巨蟹久违的空白期又来了

思考开始混乱

死火。关机。重启。

给我点时间，让自己搞清楚状况
等我。

But not now.

意外看见一位客官，大学没曾见过的一位黑人留学生换了DP。
因为一幅画，彼此就认识了

莫名的喜悦

与Semester 2的前辈们开启了Co-curriculum 1的序幕。

明年一月将会到老人院做义工，为Co-cu的Assignment。
要准备食物，表演，礼品，捐款给该老人院，但是大学只拨RM350给我们，其余的要自己做Event来凑。
所以大伙们就摆Booth买东西抽款咯。（一共六天，14,15,16日，放假一星期，28,29,30继续）
一帆风顺，连RM350都还没拿，仅仅三天就已经赚了RM1300++，还有三天赚到的都是大家自己袋袋平安的呀

有Yard sale，
有卖食物，饮料，蛋糕
有卖画
有Busking/街头表演筹款
能赚到这样多也是应该的呀

卖出的画（来得及拍的）

是个很好的机会磨练磨练，也因此认识到了很多人
由于认识Sem 1, Sem 2,及Sem 3 的学生，认识Edward的人也渐渐聚多了
虽然赚不多，但是以后会有越来越多机会，越来越多人懂我
而且还成功卖掉了我的 MARILYN MONROE!!! 还是有点舍不得 T^T


希望是个在大学好的开始，欸说好的低调安静傻宅的美男子形象在哪儿啦？

友谊之歌

一首歌

一首属于大家的歌

一首我们的歌

但是还会唱的没有几个

真正了解歌词的更少

有人会无聊时 哼一哼

有人趁大伙们在唱时 对对嘴

有人还会 唱错 唱成别首

有的根本忘了

少唱了，自然会忘记

觉得不好听，永远都不想听见，忘了未成不是件坏事

觉得不值得放心思去唱，敷衍唱唱随便你

直到没人会唱了，

直到大伙们都唱别的歌了，

就算会唱的只有一个

身兼歌手与听众

独自唱着

友谊这首歌。

HEP1500

2015 Nov Batch
不知不觉一个月多了，下星期最后的midterm 后就放个短假。

趁有空做做记录吧
这帮孩纸们有十五人，有一个不在内呵呵

1.抓镜头的是Class rep，非常开朗的胖子，亲切，有责任感
2.他身后是位马来同学，班上最年长的，论智慧我是第一的话他是第二。
3.俺旁边那位是智慧排第三的冷幽默男。很喜欢补刀，讲谎话讲到很真的，脑筋不错。很像俺中学的一位挚友，瘦瘦的
4.印度妹，嘻嘻哈哈的女孩
5.她旁边是个马来姐姐，二姐，喜欢欺负班上的男生，大辣辣的女汉子
6.隔壁就是咋们班的大姐，华人，说话说超快的，她开口，咋们只有听的份。
7.紫色头巾的妹妹，有男友咯，不然会考虑考虑的，神经大条滴妹子
8.她身后是咋们受保护动物哈哈
9.红衣的印度妹妹，会读书的噢
10.青蓝头巾的可爱妹妹，声音很可爱，样子不错，又白。干妹妹材料
11.浅蓝头巾的安静妹妹，有不错的音乐taste。
12.Dota发烧友，脑筋很快的马来仔
13.左边后面是傻大妞，又傻，又大，哈哈好坏。担当开心果，问傻问题的角色
14.有位帅哥没来，马来美男
15. 最帅的，当然还是俺啦。

俺的身份嘛，安静的美男子，
呵呵呵

话说，下星期一会开始俺的第一次cocu，开booth画画筹款捐献老人院。
希望一帆风顺啊啊

突而其来的快乐

（昨天刚考今天就有成绩）

学号最特别的那个是我（150001）

满分

9.5/10

出席了人生第三次的接新娘

前两次的俺是抱着期待，澎湃，兴奋的心情目击整个过程
从新郎车honk整条街
到放炮 过火盆 破瓦 拜堂 敬茶 滚床
历历在目

今天心情依然的澎湃
莫名的有种喜欢看新娘子穿上婚纱的美
可因为成长了
领悟的东西不同了

新郎新娘脸上的纠结
幸福 与 紧张 同时出现
害怕礼节出错
害怕耽误时间
害怕长辈们指指点点

俺身后的三姑六婆，
明明确确的听见她们正在小声讨论新娘子的背景
嫌新娘子是基督徒，不会拜神礼仪
嫌新娘子不会说福建话
嫌媒姐不会说话
等等等等

俺听了很气愤

结婚不是一场秀
你们不是观众，更加不是评审
礼节，跟，是好事
跟漏，是正常事
没跟，不是坏事
何必搞得新人如此难堪
让人看了都不想结婚，恐惧了

那传统的标签，别硬把它贴上
出于尊重，才会办仪式
才会请你们
想得到你们的祝福，
才会以你们那套奉承一下你们，
让大家开心才是重点。
好好的给这对新人留下美好回忆，是长辈最好的祝福

