scholarly journals I am Conscious, Therefore I am: Imagery, Affect, Action, and a General Theory of Behaviour

2019 ◽  
Author(s):  
David F Marks
Keyword(s):  
Natural Selection ◽  
General Theory ◽  
Visual Imagery ◽  
Neural Responses ◽  
Primary Motivation ◽  
Introspective Report ◽  
Control Centre ◽  
Physiological Homeostasis ◽  
Executive System ◽  
And Performance

Organisms are adapted to each other and the environment, not as tradition would have it, because natural selection made them that way, but because there is inbuilt striving towards stability and equilibrium. A General Theory of Behaviour connects imagery, affect and action with the central executive system we call Consciousness. The General Theory is founded on the assumption that the primary motivation of all of Consciousness and intentional behaviour is Psychological Homeostasis. Psychological homeostasis is as important to the organisation of mind and behaviour as Physiological Homeostasis is to the organisation of bodily systems. Consciousness processes quasi-perceptual images independently of the input to the retina and sensorium. Consciousness is the “I-Am” control centre for integration and regulation of (my) thoughts, (my) feelings and (my) actions with (my) conscious mental imagery as foundation stones. Imagery vividness, a combination of clarity and liveliness, is essential to imagining, remembering, thinking, predicting, planning and acting. Assessment of vividness using introspective report is validated by objective means such as fMRI. A significant body of work shows that vividness of visual imagery is determined by the similarity of neural responses in imagery to those occurring in perception of actual objects and performance of activities. I am Conscious, therefore I am.

scholarly journals I Am Conscious, Therefore, I Am: Imagery, Affect, Action, and a General Theory of Behavior

2019 ◽  
Vol 9 (5) ◽  
pp. 107 ◽  
Author(s):  
David F. Marks
Keyword(s):  
General Theory ◽  
Neural Responses ◽  
Functional Magnetic Resonance ◽  
Resonance Imaging ◽  
Control Center ◽  
Introspective Report ◽  
Intentional Behavior ◽  
Physiological Homeostasis ◽  
And Performance ◽  
And Behavior

Organisms are adapted to each other and the environment because there is an inbuilt striving toward security, stability, and equilibrium. A General Theory of Behavior connects imagery, affect, and action with the central executive system we call consciousness, a direct emergent property of cerebral activity. The General Theory is founded on the assumption that the primary motivation of all of consciousness and intentional behavior is psychological homeostasis. Psychological homeostasis is as important to the organization of mind and behavior as physiological homeostasis is to the organization of bodily systems. Consciousness processes quasi-perceptual images independently of the input to the retina and sensorium. Consciousness is the “I am” control center for integration and regulation of (my) thoughts, (my) feelings, and (my) actions with (my) conscious mental imagery as foundation stones. The fundamental, universal conscious desire for psychological homeostasis benefits from the degree of vividness of inner imagery. Imagery vividness, a combination of clarity and liveliness, is beneficial to imagining, remembering, thinking, predicting, planning, and acting. Assessment of vividness using introspective report is validated by objective means such as functional magnetic resonance imaging (fMRI). A significant body of work shows that vividness of visual imagery is determined by the similarity of neural responses in imagery to those occurring in perception of actual objects and performance of activities. I am conscious; therefore, I am.

scholarly journals Stability of genetic polymorphism in host–parasite interactions

2006 ◽  
Vol 274 (1611) ◽  
pp. 809-817 ◽  
Author(s):  
Aurélien Tellier ◽  
James K.M Brown
Keyword(s):  
Natural Selection ◽  
Genetic Polymorphism ◽  
General Theory ◽  
Allelic Diversity ◽  
Histocompatibility Complex ◽  
Selection For ◽  
Or Gene ◽  
Almost All ◽  
Host Parasite ◽  
Gene For Gene

Allelic diversity is common at host loci involved in parasite recognition, such as the major histocompatibility complex in vertebrates or gene-for-gene relationships in plants, and in corresponding loci encoding antigenic molecules in parasites. Diverse factors have been proposed in models to account for genetic polymorphism in host–parasite recognition. Here, a simple but general theory of host–parasite coevolution is developed. Coevolution implies the existence of indirect frequency-dependent selection (FDS), because natural selection on the host depends on the frequency of a parasite gene, and vice versa . It is shown that polymorphism can be maintained in both organisms only if there is negative, direct FDS, such that the strength of natural selection for the host resistance allele, the parasite virulence allele or both declines with increasing frequency of that allele itself. This condition may be fulfilled if the parasite has more than one generation in the same host individual, a feature which is common to most diseases. It is argued that the general theory encompasses almost all factors previously proposed to account for polymorphism at corresponding host and parasite loci, including those controlling gene-for-gene interactions.

