spatial abilities




1. Musical-rhythmic (this one kind of speaks for itself)

2. Visual-spatial (i.e spatial judgement and the ability to visualise with the mind’s eye)

3. Verbal-linguistic (i.e better with languages etc)

4. Logical-mathematical (again, this one speaks for itself)

5. Bodily-kinesthetic (i.e things such as sports)

6. Interpersonal (i.e relationships with people around you)

7. Intrapersonal (i.e introspective)

8. Naturalistic

9. Exsistential/moral

So if you don’t feel smart, just remember, the school system just probably doesn’t recognise your intelligence.

Social psychologists are becoming rather brilliant at setting up these gender difference sleights of hand [to show that gender differences disappear in the absence of stereotype threat]. The examples are piling up in all sorts of domains–from social sensitivity to chess to negotiation–but the pièce de resistance is the visuospatial skill of mental rotation performance.

In the classic and most widely used test of this ability, the test taker is shown an unfamiliar three-dimensional shape made up of little cubes–the target–and four other similar shapes. Two of these are the same as the original but have been rotated in three-dimensional space, and two are mirror images. The task is to work out which two are the same as the target. Mental rotation performance is the largest and most reliable gender difference in cognition. In a typical sample, about 75 percent of people who score above average are male. Gender differences in mental rotation ability have even recently been seen in babies three to four and five months of age. While it’s easy to see that a high score on the mental rotation test would be a distinct advantage when it comes to playing Tetris, some also claim (although they’re often strongly disputed) that male superiority in this domain plays a significant role in explaining males’ better representation in science, engineering, and math.

People’s mental rotation ability is malleable; it can be greatly enhanced by training. But there are far quicker, easier ways to modulate mental rotation ability. By…manipulating the social context in such a way that it changes the mind that is performing the task. For example, you can feminize the task. When, in one study, participants were told that performance on mental rotation is probably linked with success on such tasks as “in-flight and carrier-based aviation engineering … nuclear propulsion engineering, undersea approach and evasion, [and] navigation,” the men came out well ahead. Yet when the same test was described as predicting facility for “clothing dress and design, interior decoration and interior design … decorative creative needlepoint, creative sewing and knitting, crocheting [and] flower arrangement,” this emasculating list of activities had a draining effect on male performance.

Alternatively, instead of changing the gender of the task, you can keep the task the same but push gender into the mental background. Matthew McGlone and Joshua Aronson, for example, measured mental rotation ability in students at a selective liberal arts college in the northeastern United States. One group was primed with gender, while another group was primed with their exclusive private-college identity. Women who had been induced to think of themselves as a student at a selective liberal arts college enjoyed a performance boost, scoring significantly higher than gender-primed women. Likewise, Markus Hausmann and colleagues found that although gender-stereotype-primed men outperformed gender-stereotype-primed women, men and women primed with an irrelevant (geographical region-based) stereotype performed similarly on the mental rotation task.

Another outrageous, but successful, approach was recently devised by Italian researcher Angelica Moè. She described the mental rotation test to her Italian high school student participants as a test of spatial abilities and told one group that “men perform better than women in this test, probably for genetic reasons.” The control group was given no information about gender. But a third group was presented with a downright lie. That group was told that “women perform better than men in this test, probably for genetic reasons.” So what effect did this have? In both the men-are-better and the control group, men outperformed women with the usual size of gender difference. But women in the women-are-better group, the recipients of the little white lie, performed just as well as the men.