指指点点，说三道四

干你屁事。

活着不是为了取悦您的。

做回那灵感洋溢的俺

回头看看
自己到底为了什么而画画？
抬头看看
那初衷还在不在？

开始在意别人的想法
开始介意别人的批评
开始注意别人的喜好
开始迎合 讨好

当初的自我 去了哪儿？
现在的渴望被重视
到处求人 到处讨赞
哗众取宠
已经不是为自己而画了

少了自由 灵感干枯啦 满意啦
能怪谁？
当初就算再忙都有每日一画
现在挤不出半点灵感
为什么？太在意了

我后悔了搞那么多功夫，把自己搞得一团糟
为了迎合主流 放弃自我
惭愧 伤心 悲催

还是回到原点，
管他妈的专页
管他妈的荣耀 自尊 没用的读者
画好自己，喜欢则来，不好则滚

俺活着不是为了取悦您的

忍痛并不健康

我过得好不健康

过着社会要你过的生活
听着长辈要你听的话
看着朋友要你看的风光
走着历史要你走的路

自己要什么 想什么 必须压抑着
因为会被嫌弃 会被看不起
会被责怪 会被排挤

自由主义是存在的
但自由主义背后并不自由
被身份绑得死死
被责任套得牢牢
到最后才发现不曾为自己活过

给的答案不是你想要的
你可以生气，反驳，否定
到你不可以阻碍我的思考
不可以阻止我 反驳你的反驳
我嘴里说的你不喜欢 我不会勉强你

不

别开玩笑
那么便宜的事怎么可能会发生。

总是会有意无意的透露自己很关心很在意

平时不吭声的突然间变得很关心大家，会令你们反感吗？

因为不受重视所以孤独

因为孤独所以不会受重视

对不起我跑得太快，

但偶尔停下回头看看你们

却换来厌恶。

我真打算一个人孤独的过完这两年

Zeitgeist 这个字对我来说刚开始是个陌生的词，感谢 Ms. Chan教了我这影响甚大的词，degree学的东西真不少。

一个伟大的科学家，心理学家，物理学家，化学家，生物学家，地理学家，等等，没有Zeitgeist的话影响是成不了器的。换句话说，时势造英雄。

如果当初不是牛顿推出引力的概念，如今名垂千古的是另有其人。
如果没有达尔文的话，一名法国的生物学家将在几年后推出进化论，如今的科学课本就只有他的名字。
如果基斯根斯基当年没发明到去壳手术，巴夫洛夫根本进行不到古典制约的实验。

套用中国人的 天时 地利 人和
对的时间做对的事

错的时机 错的人
如果当初的Zeitgeist 不是那样的话
如果当初的他不存在
结局会不一样
可能会好 可能会更糟
重要的是，现在的Zeitgeist。

一天内挤出来的15页term paper。快疯了

（经常有人问，心理学是读什么的，我不知道怎么答你，自己看呗）

Ivan Pavlov: Does His Name Ring A Bell?

Ivan Petrovich Pavlov was a well-known physiologist and being acknowledged as the founder of Classical conditioning theory in 1927. He’s been awarded Nobel Prize on his research on conditioning, which is a form of unconscious learning that plays an important role in modern day behaviorism psychology. To acknowledge this historical figure, I would like to write about his biography, background, theory, and his influence to other psychologists in this paper.

Biography

According to Nobel Foundation (2014), Ivan Pavlov was born on September 14, 1849 at Ryazan, a city of Russia. He was the first child out of ten siblings. His father was a village priest and he was strongly influenced by his father’s religious practices. During his young age, Pavlov was highly interested in natural science and spending plenty of time in gardening and observing the environment. To understand more about the nature, Pavlov made a decision to pursue higher education in science field.

When Pavlov decided study physiology and chemistry, he faced a very painful struggle in between science and religion. His father who was a pious priest did not agree with Pavlov’s decision in pursuing science instead of religious career. Yet, Pavlov ignored the objections and left the seminary to study at St. Petersburg University in 1869.

