Television programming & effective frequency

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Further References

Jones, J. P.. (1997). What does effective frequency mean in 1997?. Journal of Advertising Research

Krugman, H. E.. (1965). The Impact of Television Advertising: Learning Without Involvement. Public Opinion Quarterly

, 29(3), 349.
Plain numerical DOI: 10.1086/267335
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“Does television advertising produce sales by changing attitudes? not always, says herbert e. krugman in his presidential address before the american association for public opinion research on may 15, 1965. it may do so, he states, just by changing perceptions of the product in the course of merely shifting the relative salience of attitudes, especially when the purchaser is not particularly involved in the message. this arresting thesis has important implications for noncommercial as well as commercial persuasion efforts.”

Vittrup, B., & Holden, G. W.. (2011). Exploring the impact of educational television and parent-child discussions on children’s racial attitudes. Analyses of Social Issues and Public Policy

Plain numerical DOI: 10.1111/j.1530-2415.2010.01223.x
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“Much concern has been voiced about the development of prejudicial beliefs in young children. previous research indicates that socializing agents such as parents and the media can influence children’s development of positive and negative racial attitudes. little research has examined how parents can use educational television to introduce discussions about race with their children. therefore, the primary purpose of this study was to investigate the influences of educational television and parent-child discussions about race may have on improving white children’s attitudes towards blacks. ninety-three white children aged 5-7 years old and their parents participated. parents’ and children’s racial attitudes were tested during their first visit to a research laboratory. parents also filled out questionnaires regarding their involvement with their children’s television use and how often they engaged their children in discussions about race. families were then randomly divided into four groups: (1) a video-only group where parents were asked to screen five educational videos (provided by the researcher) over the course of one week; (2) a video-and-discussion group where in addition to the videos, parents were given a set of topics to discuss with their children during and after the screenings; (3) a discussion-only group, where parents were required to have the discussions with their children without the use of the educational videos; and (4) a control group. all families returned to the laboratory about one week later. at the follow-up visit, children’s racial attitudes were reassessed. three main hypotheses guided the study: (1) children’s pre-test attitudes towards blacks were expected to be influenced by their prior exposure to black people, as well as their prior conversations with their parents about race, such that children with more exposure were expected to hold more positive attitudes; (2) children who watched racially diverse programs and discussed the content with their parents were expected to show more positive attitudes towards blacks when comparing their post-test attitude scores to their pre-test scores; (3) children in the video-and-discussion and discussiononly groups were expected to be better able to predict their parents’ racial attitudes at post-test, compared to their own pre-test predictions and compared to children who had not had such discussions with their parents. children who reported having black friends showed slightly more pos…”

Vittrup, B., & Holden, G. W.. (2011). Exploring the Impact of Educational Television and Parent-Child Discussions on Children’s Racial Attitudes. Analyses of Social Issues and Public Policy

, 11(1), 82–104.
Plain numerical DOI: 10.1111/j.1530-2415.2010.01223.x
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“This study examined whether the motivation for watching television violence and several audience and contextual factors, including locus of control, experience with crime, exposure to television violence, perceived realism, and involvement, explain differences in viewer aggression in women and men. motivation was a much more important predictor of viewer aggression for males than for females. among men, when exposure to televised violence was a significant predictor of aggression, experience with crime, locus of control, and motivation were stronger predictors. among women, background factors (experience with crime and locus of control) predicted aggression. these results support the ‘uses and gratifications’ theoretical suppositions that individual characteristics mediate the impact of media exposure. because background factors and motivation for watching television violence impacted viewer aggression differently in men and women, the data raise questions about research concluding that sheer exposure to television violence leads to aggression. results suggest the need to scrutinize further the role of viewer motivation and other audience and contextual factors, as well as the importance of gender differences in the individual-use-exposure relationship. [abstract from author] copyright of communication quarterly is the property of eastern communication association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. however, users may print, download, or email articles for individual use. this abstract may be abridged. no warranty is given about the accuracy of the copy. users should refer to the original published version of the material for the full abstract. (copyright applies to all abstracts.)”

Neuralink – a chronically implanted (hackable) cortical neuroprosthetic device

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Vetter, R. J., Becker, T. A., Williams, J. C., & Kipke, D. R.. (2003). The use of ALGEL/spl reg/ as an artificial dura for chronic cortical implant neuroprosthetics. In First International IEEE EMBS Conference on Neural Engineering, 2003. Conference Proceedings.

(pp. 633–636). IEEE
Plain numerical DOI: 10.1109/CNE.2003.1196908
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“© 2003 ieee. surgical techniques are a critical contributor to the level of success achieved with chronically implanted cortical neuroprosthetic devices. many different factors contribute to the amount of irritation the tissue is exposed to from the implanted device. factors include mechanical irritations, infectious pathogens, dural regrowth, etc. in this paper we describe a novel application of the hydrogel polymer, algel® (neural intervention technologies, ann arbor, mi), in conjunction with an implanted michigan probe (cnct, university of michigan). this polymer contains many inherent properties that are beneficial to this type of procedure. properties include: 1) ease of application, 2) biocompatibility, 3) exemplary mechanical properties, and 4) translucent clarity. we believe that algel has been a large contributor to the high level of success achieved with our chronic electrode implantations.”

Silay, K. M., Dehollain, C., & Declercq, M.. (2011). Numerical Thermal Analysis of a Wireless Cortical Implant with Two-Body Packaging. BioNanoScience

Plain numerical DOI: 10.1007/s12668-011-0009-2
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“This paper presents an inductive power link for remote powering of a wireless cortical implant. the link includes a class-e power amplifier, a gate driver, an inductive link, and an integrated rectifier. the coils of the inductive link are designed and optimized for remote powering from a distance of 10 mm (scalp thickness). the power amplifier is designed in order to allow closed-loop control of the power delivered to the implant, by controlling the supply voltage. moreover, a gate driver is added to the system to drive the power amplifier and to characterize the gate losses. a new packaging topology is proposed in order to position the implant inside a hole in the cranial bone, without occupying a large area, but still obtaining a short distance between the remote powering coils. the package is fabricated by using biocompatible materials such as pdms and parylene-c. the power efficiency of the remote powering link is characterized for a wide range of load power (1-20 mw) delivered from the rectifier and is measured to be 24.6% at nominal load of 10 mw.”

Björninen, T., Moradi, E., Sydänheimo, L., Carmena, J. M., Rabaey, J. M., & Ukkonen, L.. (2013). Electromagnetic modelling and measurement of antennas for wireless brain-machine interface systems. In 2013 IEEE MTT-S International Microwave Workshop Series on RF and Wireless Technologies for Biomedical and Healthcare Applications, IMWS-BIO 2013 – Proceedings

Plain numerical DOI: 10.1109/IMWS-BIO.2013.6756196
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“We analyze the power and voltage transfer in a wireless link from an on-body transmit antenna to 1×1×1 mm3 antenna in a cortical implant to provide power and data telemetry for a battery-free brain-machine interface microelectronic system. we compare the wireless link performance with regular, segmented, and tilted transmit loop antennas. moreover, we analyze the performance improvement achieved by inserting a magneto-dielectric core in the implant antenna. we also attest the simulation model through measurements in a liquid head phantom. © 2013 ieee.”

Kok, C. L., Siek, L., Gao, F., Zheng, Y., & Lim, W. M.. (2012). An ultra-compact green bio-regulator dedicated for brain cortical implant using a dynamic PSR enhancement technique. In Proceedings of the Annual International Conference of the IEEE Engineering in Medicine and Biology Society, EMBS

Plain numerical DOI: 10.1109/EMBC.2012.6346262
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“This article presents an ultra-compact green bio-regulator dedicated for brain cortical implant using a dynamic psr enhancement technique. this novel technique enabled the regulator to achieve a very high power supply rejection (psr) of 58db and 78db at 1 mhz and 10mhz respectively. the bioregulator achieves a very low quiescent current of 2μa coupled with an ultra-low power consumption of 1.8μw. this bioregulator, simulated with global foundries 0.18μm cmos process, yields a stable output voltage of 0.5v with a supply voltage ranging from 0.9-1.2v. its distinct features, ultra-low power consumption and high psrr at 1mhz and 10mhz, make it ideally suitable for biomedical brain cortical implant. © 2012 ieee.”

