in two open jars, into which flies would have been able to lay eggs, and not in the sealed jar. In another experiment. French chemist Louis Pasteur found that life did not form around dead yeast cells kept in a pre-sterilised flask, but did when they were exposed to air.

Chumming the pot…

US chemists Stanley Miller and Harold Urey tried to simulate the conditions that would have existed in the prebiotic soup in the laboratory in 1952. They applied electrical discharges to a mixture of water vapour, methane, hydrogen and ammonia (all of these ingredients would have been present in the ancient soup) And they obtained simple amino acids, the building blocks of protein, which is the fundamental nutrient that forms muscles that help an organism move and grow As this years Chemistry Nobel-winners found, a coating of fat helps protect RNA and the other contents of a cell Oxygen, carbon and hydrogen would have bonded to form lipids, which would make the walls of a cell sturdy and safe. An organism then needs energy, which it gets through carbohydrates (no prizes for guessing which atoms make this happen).

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