He graduated from St. Petersburg University with outstanding record and received the Degree of Candidate of Natural Sciences in 1875. To fulfill his cravings for knowledge, he decided to pursue his studies at the Academy of Medical Surgery. In 1879, Pavlov completed the course and was awarded a gold medal. Since then, Pavlov’s been committed a fellowship with the Academy to continue his research work. Throughout the years, Pavlov did plenty of researches and published several theories that caused revolutionary changes in the aspects of physiology, neurology, and psychology.

Background and Zeitgeist

Ivan Pavlov is famous due to his classical conditioning theory that provided a clear explanation in human reaction and response toward a stimulus. Pavlovian theory is definitely epic and remarkable, but he couldn’t come with the theory out of nowhere at the first place. There were zeitgeists, influence, and inspiration from other aspects in order for him to carry out the Pavlovian conditioning theory.

He was inspired by Dmitry Ivanovich Pisarev, a famous social critic and writer in Russian. Pavlov admired his literacy skills and knowledge in natural science and biology. Pisarev’s idealistic and nihilistic attitude eventually induced Pavlov to give up in religion and put fully attention in science (Todes, 2002).

Besides, Pavlov’s physiology career was strongly inspired by Sechenov, to the extent Pavlov address Sechenov as “the Father of Physiology”. Sechenov had introduced electrophysiology and neurophysiology into Russian physiology aspect which been used widely by other physiologist including Pavlov. Pavlov used Sechenov’s electrophysiology (linking brain activity and electric current) concept in carrying out his researches. According to Ostrovsky (2009), Sechenov and Pavlov were the first scientists who figured out the relationship between brain physiological reaction and psychological activity, which created a remarkable impact in Russian physiology history. Yet, Pavlov managed to improvise the concept and carry out experiments to support the theory. He studied neuro-regulation which means the role of the brain in regulating physiological condition. For example, stomach secretes gastric juice when we are hungry and saliva gland secretes saliva when we sense the presence of food.

During Pavlov’s early career life as physiologist, he used to carry out researches on animals due to ethical qualities. There were plenty of researches done by Pavlov in investigating animal digestive reflex and eventually he published a book named “The Work of the Digestive Gland” in 1897. This book was the first physiological book narrated about how the psychological action affects the physiological reaction. Like a stone being tossed into a lake, the ripple eventually becomes a huge wave affecting the physiology field in Russia. It was considered as a huge breakthrough in physiological studies and psychological studies too.

In Pavlov’s book, he mentioned that the experiment was successful and the result was significant. In the experiment, Pavlov installed a salivary fistula onto a subject dog’s mouth. Fistula is a surgical method to expose certain part of a body to enable easier and clearer observation for the researchers. Pavlov received help from his colleague, D. D. Glinskii who is the developer of fistula technique (Gantt, 1995). Glinksi developed fistula in 1895, which can be considered as the zeitgeist for Pavlovian theory. Without fistula, Pavlov’s experiment will be extremely difficult to be executed. When fistula was installed, it leaves the subject dog a big hollow hole at the side of the mouth and the salivary gland exposed. Hence, whenever there was a salivation take place, Pavlov was able to see it clearly and measure it by attaching a funnel to the fistula. Pavlov concluded that “eating causes salivation to take place” as the “unconditioned reflex” at the beginning of experiment by measuring the amount of saliva collected. But then he realized that the subject dog produced saliva even though the food was not entering the mouth. The appearance or the presence of the food was enough to make the subject dog salivated. Pavlov concluded this reflex as “conditioned reflex” (Anrep, 1927).

Pavlov had an idea which was “if a dog recognizes food, can it recognize other stimulus as well?” He started to combine the beat of metronome and the feeding process in order to observe the response of the subject dog towards the stimulus. After several number of trials, the subject dog salivated even by hearing the beat of the metronome. Pavlov recorded it down and called it as a “conditioned reflex” too. He mentioned that a conditioned reflex can be formed using any external stimulus if the stimulus is associated with any unconditioned stimulus. The pairing process must be used regularly in order to maintain the activation of the conditioned reflex. When food was not presented for the first time, the subject dog was still salivating by merely hearing the beats of the metronome. Yet, the subject dog was not salivating anymore if several times of metronome beating were not associated with food. Pavlov named this phenomenon as “extinction of conditioned reflex” (Anrep, 1927).

Besides from dogs, Pavlov did his experiments on monkeys too. Subject monkey showed a similar result as subject dog, which both of the subjects can be conditioned and the conditioned reflex can be extinct if the conditioned stimulus was not presented. Pavlov decided to go further in his conditioning theory by investigating the reflexes of the monkey on differentiation of the stimulus. First, Pavlov set the metronome beats to 1.3 beats per second/78 beats per minutes and associated it to food. The subject monkey recognized the beats and be ready for feeding whenever it heard the metronome beat. When the metronome was set to 2.5 beats per second/150 beats per second, the subject monkey was not move at all.  Once the beat was set back to 1.3bps, the subject monkey became alert and ready. Pavlov concluded this phenomenon as “differentiation”, the ability to distinguish small changes of stimuli.