Kosta, P., Paknahad, J., Rodriguez, E. S. G., Loizos, K., Roy, A., Talbot, N., … Lazzi, G.. (2018). Electromagnetic Safety Assessment of a Cortical Implant for Vision Restoration. IEEE Journal of Electromagnetics, RF and Microwaves in Medicine and Biology

Plain numerical DOI: 10.1109/JERM.2018.2812302
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“A cortical visual prosthetic system bypasses the components of the visual pathway, which may be damaged due to injury or disease, by directly stimulating the visual cortex; therefore, cortical visual prostheses promise the capability of restoring a form of vision to patients who cannot benefit from other types of visual neural stimulators. a high data rate, multielectrode, implantable device, such as that utilized for a cortical visual prosthesis, requires continuous power provided by an external telemetry unit, which is nonnegligible, given the number of stimulating electrodes and the stimulation rate necessary to avoid flickering visual percepts. this aspect motivates the need to develop models and methods that aid the development of such devices by assessing their compliance with electromagnetic safety standards. in this paper, the electromagnetic safety assessment of a cortical visual prosthetic system is considered, and the solutions employed to numerically treat the computational complexities associated with it are discussed. the specifics of the implementation of an actual visual cortical implant are discussed, and the parameters of such an implant are used as a test case to determine whether ieee and icnirp electromagnetic standards are met in what can be considered a typical embodiment of the prosthesis. results show that, for the considered implant, such a system meets ieee and icnirp safety standards, thus enabling further development of similar neurorehabilitative devices.”

Parthasarathy, K. S., Cheng, Y. C. N., McAllister, J. P., Shen, Y., Li, J., Deren, K., … Auner, G. W.. (2007). Biocompatibilities of sapphire and borosilicate glass as cortical neuroprostheses. Magnetic Resonance Imaging

Plain numerical DOI: 10.1016/j.mri.2007.03.020
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“The in vivo biocompatibility of pure sapphire and borosilicate glass (bsg) implanted onto the cerebral cortex was studied via magnetic resonance imaging (mri) and histopathology. each implant was embedded onto the cortical surface of an adult rat brain for a total of 28 days. rats underwent surgery with and without implants, and rats with purposely damaged cortical implant sites were also studied. each animal was imaged via mri before surgery as well as 10 and 28 days after the surgery. histopathological results of animals were obtained on the 28th day to determine the specific effect on neurons. despite the fact that sapphire has been widely used in a variety of medical implants, both mri and histopathological results indicate that pure sapphire is not biocompatible with the cerebral cortex. on the contrary, bsg implants appear to be biocompatible with the cortical surface. © 2007 elsevier inc. all rights reserved.”

Moradi, E., Björninen, T., Sydänheimo, L., Carmena, J. M., Rabaey, J. M., & Ukkonen, L.. (2013). Measurement of wireless link for brain-machine interface systems using human-head equivalent liquid. IEEE Antennas and Wireless Propagation Letters

Plain numerical DOI: 10.1109/LAWP.2013.2283737
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“In this letter, we analyze the wireless power transfer from an on-body transmit antenna to a millimeter-size antenna in a cortical implant. the studied wireless link provides power and data telemetry for a battery-free wireless brain-machine interface microelectronic system. we present a cubic 2 × 2 & times; 2 mm3 implant loop and analyze the effect of a magneto-dielectric core material on the performance of the antenna. we compare the wireless link performances to two different transmit antennas: solid and 2-segmented loops. our simulation results show that the 2-segmented loop provides reduced near electric field, but maintains the link power efficiency. finally, we validate the simulated link power efficiencies through measurements in air and in human-head equivalent liquid at 300 mhz. © 2002-2011 ieee.”

Lowery, A. J., Rosenfeld, J. V., Rosa, M. G. P., Brunton, E., Rajan, R., Mann, C., … Pritchard, J.. (2016). Monash Vision Group’s Gennaris Cortical Implant for Vision Restoration. In Artificial Vision

Plain numerical DOI: 10.1007/978-3-319-41876-6_17
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Mark, M., Björninen, T., Ukkonen, L., Sydänheimo, L., & Rabaey, J. M.. (2011). SAR reduction and link optimization for mm-size remotely powered wireless implants using segmented loop antennas. In 2011 IEEE Radio and Wireless Week, RWW 2011 – 2011 IEEE Topical Conference on Biomedical Wireless Technologies, Networks, and Sensing Systems, BioWireleSS 2011

Plain numerical DOI: 10.1109/BIOWIRELESS.2011.5724339
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“This paper describes an approach to reduce the average specific absorption rate (sar) of a wireless power link for mm-size cortical implants, while decreasing the loss of the overall link by using a segmented loop transmit antenna. it further shows that, for a given receive antenna size and antenna separation, an optimum transmit antenna size-frequency pair that minimizes the link loss exists. a case study of a wireless link for a mm-size cortical implant optimized for minimum loss shows a reduction of the average sar of more than 30 %, and a link loss improvement of approximately 10 %, leading to a 57 % increase in power available to the implant compared to a conventional loop antenna. © 2011 ieee.”

Lewis, P. M., Ackland, H. M., Lowery, A. J., & Rosenfeld, J. V.. (2015). Restoration of vision in blind individuals using bionic devices: A review with a focus on cortical visual prostheses. Brain Research

Plain numerical DOI: 10.1016/j.brainres.2014.11.020
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“The field of neurobionics offers hope to patients with sensory and motor impairment. blindness is a common cause of major sensory loss, with an estimated 39 million people worldwide suffering from total blindness in 2010. potential treatment options include bionic devices employing electrical stimulation of the visual pathways. retinal stimulation can restore limited visual perception to patients with retinitis pigmentosa, however loss of retinal ganglion cells precludes this approach. the optic nerve, lateral geniculate nucleus and visual cortex provide alternative stimulation targets, with several research groups actively pursuing a cortically-based device capable of driving several hundred stimulating electrodes. while great progress has been made since the earliest works of brindley and dobelle in the 1960s and 1970s, significant clinical, surgical, psychophysical, neurophysiological, and engineering challenges remain to be overcome before a commercially-available cortical implant will be realized. selection of candidate implant recipients will require assessment of their general, psychological and mental health, and likely responses to visual cortex stimulation. implant functionality, longevity and safety may be enhanced by careful electrode insertion, optimization of electrical stimulation parameters and modification of immune responses to minimize or prevent the host response to the implanted electrodes. psychophysical assessment will include mapping the positions of potentially several hundred phosphenes, which may require repetition if electrode performance deteriorates over time. therefore, techniques for rapid psychophysical assessment are required, as are methods for objectively assessing the quality of life improvements obtained from the implant. these measures must take into account individual differences in image processing, phosphene distribution and rehabilitation programs that may be required to optimize implant functionality. in this review, we detail these and other challenges facing developers of cortical visual prostheses in addition to briefly outlining the epidemiology of blindness, and the history of cortical electrical stimulation in the context of visual prosthetics.”

Shetliffe, M. A., Kamboh, A. M., Mason, A., & Oweiss, K. G.. (2007). Impact of lossy compression on neural response characteristics extracted from high-density intra-cortical implant data. In Annual International Conference of the IEEE Engineering in Medicine and Biology – Proceedings

Plain numerical DOI: 10.1109/IEMBS.2007.4353552
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“In this paper we examine the impact of lossy wavelet compression on the information contained within high-density microelectrode array neural recordings. we have previously reported on the ability of our hardware architecture to perform under the constraints imposed by implantable hardware, as well as on its performance from a compression and signal distortion standpoint. here we extend that work by examining the amount of information that is lost from the recorded data as a result of the finite precision integer arithmetic and thresholding operations inherent in our system. one method commonly used for the classification and sorting of recorded extracellular action potentials is principal component analysis. this technique is used to statistically obtain the most significant attributes of the spikes, thereby allowing for more accurate classification. we use the separability of the resultant clusters as a measure of the information content within the data, and present the results of simulations demonstrating the impact of various hardware design parameters on this separability. © 2007 ieee.”