—  Cordelia Fine, Delusions of Gender: How Our Minds, Society, and Neurosexism Create Difference

One of the interesting ideas cognitive literary theory exposed to me was the extent to which our cognition is embodied; like, some of this is just trivially obvious, in that things like our sense of direction or our ability to solve physical puzzles are dependent on our perceptions of geometry and angles and proportions. But it does run deeper than that, with things like the method of loci using our spatial reasoning ability to enhance our memory, two things which are not obviously related to one another. Even that, however, is scratching the surface. When you try to delve into the mechanics of how language slices the world, both in the concrete and the abstract, you find that ultimately all human language is physical or sensory and only from there extended by analogy to the abstract and philosophical. There are words whose obvious meanings are both physical and abstract (network, bridge, impression, depth) but few or none that run in the other direction. (Words relating to time don’t count, since that’s something we perceive with our senses, even if it’s not directly physical–still part of embodied cognition. Likewise emotions, which we physically locate in our bodies even if they exist only in our mind.) The weak version of this statement would admit there are words for abstract concepts whose etymology is non-abstract (institution is a word that springs to mind), but arguments from the history of words don’t actually tell us much about how words work now (the language of individual persons is synchronic, not diachronic; language change has no memory). But I think the strong version holds as well: words like “institution” refer to groupings which naturally arise out of our sensory impressions, in the same way we look at a flock of birds and see it as one thing, albeit one with readily discerned components.

If you don’t mind rhetorically overblown statements, you could say that the human mind is dependent on far more than just the brain. Subjectively, at least, the mechanics of our cognition stretch out into the world around us.

All of that’s well and good when it comes to literary criticism, especially where it involves picking apart the minutiae of texts, but what really interests me about this is what it says for our ability to understand beings with cognition unlike our own. It’s not immediately obvious, for instance, why we should be able to, not translate, but actually understand the Epic of Gilgamesh, which is about as remote from our day-to-day experiences as you can get, culturally speaking, being written in a dead language by people with completely different day-to-day experiences and with virtually zero shared literary/religious references. But we do, because human cognition hasn’t changed much in the millennia since it was written, and there are common landmarks we can point to which structure our understanding of the world in the same way they structured Sin-Leqi-Unninni’s.

What if those referents don’t exist? What of creatures that had, not just differently organized brains, but different senses, different linguistic universals, a different relationship to their physical world–or, in the case of an intelligence implemented as a computer program, none at all? Does it follow that we would have much in common with them–indeed, does it follow that we could understand them at all?

I don’t think it does. In fact, I think it requires assuming a lot which is actually up for grabs. Even if trends in terrestrial evolution, like cephalization and an organized nervous system and cellular biology hold in other contexts, even if they’re as natural a consequence of the physical laws of the universe as breathing oxygen to run your metabolism, you could have fundamentally creatures whose languages are simply unlearnable for humans, who have nothing of interest in the realms of art or philosophy to share with us, nor us with them, simply for the reason that our experiences of the universe are too different. I’m not saying we couldn’t communicate at all. We would deduce the same physical laws; we would probably be able to work out a you-fish-on-your-side-of-the-lake-and-I-fish-on-mine-and-nobody-fishes-in-the-middle-type agreement to live and let live, and maybe even some basic forms of trade, but actual communion could remain forever out of reach.

(And is this the solution to Fermi’s paradox? That alien intelligence is so different from our own we can’t recognize it from here even if it *is* leaving footprints all over the universe? I don’t think it’s likely, but I do think it’s possible.)

But I also think this is why we can’t assume the possibility of an artificial intelligence that we can have any kind of meaningful communication with, never mind uploading a human mind. Even if you could implement a very good simulation of the human brain in a computer, a human mind unmoored from its body might not think the same way, might not have the same relationship with the world, might have a very different internal experience from anything the embodied human has, and the closer you got to bridging the gap the more you would just be simulating a physical world that was inhabited in the same way we already inhabit our world. If that mind could copy itself, merge itself, alter itself, then the differences would be even greater. If that mind was built from the ground up, intelligence developed on its own terms rather than those of DNA and cellular biology, why should it have anything in common with us at all? It would be as alien as any other kind of intelligence, and while perhaps we could customize it to do useful work for us, I’m still not sure its internal experience would ever be something comprehensible or of interest to us, and vice-versa.