Unfortunately, Pavlov’s theory faced much opposition and criticisms because the experiments were only focusing on animals and animal intelligence level cannot be applied to human. Therefore, Pavlov decided to support his theory by using an orphan child as the subject of his experiment. The subject child was placed in lying position on the bed and a dispenser was placed above the subject mouth. The dispenser was loaded with small cookies and the wrist of the child was wrapped by a wristband. The wristband was connected to the researcher’s booth (which is invisible by the subject) and when the researcher stimulated the wristband, the dispenser dropped cookie into the subject child’s mouth. After a couple of conditioning process, the subject child learned that each time the wristband vibrates, a cookie will be dropped from the dispenser. Each time the wristband vibrates, the subject child opened his mouth to wait for the cookie dropped into his mouth even though there was no cookie. Also, subject child showed differentiation and extinction process similar as the subject dog and the subject monkey. Pavlov later published this experiment result and finally being accepted by public. Pavlovian theory later on being known as classical conditioning and being used widely in psychology and physiology field.

Emerging of Classical Conditioning Theory

Pavlov theory of classical conditioning is generally defined as a pairing of conditioned stimulus and unconditioned stimulus that can lead to the subject performing a conditioned response after several times of repetition (Anrep, 1927). This theory is being called as “classical” because Pavlov believed that every organism in the world including human learns through this method. It is the most essential way for survival and learning.

In Pavlov’s context, classical conditioning can be carried out in several ways as long as the essential elements (unconditioned stimulus - UCS, conditioned stimulus - CS, unconditioned response - UCR, conditioned response - CR) are applied. The most common way of learning is forward conditioning. Forward conditioning occurs when the CS appears earlier than US in order to have CR. For example, a researcher rings a bell first before giving the food to a subject dog. The bell as the CS comes first, and then the food as the UCS comes later. After several numbers of repetitions, the subject dog will still have the similar learning outcome, which is salivating whenever the researcher rings a bell. During the forward conditioning process, the CS and UCS can be either overlapped or not overlapped. Overlapped conditioning is known as delay conditioning when the US starts to kick in before even the CS ends. Non-overlapped conditioning is known as trace conditioning when the CS and UCS have a clear time interval in between. There is no difference in term of results between delay conditioning and trace conditioning except the time interval of CS and UCS. Pavlov also concluded that both of the CS and UCS can be presented at the same time in order to condition a subject. This method of conditioning is called as simultaneous conditioning. Pavlov used this in his classical conditioning experiment which giving the subject dog food at the same time activating the metronome.

There is another advanced conditioning method found out by Pavlov which is the higher-class conditioning. Higher-class conditioning is special and more complex because this process involved two CSs (Defryn, 2001). Usually subjects will have highly sensitive differentiation between two different stimuli, yet in higher-class conditioning enable the subjects to have more than one stimulus to have same response. For example, conditioning can be done by pairing of a can opening sound as CS and the food as the UCS for a subject cat to be alert. As soon as the subject cat heard the sound of can opening, it will be alert and ready to be fed. Higher-class conditioning is when the subject cat learned that the can opening sound is actually associated with the can opener which can be interpret as can opening sound is the CS1 and the can opener itself is CS2. After two stage of conditioning process have been done, the cat will now salivate to a can opener rather than the sound of can opening. Higher-class conditioning explains well about human’s complex reasoning skill because of stacking of different stimulus and responses at the same time.

Pavlov also explained that conditioning can be done without using a real stimulus too. By non-real stimulus means the stimulus can be replaced by time or interval. Within animal body (including human), there is a mechanism known as biological clock which controls the physiological activities in adapting changes on a daily or seasonal cycle. Temporal conditioning uses this biological clock to have the ideal CR (Kirkpatrick & Church, 2000). For example, a mother feeds her baby every 4 hours interval. As time goes on, the baby’s biological clock will be automatically adapt to the interval by producing gastric juice every 4 hours in order to prepare for digestive process. If the baby was not being fed during the time, the baby will feel hungry because his body was adapted to be fed every 4 hours interval. In a nutshell, the time interval acts as the CS and it interacts with biological clock within animal body.

Strength and Weakness

Besides from the theory itself, Pavlov explained that conditioning learning can be removed or extinguished too. When the learned behavior extinguished, the phenomenon is known as extinction of behavior. Hence, UCS cannot be totally removed if the researcher wants the learned behavior remains functioning in the subject. This theory is later on being strengthened and improvised by another behaviorist, B. F. Skinner.