Schwiebert, L., Gupta, S. K. S., Auner, P. S. G., Abrams, G., Iezzi, R., & McAllister, P.. (2003). A biomedical smart sensor for the visually impaired

Plain numerical DOI: 10.1109/icsens.2002.1037187
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“In this paper, we describe the current version of the artificial retina prosthesis and cortical implant that we are developing. this research project will require significant advances in a variety of disciplines. we have assembled a multidisciplinary team of researchers in ophthalmology, neurosurgery, computer networking, vlsi, and sensors to develop the novel solutions needed to make artificial vision for the visually-impaired a reality. this paper describes the novel approach that we have adopted to providing a complete system for restoring vision to visually-impaired persons – from the signals generated by an external camera to an array of sensors that electrically stimulate the retina via a wireless interface.”

Luo, Y., Winstead, C., & Chiang, P.. (2012). 125Mbps ultra-wideband system evaluation for cortical implant devices. In Proceedings of the Annual International Conference of the IEEE Engineering in Medicine and Biology Society, EMBS

Plain numerical DOI: 10.1109/EMBC.2012.6346047
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“This paper evaluates the performance of a 125mbps impulse ratio ultra-wideband (ir-uwb) system for cortical implant devices by using low-q inductive coil link operating in the near-field domain. we examine design tradeoffs between transmitted signal amplitude, reliability, noise and clock jitter. the ir-uwb system is modeled using measured parameters from a reported uwb transceiver implemented in 90nm-cmos technology. non-optimized inductive coupling coils with low-q value for near-field data transmission are modeled in order to build a full channel from the transmitter (tx) to the receiver (rx). on-off keying (ook) modulation is used together with a low-complexity convolutional error correcting code. the simulation results show that even though the low-q coils decrease the amplitude of the received pulses, the uwb system can still achieve acceptable performance when error correction is used. these results predict that uwb is a good candidate for delivering high data rates in cortical implant devices.”

De Ridder, D., & Vanneste, S.. (2014). Targeting the parahippocampal area by auditory cortex stimulation in tinnitus. Brain Stimulation

Plain numerical DOI: 10.1016/j.brs.2014.04.004
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“Background: the final common pathway in tinnitus generation is considered to be synchronized auditory oscillatory hyperactivity. intracranial auditory cortex stimulation (iacs) via implanted electrodes has been developed to treat severe cases of intractable tinnitus targeting this final common pathway, in the hope of being a panacea for tinnitus. however, not everybody responds to this treatment. objective: the electrical brain activity and functional connectivity at rest might determine who is going to respond or not to iacs and might shed light on the pathophysiology of auditory phantom sound generation. method: the resting state electrical brain activity of 5 patients who responded and 5 patients who did not respond to auditory cortex implantation are compared using source localized spectral activity (z-score of log transformed current density) and lagged phase synchronization. results: sloreta source localization reveals significant differences between responders vs nonresponders for beta3 in left posterior parahippocampal, hippocampal and amygdala area extending into left insula. gamma band differences exist in the posterior parahippocampal areas and ba10. functional connectivity between the auditory cortex and the hippocampal area is increased for beta2, delta and theta2 in responders, as well as between the parahippocampal area and auditory cortex for beta3. conclusion: the resting state functional connectivity and activity between the auditory cortex and parahippocampus might determine whether a tinnitus patient will respond to a cortical implant. the auditory cortex may only be a functional entrance into a larger parahippocampal based tinnitus network.”

Khan, M. W. A., Bjorninen, T., Sydanheimo, L., & Ukkonen, L.. (2016). Characterization of Two-Turns External Loop Antenna With Magnetic Core for Efficient Wireless Powering of Cortical Implants. IEEE Antennas and Wireless Propagation Letters

, 15, 1410–1413.
Plain numerical DOI: 10.1109/LAWP.2015.2511187
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“© 2015 ieee.we present a two-turns loop antenna with a magnetic core to transfer power wirelessly to a miniature 2 × 2 × 2-mm3 cubic loop antenna in a cortical implant. compared to a same-sized single-turn loop antenna, it achieves reduction in the specific absorption rate (sar) and transmits 20 mw (11%) more power to the implant by maintaining the same link power efficiency. we also investigate the optimum distance of the external antenna from the body in terms of the link power efficiency and sar. moreover, we present a new method of estimating the worst-case voltage amplitude incident at the front end of the implanted microsystem under different impedance matching conditions. we have fabricated the simple and two-turns loop antennas and attested the link power efficiency of both in a liquid phantom mimicking the dielectric properties of the human skin at 100 mhz.”

Yan, X., Zhang, X., Chi, W., Ai, H., & Wu, L.. (2015). Comparing the influence of crestal cortical bone and sinus floor cortical bone in posterior maxilla bi-cortical dental implantation: A three-dimensional finite element analysis. Acta Odontologica Scandinavica

Plain numerical DOI: 10.3109/00016357.2014.967718
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“OBJECTIVE: this study aimed to compare the influence of alveolar ridge cortical bone and sinus floor cortical bone in sinus areabi-cortical dental implantation by means of 3d finite element analysis.nmaterials and methods: three-dimensional finite element (fe) models in a posterior maxillary region with sinus membrane and the same height of alveolar ridge of 10 mm were generated according to the anatomical data of the sinus area. they were either with fixed thickness of crestal cortical bone and variable thickness of sinus floor cortical bone or vice versa. ten models were assumed to be under immediate loading or conventional loading. the standard implant model based on the nobel biocare implant system was created via computer-aided design software. all materials were assumed to be isotropic and linearly elastic. an inclined force of 129 n was applied.nresults: von mises stress mainly concentrated on the surface of crestal cortical bone around the implant neck. for all the models, both the axial and buccolingual resonance frequencies of conventional loading were higher than those of immediate loading; however, the difference is less than 5%.nconclusion: the results showed that bi-cortical implant in sinus area increased the stability of the implant, especially for immediately loading implantation. the thickness of both crestal cortical bone and sinus floor cortical bone influenced implant micromotion and stress distribution; however, crestal cortical bone may be more important than sinus floor cortical bone.”

Hoenecke, H. R., Tibor, L. M., Elias, D. W., Flores-Hernandez, C., Steinvurzel, J. N., & D’Lima, D. D.. (2012). A quantitative three-dimensional templating method for shoulder arthroplasty: Biomechanical validation in cadavers. Journal of Shoulder and Elbow Surgery

Plain numerical DOI: 10.1016/j.jse.2011.10.011
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“Background: press-fit humeral components for total shoulder arthroplasty have notable potential complications that may be minimized by preoperative templating and improvements in stem design. the purpose of this study was to develop a 3-dimensional templating technique for the humeral stem and to validate this templating in cadaveric specimens. materials and methods: a cylindrical stem and a stem with a rectangular cross-section were selected for templating and force measurements. templating was carried out for 15 clinical patients and 16 cadaveric shoulders, including calculation of the cortical-implant volume ratio (civr). insertion forces for stem broaching and impaction were measured for 15 patients and 8 paired cadaveric shoulders. hoop strain and periprosthetic fractures were monitored in cadaveric shoulders with strain gauges. results: a significant difference in the civr was noted between rectangular and cylindrical stems. no difference was observed in impact forces for ideally sized rectangular or cylindrical stems. a difference in insertion forces was found between oversized cylindrical and oversized rectangular implant stems and also between ideal and oversized cylindrical implant stems. the difference in maximal hoop strain between ideally sized rectangular and cylindrical stems was also statistically significant. conclusions: civr is useful to predict an ideal humeral stem size. cylindrical stems have a different design rationale for fixation than rectangular stems. surgeon awareness of the fixation rationale for a particular stem design is important because different stem types have different effects on the insertion force. more anatomic humeral stem designs may help to minimize the risk of complications and optimize stem fixation. © 2012 journal of shoulder and elbow surgery board of trustees.”