I don’t think this means uploaded minds or entirely artificial intelligence are impossible, or even necessarily inadvisable. Just that there are aspects of discussions of the glorious post-scarcity transhuman future that remind me of people in 1950 predicting a society in 2020 with the same political and gender relations, or science fiction of the 1920s that predicts a universe populated with American-accented rubber forehead aliens whose societies are organized exactly like Earth’s. If the past has any lesson to offer, it is that the future is going to be a lot weirder than we imagine, or even than we can imagine.

How to Write Children

The other day I started writing something I’ve been thinking about for a long time.  The first chapter starts with the characters at age 7 and, for the sake of accuracy, I pulled out my notebook from the Child Development course I took over the summer.  I know that not everyone has access to a course like that or even notes from one, so I thought I could share some tips I picked up on writing children.

Age: Infancy (birth to ~2)

Infants don’t really do much besides eat and sleep.  The only way they know how to communicate is through crying; however, they do start making noises that sound like talking as they get older, which can be noted as cooing or babbling.  First words are usually short, brief words that are nouns or actions.  Language develops quickly at 50 words by 8-18 months, and 300 by 18-22 months.

Fresh babies can only see about 7-9 inches away from their face and without much peripheral vision.  Basically, things need to be right in front of them.  Infants respond to sound much easier, though, responding more to the mother’s voice, and sounds and rhythms of speech rather than nonsensical noises.  Babies are sensitive to smell, taste, and pain, being able to determine good and pleasant from the bad.

They spend about 2/3 of their time sleeping (16 hours a day).

Around 2-3 months, the infant starts being able to hold up their head, and around 3-4 months they can start grabbing things voluntarily.  

Age: Early Childhood (2-6)

At this stage, children are developing their gross motor skills, which is the large muscles.  They are learning to balance, throw, catch, push, pull, etc.  At this point, males and females are generally equal in terms of development and abilities.  Children can begin to develop fine motor skills at this stage, but not unless they have mastered gross motor skills.

Children at this stage usually develop patterns of erratic and unpredictable eating habits.  They can develop strong or strange preferences, and often are influenced by parental food preferences.

These ages need about 10-11 hours of sleep in a 24 hour period which is usually accomplished with 9-10 hours at night and a 1-2 hour nap during the day.

Children at this stage begin “symbolic” or pretend play.  They have one-dimensional thinking, and see themselves as the center of all situations, and this is completely normal development.  These children do not understand the laws of causality.  An example of this is that highways make cars go fast, or when I wake up the sun comes out (rather than people make highways fast or the sun will always come out whether you wake up or not).

Preschoolers learn an average of 9 words per day.  They also apply the concept of overregulation, which is applying grammar to words that are an exception to the rule (a child learn that you put -s on plurals and makes the word “mouses”).

Preschoolers start to identify and respond differently to their friends than other children.  They identify friends not by qualities, but rather the toys and activities they share.

Age: Middle Childhood (7-12)

This is the stage when children usually begin losing teeth.  They start going in for regular vision, hearing, and dental checks.  This is also the stage when hormonal differences begin to occur, not until puberty however.  Children begin to develop “executive functions” of thinking, such as goal setting, information processing, and self-regulation.

During middle childhood, children are increasing their speed, strength, agility, and balance.  They are developing hand-eye coordination, faster reaction time, and flexibility.  Their fine motor skills have increased to tie shoes, fasten buttons, zip zippers, etc.

Children at this stage begin to understand the law of conservation, which is the idea that properties of an object remain the same when superficial characteristics are rearranged or changed.  They can also begin to uses class inclusion, or understand that one category or class can include subcategories (**Note: This is Piaget’s theory and has since been proven that the development in this paragraph happens earlier than he accounted).

Children begin to develop a moral conscious that is usually dependent on the world around them.  Basically, children learn that they must conform to an authority or set of rules, and misbehavior results in automatic retribution.  Children at this age may also begin to lie as a way out of retribution, but do not fully grasp the concept of deception (develops around 9-10), so lies will be short, one-word answers rather than elaborate tales.