Development of Pavlovian Theory

To improvise Pavlov’s theory and make it easier to be taught, Pavlov categories three fundamental element for the theory of reflexes: the principle of determinism, the principle of analysis and synthesis, and the principle of structure (Asratyan, 2001).

The principle of determinism is the motivation, impulse, and cause and effect of every action. Any living animal requires an actual motivation and purpose in order to achieve something. This principle has been used by different psychologist in developing theory of needs and motivation later on. The principle of analysis and synthesis is the process of destruct and construct a process into a whole new process. Lastly, the principle of structure is the distribution of the action of forces in space and the adaptation of the process to the structure (Asratyan, 2001). The development of these principles helped greatly towards the building-up of a scientific theory in medical field. Besides, it helps in discovering of laws governing the functioning of the organism.

To introduce more psychologists about Pavlov’s theory, Pavlov’s work has been translated into American English and later brought to American Psychological Association. According to International Encyclopedia of the Social Science (1968), John B. Watson and behaviorists in America were surprised by Pavlov’s work because he had discovered the relationship between psychological action and physiological reaction much earlier than the American behaviorist. Due to the completeness of Pavlovian theory, they decided to apply it in American behaviorism psychology. The implication of Pavlovian theory indicated the neobehaviorism era and Pavlov became one of the pioneers of behaviorism in America. Yet, there were several parts of Pavlov’s works had been changed and improvised by the American behaviorists. For example, Pavlov suggested that animal behavior process acts following the order of stimulus -> neural process -> response; meanwhile American neobehaviorist changed it into stimulus -> response.

In 1903, experiments done by Pavlov and his disciple displayed that conditioned reflexes take place in the cerebral cortex, which acts as the “prime distributor and organizer of all activity” of the organism and it is responsible for the regulating activity and equilibrium of an animal with its environment. In modern biology and anatomy, “the prime distributor and organizer of all activity” has been named as the central nervous system (CNS).  According to Teplov (1964), the basis of higher nervous activity (psychic activity such as thoughts and consciousness) in higher animals is conditioned reflexes formed in the higher centers of the central nervous system (in higher vertebrates and in man, predominantly in the cerebral cortex) in addition to complex unconditioned reflexes (instincts, emotions, and the like), that is, those forms of cerebral activity that arise mainly in the subcortical nuclei. Moreover, the cortex and the subcortical nuclei of the cerebrum, each with their specific functions, are in continual communication and interaction and work together as an integral mechanism. The basic physiological life-saving drives (hunger, sex, defense, and other motivations), which can be localized mainly in the subcortical centers, also serve as the basis for the formation of corresponding conditioned reflexes and thus are reflected in higher nervous activity as the product of the integral relationship between the cortex and the subcortical centers of the brain. Indirectly, Pavlov contributed his works in modern day biology too.

Pavlov’s Influence in Psychology and Biology Aspects

According to International Encyclopedia of the Social Science (1968), Pavlov’s theory has driven the field of psychology in 20^th century though he was not a psychologist or even a psychiatrist. A physiologist who came out with this idea was one of the developers of the behaviorism psychology and classical conditioning became the foundation of it. The diversity of psychology school of thoughts became much more intense during that time.

B. F. Skinner was the most influential behaviorist date back in 20^th century. He gave a systematic description of the manner in which environmental variables control behavior. He distinguished two sorts of behavior: respondent behavior and operant behavior. First respondent behaviors, which are elicited by stimuli and can be modified through respondent conditioning, which is often called "Pavlovian conditioning" or "classical conditioning". However, operant behaviors are different than respondent behaviors, meaning that initially they are not induced by any particular stimulus. Both of these sorts of behavior had already been studied experimentally, Pavlov was the one who did the experiment in investigating respondent behavior (classical conditioning) and Edward Thorndike who discovered the role of reinforcement and punishment in learning process. B. F. Skinner took inspiration from Pavlov and Thorndike, and then brought both of the theories under the same account – Behaviorism psychology.