Ferguson, S., & Ferguson, S. D.. (1986). High resolution vision prosthesis systems: Research after 15 years. Journal of Visual Impairment and Blindness

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“Presents new design criteria and suggests alternative theoretical approaches to high resolution vision prosthesis systems, using r. m. fish’s (see pa, vol 55:5179) work as a point of departure. tactile substitution systems are proposed in preference to cortical implant work, and electrocutaneous transfer is offered in preference to vibrotactile techniques, which are seen as the major reason for the limited resolution achieved by existing approaches. (24 ref) (psyclit database copyright 1987 american psychological assn, all rights reserved)”

Khan, M. W. A., Bjorninen, T., Sydanheimo, L., & Ukkonen, L.. (2015). Two-turns antenna and magnetic materials for effective powering of mm-size implant in wireless brain-machine interface system. In 2015 IEEE MTT-S International Microwave Workshop Series on RF and Wireless Technologies for Biomedical and Healthcare Applications, IMWS-BIO 2015 – Proceedings

Plain numerical DOI: 10.1109/IMWS-BIO.2015.7303798
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“© 2015 ieee.we analyze a two-turns antenna to provide power wirelessly to 2×2×2 mm3 cubic cortical implant. we present simulation of available power and voltage to the implant and assess the impact of a inserting a magnetic core in the antennas for further performance enhancement. we have fabricated the studied antennas and verified the simulated link power efficiency through measurement in a liquid phantom.”

Morillas, C. A., Romero, S. F., Martinez, A., Pelayo, F. J., & Fernández, E.. (2005). A Computational Tool to Test Neuromorphic Encoding Schemes for Visual Neuroprostheses

Plain numerical DOI: 10.1007/11494669_63
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“Recent advances in arrays of microelectrodes open the door to both better understanding of the way the brain works and to the restoration of damaged perceptive and motor functions. in the case of sensorial inputs, direct multi-channel interfacing with the brain for neuro-stimulation requires a computational layer capable of handling the translation from external stimuli into appropriate trains of spikes. the work here presented aims to provide automated and reconfigurable transformation of visual inputs into addresses of microelectrodes in a cortical implant for the blind. the development of neuroprostheses such as this one will contribute to reveal the neural language of the brain for the representation of perceptions, and offers a hope to persons with deep visual impairments. our system serves as a highly flexible test-bench for almost any kind of retina model, and allows the validation of these models against multi-electrode recordings from experiments with biological retinas. the current version is a pc-based platform, and a compact stand-alone device is under development for the autonomy and portability required in chronic implants. this tool is useful for psychologists, neurophysiologists, and neural engineers as it offers a way to deal with the complexity of multi-channel electrical interfaces for the brain.”

Propaganda: The Formation of Men’s Attitudes (Jacques Ellul, 1962)

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Finally, propaganda will take over literature (present and past) and history, which must be rewritten according to propaganda’s needs. We must not say: this is done by tyrannical, autocratic, totalitarian governments. In fact, it is the result of propaganda itself. Propaganda carries within itself, of intrinsic necessity, the power to take over everything that can serve it.

One cannot make just any propaganda any place for anybody. While propaganda is focused on reaching the individual, it cannot only rely on building off what already exists in the individual. Propaganda must also attach itself to the pre-existing fundamental currents of the society it seeks to influence. The propagandist must know the current tendencies and the stereotypes among the public he is trying to reach. These are indicated by principal symbols of the culture the propagandist wishes to attack since these symbols express the attitudes of a particular culture. Individuals are part of a culture and are therefore psychologically shaped by that culture. The main task of propaganda is to utilize the conditioned symbols as transmitters of that culture to serve its purpose. Propaganda must be a reflection of the fundamental structures of society to be successful and not contradictory of existing opinions. A skillful propagandist does not try to change mass opinion or go against an accepted structure. Only a bad propagandist would make a direct attack on an established, reasoned, durable opinion, accepted cliché, or fixed pattern. Each individual harbors a large number of stereotypes and established tendencies; from this arsenal the propagandist must select those easiest to mobilize, those which will give the greatest strength to the action he wants to precipitate.

Propaganda: The Formation of Men’s Attitudes (1965/1973) (French: Propagandes; original French edition: 1962) is a book on the subject of propaganda by French philosopher, theologian, legal scholar, and sociologist Jacques Ellul. This book appears to be the first attempt to study propaganda from a sociological approach as well as a psychological one. It presents a sophisticated taxonomy for propaganda, including such paired opposites as political–sociological, vertical–horizontal, rational–irrational, and agitation–integration. The book contains Ellul’s theories about the nature of propaganda to adapt the individual to a society, to a living standard and to an activity aiming to make the individual serve and conform.

Violence and the brain (Vernon H. Mark and Frank R. Ervin )

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In 1964 Dr. Mark went on the part-time staff of the Massachusetts General Hospital. He became the Director of Neurosurgery at the Boston City Hospital which position he held until 1986. He and Dr. William Sweet and Dr. Frank Ervin implanted electrodes in the amygdala and hippocampus of patients with intractable temporal lobe epilepsy and aggressive behavior, with Dr. Jose Delgado.

www.societyns.org/society/bio.aspx?MemberID=9050

Wexler, D. B., Mark, V. H., & Ervin, F. R.. (1972). Violence and the Brain. Harvard Law Review

, 85(7), 1489.
Plain numerical DOI: 10.2307/1340021
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Blumer, D. P., Williams, H. W., & Mark, V. H.. (1974). The Study and Treatment, on a Neurological Ward, of Abnormally Aggressive Patients with Focal Brain Disease (Part 2 of 2). Stereotactic and Functional Neurosurgery

, 36(3), 151–176.
Plain numerical DOI: 10.1159/000315444
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Credit Suisse Research Institute “Global Wealth Report” (2018)

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Social disparity has reached an extreme level and current statistics indicate that an ultra-rich segment (>1% of the total population) owns ≈50% of the worlds entire wealth, i.e., ≈$140 trillion are owned by a infinitesimal small minority of humanity; but see the Credit Suisse Research Institute “Global Wealth Report” from 2018.
URL: www.credit-suisse.com/corporate/en/research/research-institute/global-wealth-report.html

Global Wealth Report 2018 (PDF)
Global Wealth Databook 2018 (PDF)

Credit Suisse. (2018). Global Wealth Databook 2018. Credit Suisse doi.org/10.1038/nbt0910-907

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“Credit suisse research institute is proud to launch the credit suisse global wealth databook 2010, which offers investors the most comprehensive study of world wealth it is the first study to analyze the wealth of all the world’s 4.4 billion adults. research for the credit suisse global wealth databook has been undertaken on behalf of the credit suisse research institute by professors anthony shorrocks and jim davies, recognized authorities on this topic, and the architects and principal authors of ‘personal wealth from a global perspective,’ oxford university press, 2008. the aim of the credit suisse global wealth project is to provide the best available estimates of the wealth holdings of households around the world for the period since the year 2000. while the credit suisse global wealth report highlights the main findings of our study, the 128-page databook underlines the extent of our analysis. more importantly, it sets out in detail the data employed in our global wealth project, the methodology used to calculate estimates of wealth and how this may differ from other reports in this field. the credit suisse global wealth databook also details the evolution of household wealth levels through the period 2000 to 2010, providing data at the regional level on high net worth individuals, and highlighting the wealth pyramid in addition to wealth analysis for 160 countries. finally, the databook presents detailed data on relatively under-researched areas such as gender and the composition of household portfolios (assets and debts).”

The Network of Global Corporate Control

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Vitali, S., Glattfelder, J. B., & Battiston, S.. (2011). The Network of Global Corporate Control. PLoS ONE, 6(10), e25995.