A Review of Fluid and Hydration in Competitive Tennis

2008 ◽  
Vol 3 (4) ◽  
pp. 413-423 ◽  
Author(s):  
Mark S. Kovacs
Keyword(s):  
Hydration Status ◽  
Physiological Strain ◽  
Tennis Players ◽  
Heat Injury ◽  
Continuous Exercise ◽  
Rest Periods ◽  
Physiological Homeostasis ◽  
And Performance ◽  
Hot Environments ◽  
Practical Recommendations

Hypohydration is known to impair performance and increases the risk of heat injury. Therefore, the consumption of appropriate fluid volumes before, during, and after tennis play is important to maintain physiological homeostasis and performance. Tennis is a sport that typically has points lasting fewer than ten seconds, with short-to-moderate rest periods between each work bout. This sequence is repeated over hours. Most fuid and hydration research has focused on continuous aerobic exercise, which provides vastly different physiological strain compared with tennis practice and competition. Consequently, practical recommendations on maintaining hydration status for aerobic continuous exercise may not be appropriate for tennis athletes. Tennis players can sweat more than 2.5 L·h−1and replace fluids at a slower rate during competition than in practice. In warm and hot environments, electrolyte-enhanced fluid should be consumed at greater than >200 mL per changeover and ideally closer to 400 mL per changeover. Tennis scientists, coaches, and players need to individualize hydration protocols to arrive at the optimal hydration strategy.

Brain rCBF and performance in visual imagery tasks: Common and distinct processes

2004 ◽  
Vol 16 (5) ◽  
pp. 696-716 ◽  
Author(s):  
Stephen Kosslyn ◽  
William Thompson ◽  
Jennifer Shephard ◽  
Giorgio Ganis ◽  
Deborah Bell ◽  
...  
Keyword(s):  
Visual Imagery ◽  
And Performance

A Theory for Predicting Ability/Skill Relations: An Approach from Automatic and Controlled Processing

1983 ◽  
Vol 27 (11) ◽  
pp. 919-923 ◽  
Author(s):  
Phillip L. Ackerman
Keyword(s):  
Individual Differences ◽  
General Theory ◽  
Cognitive Abilities ◽  
Task Difficulty ◽  
Short Review ◽  
Motor Abilities ◽  
Controlled Processing ◽  
And Performance ◽  
Resource Characteristics ◽  
And Task

The basic phenomena from studies relating Individual differences in cognitive and perceptual-motor abilities to skill development are investigated. A general theory is provided for predicting patterns of correlations between ability measures and performance scores during training. The theory is based on two major perspectives, Automatic and Controlled Processing types and modern hierarchical theories of cognitive abilities. Additional attention is devoted to Performance-Resource characteristics, task difficulty and task content. A short review of supporting data is also provided.

The Biology of Caves and Other Subterranean Habitats

2019 ◽  
Author(s):  
David C. Culver ◽  
Tanja Pipan
Keyword(s):  
Natural Selection ◽  
Graduate Students ◽  
General Theory ◽  
Primary Productivity ◽  
Research Literature ◽  
Biological Processes ◽  
Clear Explanation ◽  
Entry Points ◽  
The Many ◽  
Conservation And Management

Caves and other subterranean habitats with their often strange (even bizarre) inhabitants have long been objects of fascination, curiosity, and debate. The question of how such organisms have evolved, and the relative roles of natural selection and genetic drift, has engaged subterranean biologists for decades. Indeed, these studies continue to inform the general theory of adaptation and evolution. Subterranean ecosystems generally exhibit little or no primary productivity and, as extreme ecosystems, provide general insights into ecosystem function. The Biology of Caves and other Subterranean Habitats offers a concise but comprehensive introduction to cave ecology and evolution. Whilst there is an emphasis on biological processes occurring in these unique environments, conservation and management aspects are also considered. The monograph includes a global range of examples from more than 25 countries, and case studies from both caves and non-cave subterranean habitats; it also provides a clear explanation of specialized terms used by speleologists. This accessible text will appeal to researchers new to the field and to the many professional ecologists and conservation practitioners requiring a concise but authoritative overview. Its engaging style will also make it suitable for undergraduate and graduate students taking courses in cave and subterranean biology. Its more than 650 references, 150 of which are new since the first edition, provide many entry points to the research literature.

Instrumental and executive system of training and testing

2022 ◽  
Vol 1 ◽  
pp. 01005
Author(s):  
Aleksandr P. Polishchuk
Keyword(s):  
Educational Process ◽  
Practical Significance ◽  
Learning Tools ◽  
Educational Materials ◽  
Training Systems ◽  
Executive System ◽  
And Performance ◽  
The 1960S ◽  
Almost All ◽  
Learning Programming

One of the ways to increase the efficiency of computer support of the educational process is to provide the subject teacher with a simple and easy-to-use interactive instrumental and executive system with a set of educational materials and test tasks for testing knowledge. The presence of two subsystems - the subsystem of learning and the subsystem of testing and performance accounting allows the teacher to solve the problem of simultaneous questioning in the classroom. The student, in turn, gets the opportunity to re-test independently to correct his unsatisfactory grades on certain topics already covered. Pedagogical experience shows that there were many such systems; most of them were focused on learning programming. Today, almost all training systems created in the 1960s, except PLATO (Programmed Logic for Automated Teaching Operations), have no practical significance. In their didactic capabilities, they differed little from the systems that used the simplest technical learning tools and provided a rigid, virtually excluding dialogue determination of student activity. However, it was the first developments that stimulated interest in computer learning, and the development of hardware and software for personal computers led to greater opportunities for their use in learning.

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