Operant behaviors can be strengthened through operant conditioning/instrumental conditioning, which require an external reinforcement. Reinforcement, a key concept of behaviorism, is the primary process that shapes and controls behavior, and occurs in two ways, "positive" and "negative". According to Skinner (1938), positive reinforcement is the strengthening of behavior by the occurrence of some event (e.g., praise after some behavior is performed), whereas negative reinforcement is the strengthening of behavior by the removal or avoidance of some aversive event (e.g., opening and raising an umbrella over your head on a rainy day is reinforced by the cessation of rain falling on you). Both types of reinforcement strengthen behavior, or increase the probability of a behavior reoccurring; the difference is in whether the reinforcing event is something applied (positive reinforcement) or something removed or avoided (negative reinforcement). Punishment is the application of an aversive stimulus/event (positive punishment or punishment by contingent stimulation) or the removal of a desirable stimulus (negative punishment or punishment by contingent withdrawal). Though punishment is often used to suppress behavior, Skinner argued that this suppression is temporary and has a number of other, often unwanted, consequences. Skinner also agreed with Pavlov’s idea of extinction, which is caused by the absence of a rewarding stimulus eventually weakens behavior.

John B. Watson viewed Ivan Pavlov's conditioned reflex as primarily a physiological mechanism controlling glandular secretions. Through his behaviorist approach, Watson conducted research on animal behavior, child rearing, and advertising. To Watson (1924), behaviorism was a declaration of faith. It was based on the idea that a methodology could transform psychology into a science. He wanted to make psychology more scientifically acceptable. Watson became interested in the work of Pavlov and eventually included a highly simplified version of Pavlov's principles in his popular works, Little Albert experiment. The goal of the experiment was to show how principles of, at the time recently discovered, classical conditioning could be applied to condition fear of a white rat into "Little Albert", an 11-month-old boy. Later, in an attempt to see if the fear transferred to other objects, Watson presented Albert with a rabbit, a dog, and a fur coat. He cried at the sight of all of them. This study demonstrated how emotions could become conditioned responses and strengthened Pavlov’s idea of stimulus generalization.

Pavlov’s theory of higher nervous activity also inspired psychologist Hans Eysenck in developing the theory of the physiological bases of extraversion/introversion (Teplov (1964). This is principally due to Eysenck’s use of the Pavlovian concepts of excitation, inhibition, and equilibrium of cortical nervous processes. Eysenck hypothesized that extraversion-introversion is a matter of the balance of “inhibition” and “excitation” in the brain itself.  These are ideas that Pavlov came up with to explain some of the differences he found in the reactions of his various dogs to stress.  Excitation is the brain waking itself up, getting into an alert, learning state. Inhibition is the brain calming itself down, either in the usual sense of relaxing and going to sleep, or in the sense of protecting itself in the case of overwhelming stimulation. Someone who is extraverted, he hypothesized, has good, strong inhibition: When confronted by traumatic stimulation -- such as a car crash -- the extravert’s brain inhibits itself, which means that it becomes “numb,” you might say, to the trauma, and therefore will remember very little of what happened. The introvert, on the other hand, has poor or weak inhibition: When trauma, such as the car crash, hits them, their brains don’t protect them fast enough, don’t in any way shut down.  Instead, they are highly alert and learn well, and so remember everything that happened.  They might even report that they saw the whole crash “in slow motion!”  They are very unlikely to want to drive anytime soon after the crash, and may even stop driving altogether. This theory of extraversion/introversion is highly similar to Pavlov’s theory, but in more humanistic context.

Conclusion

Ivan Pavlov was an excellent Russia physio-psychologist who made a huge influence in different aspects of science. His research in theory of classical conditioning is a tough journey for him. Pavlov faced plenty of criticisms and oppositions from his religious father. Yet, he had successfully published his theory and became well-known in Russia. In the next ten years, his theory had been introduced to American Psychological Association and created revolutionary changes in behaviorism psychology. Bunch of well-known psychologist were inspired by Pavlov’s idea such as Skinner, Watson, and Eysenck. Until today, his theory is still standing and being the standard for behaviorism psychology school of thought. Lastly, I would like to thank Pavlov for his effort and hard work in psychology.

Reference

Anrep, G. V. (1927) Conditioned Reflexes: An investigation of the  physiological activity of thecerebral cortex,  Oxford University Press: Humphrey Milford,  UK

Asratyan, E. A. (2001) I. P. Pavlov: His Life and Work, p.155, University Press of the Pacific,     Honolulu, Hawaii

Defryn, M. (2001) Pavlov: Classical Conditioning. Massey University, University of New             Zealand

Gantt, W. H. (1995) Ivan Petrovich Pavlov. Encyclopaedia Britannica 15th ed.