Plain numerical DOI: 10.1371/journal.pone.0025995
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“The structure of the control network of transnational corporations affects global market competition and financial stability. so far, only small national samples were studied and there was no appropriate methodology to assess control globally. we present the first investigation of the architecture of the international ownership network, along with the computation of the control held by each global player. we find that transnational corporations form a giant bow-tie structure and that a large portion of control flows to a small tightly-knit core of financial institutions. this core can be seen as an economic ‘super-entity’ that raises new important issues both for researchers and policy makers.”

Bertrand Russell: Proposed Roads to Freedom

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Proposed Roads to Freedom

Bertrand Russell, 3rd Earl Russell (1872 – 1970) was a British philosopher, logician, mathematician, political activist and Nobel laureate. He led the British "revolt against idealism" in the early 1900s and is considered one of the founders of analytic philosophy along with his predecessor Gottlob Frege and his protégé Ludwig Wittgenstein. In this book, written in 1918, he offers his assessment of three competing streams in the thought of the political left: Marxian socialism, anarchism and syndicalism. (Summary by Wikipedia/Carl Manchester)

Proposed Roads to Freedom

00 - Introduction
01 - Marx and Socialist Doctrine
02 - Bakunin and Anarchism
03 - The Syndicalist Revolt
04 - Work and Play
05 - Government and Law
06 - International Relations
07 - Science and Art Under Socialism
08 - The World as it Could be Made

Sir Francis Galton (*1822;†1911): Hereditary Genius

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Sir Francis Galton, was an English Victorian era statistician, polymath, sociologist, psychologist, anthropologist, eugenicist, tropical explorer, geographer, inventor, meteorologist, proto-geneticist, and psychometrician. He was knighted in 1909.

Galton produced over 340 papers and books. He also created the statistical concept of correlation and widely promoted regression toward the mean. He was the first to apply statistical methods to the study of human differences and inheritance of intelligence, and introduced the use of questionnaires and surveys for collecting data on human communities, which he needed for genealogical and biographical works and for his anthropometric studies.

He was a pioneer in eugenics, coining the term itself and the phrase “nature versus nurture”. His book Hereditary Genius (1869) was the first social scientific attempt to study genius and greatness.

As an investigator of the human mind, he founded psychometrics (the science of measuring mental faculties) and differential psychology and the lexical hypothesis of personality. He devised a method for classifying fingerprints that proved useful in forensic science. He also conducted research on the power of prayer, concluding it had none by its null effects on the longevity of those prayed for. His quest for the scientific principles of diverse phenomena extended even to the optimal method for making tea.

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Hereditary Genius

A biographical summary of the pre-eminent men of Britain grouped by profession. The extensive survey draws from information including college graduation, reputation during career, fellowships, and even known relatives. Includes discussions on findings and observations as well as referenced appendices. - Summary by Leon Harvey

Hereditary Genius

Preface
Introductory Chapter
Classification of Men According to Their Reputation
Classification of Men According to Their Natural Gifts
Comparison of the Two Classifications
Notation
The Judges of England Between 1660 and 1865
Statesmen
English Peerages. Their Influence Upon Race
Commanders
Literary Men
Men of Science
Poets
Musicians
Painters
Divines
Senior Classics of Cambridge
Oarsmen
Wrestlers of the North Country
Comparison of Results
The Comparative Worth of Different Races
Influences That Affect the General Ability of Nations
General Considerations
Appendix

Dr. Peter Breggin (MD) – Psychiatry, neurosurgery, psychopharmacology and mind control politics

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Further References

Breggin, P. R.. (1998). Analysis of Adverse Behavioral Effects of Benzodiazepines With a Discussion on Drawing Scientific Conclusions from the FDA’s Spontaneous Reporting System. The Institute of Mind and Behavior, Inc.

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“Thc benzodiazepines can produce a wide variety uf abnormal mental responses and hazardous behavourial abnormalities, including rebound anxiety and insomnia, mania and other forms of psychosis, paranoia, violence, antisocial acts depression, and suicide. these drugs can impair confusion, especially memory, and can result in confu-sion. they can induce dependence and addiction. severe withdrawal syndromes with psychosis, seizures, and death can develop. the short-acting benzodiozepines, alprazolam (xanax) and triazolam (halcion), are especially prone to cause psychological and behavioral abnormalities. the sources of data to support these observations and conclusions are discussed in regard to the scientific method. these adverse drug effects can wreck havoc in the lives of individuals and their families.”

Breggin, P. R.. (2000). The NIMH multimodal study of treatment for attention-deficit/hyperactivity disorder: A critical analysis. [References]. International Journal of Risk & Safety in Medicine

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“On earlier occasions this journal has devoted attention to the question of ‘attention deficit hyperactivity disorder (adhd).’ a not uncommon diagnosis in american children, the very existence of the condition is denied by many pediatricians and psychiatrists elsewhere, as is the propriety of treating these ‘hyperactive’ children with stimulant drugs such as ritalinreg. (methylphenidate, mph). late in 1999 the debate entered a new phase with the publication in the usa of the ‘mta study’ which set out to examine the condition and its treatment and which was claimed to provide a vindication of the use of drugs in these young individuals. bearing in mind the evident risks of widespread use of stimulants in children, the entire issue of ‘adhd’ deserves careful and ongoing attention. in this paper, dr peter breggin examines the significance of this latest study. for those readers of the journal concerned primarily with pharmaceuticals, the criteria against which he assesses the merits of this study will be familiar. (psycinfo database record (c) 2010 apa, all rights reserved)”

Breggin, P. R.. (1998). Electroshock: scientific, ethical, and political issues *. International Journal of Risk & Safety in Medicine

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“Electroconvulsive treatment (ect) is increasingly used in north america and there are attempts to promote its further use worldwide. however, most controlled studies of efficacy in depression indicate that the treatment is no better than placebo with no positive effect on the rate of suicide. ect is closed-head electrical injury, typically producing a delirium with global mental dysfunction (an acute organic brain syndrome). significant irreversible effects from ect are demonstrated by many studies, including: (1) inventories of autobio-graphic and current events memories before and after ect; (2) retrospective subjective observations on memory; (3) autopsy studies of animals and some of humans. ect causes severe and irreversible brain neuropathology, including cell death. it can wipe out vast amounts of retrograde memory while producing permanent cognitive dysfunction. contemporary ect is more dangerous since the current doses are larger than those employed in earlier clinical and research studies. elderly women, an especially vulnerable group, are becoming the most common target of ect. because of the lopsided risk/benefit ratio, because it is fundamentally traumatic in nature, because so many of the patients are vulnerable and unable to protect themselves, and because advocates of ect fail to provide informed consent to patients-ect should be banned.”

Breggin, P. R.. (2014). The rights of children and parents in regard to children receiving psychiatric diagnoses and drugs. Children and Society

Plain numerical DOI: 10.1111/chso.12049
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“Based on the author’s extensive clinical, forensic and research experience, this article addresses the scientific and moral question of whether it is ever in the best interests of a child to be given a psychiatric drug. the focus is on the diagnosis attention deficit hyperactivity disorder (adhd) and stimulant drugs, and on the diagnosis bipolar disorder and antipsychotic (neuroleptic) drugs. the conclusion is that we should work towards a prohibition against giving psychiatric drugs to children, and instead focus on safe and effective alternative ways of meeting the needs of children within their families, schools and society. © 2014 john wiley & sons ltd and national children’s bureau.”

Breggin, P. R.. (2004). Recent U.S., Canadian and British regulatory agency actions concerning antidepressant-induced harm to self and others: A review and analysis. International Journal of Risk & Safety in Medicine

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“Drug regulatory agencies in the united states, great britain, and canada have recently issued warnings concerning the use of antidepressants. considerable attention has been placed on regulatory agency conclusions that antidepressants are associated with increased rates of suicidality in children. in the united states (the fda) and canada (health canada), new warnings have also been issued for children and adults concerning the production of an activation or stimulant syndrome that is known to be associated with violence and suicide. health canada requires a warning that selective serotonin inhibitors (ssris) and other newer antidepressants produce in children and adults ‘agitation-type adverse events coupled with self-harm or harm to other,’ including ‘akathisia (psychomotor restlessness), agitation, disinhibition, emotional lability, hostility, aggression, depersonalization.’ the fda requires a warning that ‘the following symptoms; anxiety, agitation, panic attacks, insomnia, irritability, hostility, aggressiveness, impulsivity, akathisia, hypomania, and mania, have been reported in adult and pediatric patients being treated with antidepressants for major depressive disorder as well as for other indications, both psychiatric and nonpsychiatric.’ recent studies confirm that antidepressants are associated with adverse events that can cause aggression, hostility, and violence, as well as suicidality, in both children and adults. (psycinfo database record (c) 2012 apa, all rights reserved) (journal abstract)”

Breggin, P. R.. (2006). Intoxication Anosognosia: The Spellbinding Effect of Psychiatric Drugs. Ethical Human Psychology and Psychiatry, 8(3), 201–216.

Plain numerical DOI: 10.1891/ehppij-v8i3a003
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“Why do so many individuals persist in taking psychoactive substances, including psychiatric drugs, after adverse mental and behavioral effects have become severe and even disabling? the author has previously proposed the brain-disabling principle of psychiatric treatment that all somatic psychiatric treatments impair the function of the brain and mind. intoxication anosognosia (medication spellbinding) is an expression of this drug-induced mental disability. intoxication anosognosia causes the victim to underestimate the degree of drug-induced mental impairment, to deny the harmful role that the drug plays in the person’s altered state, and in many cases compel the individual to mistakenly believe that he or she is functioning better. in the extreme, the individual displays out-of-character compulsively destructive behaviors, including violence toward self and others.”

Breggin, P. R.. (2003). Psychopharmacology And Human Values. Journal of Humanistic Psychology, 43(2), 34–49.

Plain numerical DOI: 10.1177/0022167802250729
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“Psychopharmacology and biological psychiatry now dominate the mental health field. even humanistic and existential therapists are likely to refer difficult or disturbed clients to physicians, especially psychiatrists, for possible medication. the prevailing professional tendency is to conceptualize the conflict between psychotherapy and drug treatment as a scientific one; but it is at root a conflict between two different views of human nature. we need to renew our faith in the psychiatric drug-free human being in both our personal and professional lives.”

Karon, P., & Breggin, R.. (2012). Review of Psychiatric drug withdrawal: A guide for prescribers, therapists, patients and their families.. Ethical Human Psychology and Psychiatry: An International Journal of Critical Inquiry

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“Reviews the book, psychiatric drug withdrawal: a guide for prescribers, therapists, patients and their families by peter r. breggin (2012). thoughtful clinicians, including psychiatrists, other prescribing physicians, clinical psychologists, social workers, and other therapists, frequently think their patients should be withdrawn from psychiatric medication, but they are not sure. in addition, they do not know the best way to help the patient to safely withdraw from psychiatric medication. the first part of the book is a careful and relatively complete description of the reasons why one should consider psychiatric drug withdrawal or dose reduction and when. the second part of the book is a detailed description of the best way to withdraw from psychiatric drugs, taking into account the specific drug or multiple drugs, the length of usage, and the characteristics of the individual patient. the most heartening chapter is on children and teenagers. most children and teenagers can be withdrawn with relative ease and safety, if their parents are cooperative. withdrawal from stimulants is easily accomplished with children and teens diagnosed with attention-deficit hyperactivity disorder (adhd) if sensible family therapy and possible consultation with the child’s teachers are provided. not only will they be off the medication, but their troubling symptoms will also be gone. of course, it would have been better to provide family therapy without medication from the beginning. peter breggin has more experience in safely withdrawing psychiatric patients from medication than any other psychiatrist. in this book, he shares his lifetime of experience. all of our patients deserve the benefit of our obtaining that knowledge. (psycinfo database record (c) 2012 apa, all rights reserved)”

Breggin, P. R.. (2002). Fluvoxamine as a cause of stimulation, mania and aggression: A critical analysis of the FDA-approved label. Ethical Human Sciences & Services

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“The contents of the fda-approved label for luvox (fluvoxamine) are compared to the known risks of fluvoxamine-induced stimulation, mania, and aggression in children and adults. it is found that the label in many ways fails to communicate the severity and range of these drug-induced adverse mental and behavioral drug effects. health professionals need to approach government-approved labels with skepticism and scientific sophistication, especially in regard to evaluating the risks of medications.”

Breggin, P. R.. (2010). Antidepressant-induced suicide, violence and mania: Risks for military personnel. International Journal of Risk and Safety in Medicine

Plain numerical DOI: 10.3233/JRS-2010-0502
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“

The newer antidepressants frequently cause suicide, violence, and manic-like symptoms of activation or overstimulation, presenting serious hazards to active-duty soldiers who carry weapons under stressful conditions. these antidepressant-induced symptoms of activation can mimic posttraumatic stress disorder and are likely to worsen this common disorder in soldiers, increasing the hazard when they are prescribed to military personnel. antidepressants should not be prescribed to soldiers during or after deployment.

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Breggin, P. R.. (2011). Psychiatric drug-induced Chronic Brain Impairment (CBI): Implications for long-term treatment with psychiatric medication. International Journal of Risk and Safety in Medicine

Plain numerical DOI: 10.3233/JRS-2011-0542
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“Understanding the hazards associated with long-term exposure to psychiatric drugs is very important but rarely emphasized in the scientific literature and clinical practice. drawing on the scientific literature and clinical experience, the author describes the syndrome of chronic brain impairment (cbi) which can be caused by any trauma to the brain including traumatic brain injury (tbi), electroconvulsive therapy (ect), and long-term exposure to psychiatric medications. knowledge of the syndrome should enable clinicians to more easily identify long-term adverse effects caused by psychiatric drugs while enabling researchers to approach the problem with a more comprehensive understanding of the common elements of brain injury as they are manifested after long-term exposure to psychiatric medications. treatment options are also discussed.”

Breggin, P. R., & Breggin, G.. (2008). Exposure to SSRI Antidepressants In Utero Causes Birth Defects, Neonatal Withdrawal Symptoms, and Brain Damage. Ethical Human Psychology and Psychiatry, 10(1), 5–9.

Plain numerical DOI: 10.1891/1559-4343.10.1.5
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“Pregnant mothers should avoid taking ssri antidepressants—they are hazardous to the developing fetus, cause withdrawal symptoms in the newborn baby, and induce biochemical and morphological abnormalities in the brain. if pregnant mothers need help with sad or anxious feelings, they should seek counseling or psychotherapy, especially family therapy involving the child’s father, as well as other sources of emotional support.”

Breggin, P. R.. (2016). Rational Principles of Psychopharmacology for Therapists, Healthcare Providers and Clients. Journal of Contemporary Psychotherapy, 46(1), 1–13.

Plain numerical DOI: 10.1007/s10879-015-9307-2
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“Because the epidemic dispensing of psychiatric drugs is based on misinformation, it is important for all health professionals, consumers, and most citizens (including patients and their family members) to have a more rational understanding of how psychiatric drugs actually ‘work.’ instead of enforcing authoritarian ‘medication compliance’ in obedience to the prescriber’s orders, informed therapists and healthcare providers have an ethical duty to provide scientific information about the real effects of psychiatric drugs. instead of naively accepting whatever the doctor prescribes to them, consumers need to educate themselves about all medications, but especially about psychiatric ones, which are consistently misrepresented and oversold. this review focuses on three principles of rational psychopharmacology. the first is the brain-disabling principle, which states that all psychoactive substances work by causing dysfunctions of the brain and mind. it further observes that no psychiatric drugs work by improving or correcting biochemical imbalances or any other presumed biological malfunctions. the second principle is intoxication anosognosia (medication spellbinding) which states that all psychoactive substances tend to cause a subjective over-estimation of their positive effects while masking their harmful ones, sometimes resulting in extremely harmful behaviors such as mania, violence and suicide. the third principle is chronic brain impairment (cbi)—that exposure to psychoactive substances, especially long-term, results in impairments of the brain or mind that can become persistent or permanent, including atrophy (shrinkage) of brain tissue. not only are psychiatric drugs likely to do more harm than good, there are more effective and infinitely safer proven psychosocial approaches for treating the whole spectrum of ‘psychiatric disorders’ from ‘adhd’ and ‘major depressive disorder’ to ‘schizophrenia.’ (psycinfo database record (c) 2016 apa, all rights reserved)(journal abstract)”