"Ivan Pavlov - Biographical". Nobelprize.org. Nobel Media AB 2014. Web. 21 Nov 2015.             http://www.nobelprize.org/nobel_prizes/medicine/laureates/1904/pavlov-bio.html

Kirkpatrick, K. & Church, R. M. (2000) Stimulus and temporal cues in classical conditioning.       Journal of Experimental Psychology: Animal Behavior Processes, 26(2), DOI:             10.1037//0097-7403.26.2.206

Ostrovsky, M. (2009) Russia remembers the great scientists Sechenov and Pavlov, Voice of          Russia

"Pavlov, Ivan Petrovich." International Encyclopedia of the Social Sciences. 1968. Retrieved        November 22, 2015 from Encyclopedia.com: http://www.encyclopedia.com/doc/1G2-      3045000916.html

Skinner, B. F. (1938) The Behavior of Organism: An Experimental Analysis, University of            Minnesota, Appleton Century Crofts, Inc. NY

Teplov, B. M. (1964) Pavlov’s Typology, Recent Theoretical and Experimental Developments      from the Laboratory of B. M. Teplov, Institute of Psychology, Moscow

Todes, D. P. (2002) Pavlov’s Physiology Factory: Experiment, Interpretation, Laboratory Enterprise, JHU Press

Watson, J. B. (1924) Behaviorism. New York: People’s Institute Publishing Company.

帅哥的日常

我认真的抄笔记，抄着抄着

一行一行写完抬头一下看博士，再低头继续抄，再抬头，低头抬头低头抬头。

无意间有人在看我

我低头抬头望一望

她立马转向另一边

哦，是她哦

哦，没事

再低头抬头一下

诶，好像有人在看我

再望一望，她又转向前听书

哦

是她哦

我望着她等她望过来

哎哟，她又望过来被我逮到

然后尴尬的对望傻笑

哦

然后抬头低头抬头低头傻笑的过。

孙子啊

转眼间就快一年啦

被提拔的那五位已晋升为爸爸，准备为明年的比赛奋斗。

但是爸爸本身也有爸爸的比赛，怎么办呢？

照顾孙子的工作就理所当然地丟给爷爷咯

唉…都一把年纪了…

原来是assignment zone 

开心还是 不开心？

不知不觉

Published 的博文已有200++篇

Draft 却更多。

是时候该戒掉收藏秘密的习惯。

“怎样，有被感动到吗？”

“不知道”










“看到她高興 我也會感到開心
她 很喜歡你”

这一句莫名的熟悉。

已经反感别人对自己好

碰我 有意无意地 会不自主的闪开

习惯了 任何小事 都会说谢谢

问我太多问题 会下线假装没收到

从以前的经验习得一种痛苦的条件反射

自作多情 对号入座 换来

自取其辱 尴尬 自视过高的局面

塑造了一个麻木的我

对任何事 选择不去知道

对于任何事 不抱期望

会想多 会幻想 但不要求

怕痛 怕尴尬

不是很寂寞吗？不找个人陪吗？

宁愿错过

都不愿意爱错

献媚 不能推 也不能要 要了怕她误会

不想猜测

不想多心

是不是想多了
希望是想多了
也希望不是想多了
才见面几次
不可能滴
。

可能她只是比较多问题想问？
可能她只是是friendly一点罢了？
可能她只是无聊要找人聊天？
可能她只是对新认识的人感到好奇？


我现在几岁了 还有这种少年幻想
去睡觉

PART 2

Sem 2 记录

不知不觉一星期了


第二学期嘛，比想像中好很多
真的非常非常正中我下怀
怎么说呢？

俺本身不喜欢跟一个人有很close 的attachment，喜欢交朋友，但深交不。
也不知道是哪一个家伙规定了上大学一定要有一个围绕身边的基友。
那种“看到他就等于看到你”的互相依赖互相没group可以互相帮忙的基友。
这种设定害惨了俺很多次
partner强 没关系
但反之 呵呵 算了吧

OK 这学期我为什么那么喜欢呢
一，身份混淆

要详细的说明的话，
IUMW 一年有两个intake, 四月 十一月
由于俺是八月入学，也就是special semester student，上的课不是跟自己科的同学一起，而是和同样special sem的同学一起上 MPU.
到了十一月，
新的intake进来了，所以俺就跟sem 1毛小子们一起上课。

身份二，
俺是diploma毕业生，所以有些科目不需要degree再拿了呵呵
那怎么办？
我原本要拿A B C D
但B 跟 C 拿了
就只好把 E 和 F 提前拿，就会比较快毕业。


问题来了，
现在的俺不属于任何一派
星期一 俺是 1.1
星期二 俺早上是1.1，下午是2.1
星期三 俺早上是3.1, 下午是2.1
星期四 俺又是1.1
星期五 俺又是2.1