Breggin, P. R.. (2015). The biological evolution of guilt, shame and anxiety: A new theory of negative legacy emotions. Medical Hypotheses

Plain numerical DOI: 10.1016/j.mehy.2015.03.015
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“Human beings are the most social and the most violent creatures on earth. the combination of cooperation and aggression enabled us to dominate our ecosystem. however, the existence of violent impulses would have made it difficult or impossible for humans to live in close-knit families and clans without destroying each other. nature’s answer was the development of guilt, shame and anxiety-internal emotional inhibitions or restraints specifically against aggressive self-assertion within the family and other close relationships.the theory of negative legacy emotions proposes the first unitary concept for the biopsychosocial function of guilt, shame and anxiety, and seeks their origin in biological evolution and natural selection. natural selection favored individuals with built-in emotional restraints that reduced conflicts within their family and tribal unit, optimizing their capacity to survive and reproduce within the protection of their small, intimate societies, while maintaining their capacity for violence against outsiders. unfortunately, these negative legacy emotions are rudimentary and often ineffective in their psychosocial and developmental function. as a result, they produce many unintended untoward effects, including the frequent breakdown of restraints in the family and the uninhibited unleashing of violence against outsiders.”

The science of critical thinking

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Further References

Mulnix, J. W.. (2012). Thinking Critically about Critical Thinking. Educational Philosophy and Theory

Plain numerical DOI: 10.1111/j.1469-5812.2010.00673.x
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“As a philosophy professor, one of my central goals is to teach students to think critically. however, one difficulty with determining whether critical thinking can be taught, or even measured, is that there is widespread disagreement over what critical thinking actually is. here, i reflect on several conceptions of critical thinking, subjecting them to critical scrutiny. i also distinguish critical thinking from other forms of mental processes with which it is often conflated. next, i present my own conception of critical thinking, wherein it fundamentally consists in acquiring, developing, and exercising the ability to grasp inferential connections holding between statements. finally, given this account of critical thinking, and given recent studies in cognitive science, i suggest the most effective means for teaching students to think critically. [abstract from author]”

Ennis, R. H.. (2011). The Nature of Critical Thinking : An outline of critical thinking dispositions. In Sixth International Conference on Thinking at MIT

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“Critical thinking is reasonable and reflective thinking focused on deciding what to believe or do. this definition i believe captures the core of the way the term is used in the critical thinking movement. in deciding what to believe or do, one is helped by the employment of a set of critical thinking dispositions and abilities that i shall outline. these can serve as a set of comprehensive goals for a critical thinking curriculum and its assessment. usefulness in curriculum decisions, teaching, and assessment, not elegance or mutual exclusiveness, is the purpose of this outline. for the sake of brevity, clarification in the form of examples, qualifications, and more detail, including more criteria, are omitted, but can be found in sources listed below, but most fully in my critical thinking (1996a). this outline is the encapsulation of many years of work in the elaboration of the simple definition of critical thinking given above, and it distinguishes between critical thinking dispositions and abilities. it is only a critical thinking content outline. it does not specify grade level, curriculum sequence, emphasis, teaching approach, or type of subject-matter content involved (standard subject-matter content, general knowledge content, streetwise-knowledge content, special knowledge content, etc.). for assessment purposes it can only provide a basis for developing a table of specifications and the preparation of assessment rubrics. critical thinking dispositions ideal critical thinkers are disposed to 1. care that their beliefs be true ii , and that their decisions be justified; that is, care to ‘get it right’ to the extent possible; including to a. seek alternative hypotheses, explanations, conclusions, plans, sources, etc.; and be open to them b. consider seriously other points of view than their own c. try to be well informed d. endorse a position to the extent that, but only to the extent that, it is justified by the information that is available e. use their critical thinking abilities 2. care to understand and present a position honestly and clearly, theirs as well as others’; including to a. discover and listen to others’ view and reasons b. be clear about the intended meaning of what is said, written, or otherwise communicated, seeking as much precision as the situation requires c. determine, and maintain focus on, the conclusion or question d. seek and offer reasons e. take into account the total situation f. be reflectively aware of their own …”

Kuhn, D.. (2007). A Developmental Model of Critical Thinking. Educational Researcher

Plain numerical DOI: 10.3102/0013189×028002016
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“The critical thinking movement, it is suggested, has much to gain from conceptualizing its subject matter in a developmental framework. most instructional programs designed to teach critical thinking do not draw on contemporary empirical research in cognitive development as a potential resource. the developmental model of critical thinking outlined here derives from contemporary empirical research on directions and processes of intellectual development in children and adolescents. it identifies three forms of second-order cognition (meta-knowing) — metacognitive, metastrategic, and epistemological — that constitute an essential part of what develops cognitively to make critical thinking possible.”

Ennis, R. H.. (1993). Critical thinking assessment. Theory Into Practice

Plain numerical DOI: 10.1080/00405849309543594
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Richmond, B.. (1993). Systems thinking: Critical thinking skills for the 1990s and beyond. System Dynamics Review

Plain numerical DOI: 10.1002/sdr.4260090203
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Siegel, H.. (2010). Critical thinking. In International Encyclopedia of Education

Plain numerical DOI: 10.1016/B978-0-08-044894-7.00582-0
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“This article on critical thinking emphasizes its normative character. it explains what critical thinking is, why it is valuable, and why it is educationally basic. being a critical thinker is a matter of degree. critical thinking involves both skills and abilities of reason assessment, and the disposition to exercise those abilities; the critical thinker is both able to assess the probative strength of reasons, and is disposed to do so. such thinking satisfies relevant criteria of reason assessment. critical thinking is rightly regarded as a fundamental educational ideal, for reasons offered below. while there may be considerable merit in some criticisms of critical thinking, more radical challenges to it fail in that they in the end rely on the very critical thinking they aim to challenge. © 2010 elsevier ltd. all rights reserved.”

Pithers, R. T., & Soden, R.. (2000). Critical thinking in education: A review. Educational Research

Plain numerical DOI: 10.1080/001318800440579
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“National governments and employers have argued that it is important for all sectors of education to prepare individuals who are able to think well and for themselves. ‘good thinking’ and ‘thinking well’ are commonly used terms bound up with what is called ‘critical thinking’ in the research literature. evidence is pre- sented in this paper, however, which suggests that not all students may be good at critical thinking; nor do some teachers appear to teach students ‘good think- ing’ skills.a review of the research literature in this area was undertaken and the methods and conceptions of teaching likely to inhibit and enhance critical think- ing are outlined, as well as what is required to improve students’ thinking skills. ways forward in teaching critical thinking, and in helping students to learn to think well and for themselves, are described and discussed.”

Macke, J.. (1991). On Teaching Critical Thinking. Educational Philosophy and Theory

Plain numerical DOI: 10.1111/j.1469-5812.1991.tb00176.x
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“SignificanceUnderstanding and thinking critically about scientific evidence is a crucial skill in the modern world. we present a simple learning framework that employs cycles of decisions about making and acting on quantitative comparisons between datasets or data and models. with opportunities to improve the data or models, this structure is appropriate for use in any data-driven science-learning setting. this structure led to significant and sustained improvement in students’ critical thinking behaviors, compared with a control group, with effects far beyond that of statistical significance. the ability to make decisions based on data, with its inherent uncertainties and variability, is a complex and vital skill in the modern world. the need for such quantitative critical thinking occurs in many different contexts, and although it is an important goal of education, that goal is seldom being achieved. we argue that the key element for developing this ability is repeated practice in making decisions based on data, with feedback on those decisions. we demonstrate a structure for providing suitable practice that can be applied in any instructional setting that involves the acquisition of data and relating that data to scientific models. this study reports the results of applying that structure in an introductory physics laboratory course. students in an experimental condition were repeatedly instructed to make and act on quantitative comparisons between datasets, and between data and models, an approach that is common to all science disciplines. these instructions were slowly faded across the course. after the instructions had been removed, students in the experimental condition were 12 times more likely to spontaneously propose or make changes to improve their experimental methods than a control group, who performed traditional experimental activities. the students in the experimental condition were also four times more likely to identify and explain a limitation of a physical model using their data. students in the experimental condition also showed much more sophisticated reasoning about their data. these differences between the groups were seen to persist into a subsequent course taken the following year.”

Bailin, S.. (2002). Critical thinking and science education. Science and Education

Plain numerical DOI: 10.1023/A:1016042608621
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“It is widely held that developing critical thinking is one of the goals of science education. although there ismuch valuablework in the area, the field lacks a coherent and defensible conception of critical thinking. as a result, many efforts to foster critical thinking in science rest on miscon- ceptions about the nature of critical thinking. this paper examines some of the misconceptions, in particular the characterization of critical thinking in terms of processes or skills and the separation of critical thinking and knowledge. it offers a more philosophically sound and justifiable conception of critical thinking, and demonstrates how this conception could be used to ground science education practice.”

Sanders, M., & Moulenbelt, J.. (2011). Defining Critical Thinking. Inquiry: Critical Thinking Across the Disciplines

Plain numerical DOI: 10.5840/inquiryctnews20112616
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“Critical thinking is a skill that most teachers would readily agree is important for students to develop. unfortunately, many of our students have poorly developed critical thinking skills. perhaps the problem is rooted in those who teach. do teachers in career and technical education (cte) understand the concept of critical thinking well enough to teach students to think critically in and about the discipline being studied? good thinking skills will not develop on their own, they must be taught. teaching thinking skills is a difficult endeavor. teaching to promote thinking takes much time to prepare, is difficult to plan, and limits the amount of content ‘taught.’ teachers can no longer be information givers. on the other hand, students must learn thinking and reasoning skills to reach their fullest potential in today’s society. if we are to prepare students for entry and advancement in careers through cte, we must commit to developing problem solving and decision making through teaching critical thinking skills and developing the dispositions necessary to think critically.”

Jackson, M. C.. (2001). Critical systems thinking and practice. European Journal of Operational Research

Plain numerical DOI: 10.1016/S0377-2217(00)00067-9
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“Critical systems thinking and the methodologies associated with it were developed precisely to allow analysis of complex societal problems and intervention to resolve such problems. early approaches employing systems ideas, such as operational research, systems analysis and systems engineering, were suitable for tackling certain well-defined problems, but were found to have limitations when faced with complex problems involving people with a variety of viewpoints and frequently at odds with one another. systems thinkers responded with approaches such as system dynamics and organizational cybernetics to tackle complexity; soft systems methodology (ssm) and interactive planning to handle subjectivity; and critical systems heuristics to help the disadvantaged in situations involving conflict. there was a corresponding enlargement of the range of problem contexts in which they felt competent to intervene. it has been critical systems thinking, however, which has supplied the bigger picture, has allowed systems thinking to mature as a discipline and has set out how the variety of methodologies now available can be used together in a coherent manner to promote successful intervention in complex societal problem situations. this paper outlines, at the request of the editor of this special issue, my involvement in developing critical systems thinking and practice, describes its origins, nature and use, and sets out a programme for future research in the area.”

Bowell, T., & Kemp, G.. (2002). Critical Thinking: A Concise Guide. Philosophy

Plain numerical DOI: 10.1017/CBO9781107415324.004
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“We are frequently confronted with arguments. arguments are attempts to persuade us – to influence our beliefs and actions – by giving us reasons to believe this or that. critical thinking: a concise guide will equip students with the concepts and techniques used in the identification, analysis and assessment of arguments. through precise and accessible discussion, this book provides the tools to become a successful critical thinker, one who can act and believe in accordance with good reasons, and who can articulate and make explicit those reasons. key topics discussed include: core concepts in argumentation how language can serve to obscure or conceal the real content of arguments; how to distinguish argumentation from rhetoric how to avoid common confusions surrounding words such as ‘truth’, ‘knowledge’ and ‘opinion’ how to identify and evaluate the most common types of argument how to distinguish good reasoning from bad in terms of deductive validly and induction. this fourth edition has been revised and updated throughout, with a new introduction for each chapter and up-to-date topical examples. particular revisions include: practical reasoning; understanding quantitative data, statistics, and the rhetoric used about them; scientific reasoning; the connection to formal logic and the logic of probability; conditionals; ambiguity; vagueness; slippery slope arguments; and arguments by analogy. the dynamic routledge critical thinking companion website provides thoroughly updated resources for both instructors and students including new examples and case studies, flashcards, sample questions, practice questions and answers, student activities and a testbank of questions for use in the classroom.”

Duron, R., Limbach, B., & Waugh, W.. (2006). Critical Thinking Framework For Any Discipline. Interrnational Journal of Teaching and Learning in Higher Education

Plain numerical DOI: 10.1016/j.nepr.2006.09.004
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“This paper identifies a 5-step framework that can be implemented in virtually any teaching or training setting to effectively move learners toward critical thinking. this interdisciplinary model, which is built upon existing theory and best practices in cognitive development, effective learning environments, and outcomes-based assessment, provides teachers with a useful framework. this framework can be used to move students toward a more active-learning environment which, ultimately, is more enjoyable and effective for teachers and students alike. an example of the model is applied in the context of accounting education, which represents a business discipline in which critical thinking has been consistently cited as both necessary and difficult to implement. thinking is a natural process, but left to itself, it is often biased, distorted, partial, uninformed, and potentially prejudiced; excellence in thought must be cultivated (scriven and paul, 2004). critical thinking is, very simply stated, the ability to analyze and evaluate information. critical thinkers raise vital questions and problems, formulate them clearly, gather and assess relevant information, use abstract ideas, think open-mindedly, and communicate effectively with others. passive thinkers suffer a limited and ego-centric view of the world; they answer questions with yes or no and view their perspective as the only sensible one and their facts as the only ones relevant. critical thinking is an important and necessary skill because it is required in the workplace, it can help you deal with mental and spiritual questions, and it can be used to evaluate people, policies, and institutions, thereby avoiding social problems (hatcher and spencer, 2005). this paper identifies a 5-step framework that can be implemented in virtually any teaching or training setting to effectively move learners toward critical thinking. this interdisciplinary model, which is built upon existing theory and best practices in cognitive development, effective learning environments, and outcomes-based assessment, provides teachers with a useful framework in which to move students and lecture-based courses toward an active-learning environment. techniques that encourage critical thinking”

Bailin, S., Case, R., Coombs, J. R., & Daniels, L. B.. (1999). Conceptualizing critical thinking. Journal of Curriculum Studies

Plain numerical DOI: 10.1080/002202799183133
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“In this paper, the second of two, we set out a conception of critical thinking that critical thinking is a normative enterprise in which, to a greater or lesser degree, we apply appropriate criteria and standards to what we or others say, do, or write. the expression ‘critical thinking’ is a normative term. those who become critical thinkers acquire such intellectual resources as background knowledge, operational knowledge of appropriate standards, knowledge of key concepts, possession of effective heuristics, and of certain vital habits of mind. we explain why these intellectual resources are needed and suggest that we can best teach critical thinking by infusing it within any curricular practice in which our students are involved. [abstract from author]”

Mason, M.. (2009). Critical Thinking and Learning. Critical Thinking and Learning

Plain numerical DOI: 10.1002/9781444306774
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“By introducing current debates in the field of critical thinking and posing new questions from contributing scholars, critical thinking and learning examines the received wisdom in the field of critical thinking and learning. examines the different perspectives in the field of critical thinking and learning provides insights into critical thinking by posing new questions from contributing authors introduces cross-cultural viewpoints into the dominant ’western’-based educational viewpoint highlights differences among a variety of thinkers in the field. © 2008 the authors.”

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