所以每个学期的whatsapp group都有俺母亲的儿子的名字
在1.1 我好像是前辈，但技术上我其实算是1.1的
进班后一个个看着我好像很惊讶似的，因为orientation我没出现，不认识彼此
在2.1 大伙们好像很高兴有新生(还是个帅哥) 很欢迎俺 还当俺是小弟弟 实际上 俺这也算是俺的第二学期了啊
在year two 3.1 被人认为好像很厉害的跳班生，APAstyle 俺早就在两年前被它蹂躏了 你们现在还在学？

最enjoy 的还是
坐在一旁 看着愚蠢的大家
听着 两年前听过的课 好无奈
二十四科 只被exempted六科 很多都要再听，显。

更爽的是，不需要每天对着同一班人
仿佛每天都被催眠着“你还要面对同样的我们两年，看你死不死”
三班里，1.1有十五人，2.1有二十七人，3.1有十人而已。
最喜欢的一班，也是最多戏看的就是2.1这一班，因为多人，还有可爱的干妹妹。




Co-cu，哦，手痒自荐当committee了。
因为看不下去，哈哈哈太奇葩了

HAHAHAHAHAHHAHAHAHAHAHAHAHAHA

too big for blogger, so jz upload it on utube n put some privacy settings (too chicken to share)

仅仅两天 足以让我～
丈二金刚 摸不着头脑

就站一旁看闹剧

还是身陷其中？

easier than expected,

but still can't do without guide

will try hard, and faster

Give me two weeks

～十一月

明天就是俺 弟弟妹妹们的会考了
补习的学生 圣约翰的学弟妹
加油哦

明天也是俺 新学期的第一天
由于俺 是八月特别学期的新生
上的课只有MPU
一起上课的是来自不同科系的同学
明天正式开跑了
心理学之路

掰掰喽
那几个朋友 有缘再见
明天那一群
会是怎样的人？

科科 有不祥的预感
毕竟本身有吸引奇葩的超能力

Final Form

(2000) Kuuga - Agito - Ryuki - Faiz - Blade -Hibiki - Kabuto - Den-o - Kiva - Decade - W - OOO - Fourze - Wizard - Gaim - Drive - (2015) Ghost

Ultimate - Shining - Survive - Blaster - King - Armed - Hyper - Liner - Emperor - Complete - Xtreme - Super TaToBa - Cosmic - Infinity - Kiwami Arm - Tridoron 

十六个平成战士

刚开始的渣渣模式，

经理考验，觉悟，牺牲

到最后变成了无敌的Final Form


俺的 Final Form，几时才来

人越大越發現成班八婆一齊就好多是非，有時同男仔做朋友簡簡單單仲開心，於是你同佢開始變成特別 friend 嘅兄弟，就好似《我可能不會愛你》嘅李大仁同程又青咁。兩個人出雙入對到身邊嘅朋友都驚訝「下乜你地仲未一齊？」。

有一刻你諗過，你地究竟仲係唔係普通朋友咁簡單，但見佢無乜表示。有次傾起擇偶條件，佢嘅理想型同你差十萬九千里咁遠，「溫柔體貼、賢良淑德，最好就識煮野食」。你自問自己十分粗魯，煮野食喎，唔炸爛個廚房都偷笑。的確佢係對你特別好，但都係唔好諗咁多，人地要追就一早追咗。

洪永城知道咗你同蕭正楠一齊，一如以往地恥笑你「終於有人要拿？」。不久之後，佢都有個唐詩詠，你個心有小小唔舒服。你開始明白一樣野，呢個人係你心目中總係有一個特別嘅位置，唔能夠被任何人取代。你選擇停留於呢種關係，可能係因為習慣，亦可能係因為唔想失去、唔想受傷。

情節嚟到呢度，《我可能不會愛你》嘅李大仁同程又青兜兜轉轉，發現其實自己鍾意對方，最後都係大團圓結局。不過咁戲劇化嘅野就只會喺韓劇、台劇發生，現實又有幾多對李大仁同程又青。有樣野比 friendzone 更加一去無回頭，叫 brotherzone。

有人問咁樣算唔算收兵。哈，諗諗下其實佢都幾似你隻兵。但同時你自己都做緊佢隻兵，一句「喂今晚飲酒」就隨傳隨到。呢個時候你會得啖笑，兄弟呢家野你識條毛咩。

「我諗每個男人心裡面都有一個黃翠如 」

You may say I'm a dreamer

But I'm not the only one

I hope someday you'll join us

And the world will live as one.

我办不到

付出过努力，尽心尽力帮忙，不求回报

换来的是个 听了都会忍不住发笑的恶名

我希望我真的是你眼中那么坏
我真希望 我像你所形容的那样
我希望 我是你所说的不理 不管 不负责

我也想成为你口中的恶人

里外 不如一