By age 6, children will have learned 7000-13000 words.  By ages 7-9, they will understand that words have different meanings and enjoy jokes.  

Children will start to develop self esteem around this age, and is usually higher in children with close relationships with their parents, and social acceptance by their peers.  Peers become powerful during middle childhood, and there becomes a lot of pressure to conform due to acceptance or rejection.

Age: Adolescence (13-17)

Puberty may have already happened before this age, but it usually marks the beginning of adolescence.  In males, early maturation is not usually seen any one way or another; however, late maturation in males can make them feel dominated an insecure.  This is reversed in females.  Early maturation can make them feel awkward and conspicuous.

Teenagers are at the peak of physical health, strength, and mental capacity (in general terms), yet this is a very hazardous age.  Rates of death by injury between ages 15-19 are about 6 times greater than the rate between ages 10-14 because of an egocentric feeling of invincibility.

Teenagers bodies have sexually matured, but they have limited executive functions and tend to be impulsive.  They may end up reacting to peer pressure.  Sexually-active adolescents have a higher risk for Sexually Transmitted Infections (estimated 2.5 million teenagers).

Many teenagers experience sleep deprivation (<6 hours), which can lead to poor performance.  Adolescents experience what is called phase delay.  This concept is the teenagers body shifting its sleeping schedule, making them fall asleep later and waking up later.  It is natural for teenagers to have difficulty falling asleep before 11pm.

At this stage, teenagers have a great capacity for abstract thinking and use of symbols.  They are categorized by hypothetical thinking (what might be rather than what is), Utopian thinking (the future’s possibilities), and symbolic thinking (how a symbol can represent something greater).

Teenagers still experience a sense of egocentrism.  Adolescents are overly concerned about what others think of them, and feel under scrutiny or on stage (”imaginary audience”).  They also believe that their own thoughts and beliefs are special and unique, which can lead to them feeling alone and isolated.

The differences between genders (I’m sorry I don’t have any notes on trans youth we didn’t cover that) is now much more obvious due to cultural experiences.  Girls tend to be better in verbal skills such as reading, and expressive language, whereas boys tend to be better at visual-spatial abilities because of sports.  In a study of 7 million teenagers, they found no difference between boys and girls in mathematics.

*** Please note that this is a very simplified and edited version of my notes.  There are entire sections of the science behind development, and also disorders and diseases.  If you want a deeper explanation on anything, or posts about the two subjects I skipped over, please feel free to ask! ***

evrydaydreaming  asked:

hello!! i have a question, so i really want to do something for the environment and definitely something to help saving the bees, but i have literally no idea how to start.. can you help me out on this??

hello, yes thank u so much for asking me this question! #savethebees belongs to my top 3 environmental advocacies. here’s a really quick list on how u could help in very little but significant ways:

1. plant bee-friendly plants! i have actually made a graphic about bee-friendly plants and i will be reblogging it in a while! bees need these plants for forage and by having a little foraging spot in ur garden, u will be able to increase the bee population!
2. avoid cutting weeds such as dandelion. this is actually just a sub for number 1! dandelions and other weeds that i have also mentioned on my graphics are apparently good for bees so please please dont weed them out!
3. support organizations that fight for the bees! i strongly suggest Greenpeace! i have seen them work on many environmental movements and they appear to be very efficient! just signing their petitions really really help!
4. buy local honey!! the oned that are raw too. supporting the raw and local honey industry sort of sends the message to the beekeepers that they should make more!! do not support honey products that are made and manufactured with chemicals as they are unhealthy and even hurt the bees (will further be explained later)
5. bees arent rude! they wouldnt hurt u unless u trigger them so pls for the love of god, pls dont kill or hurt them when they come near u!!! they are not vicious insects!!! also u should be aware that once a bee stings u, it will eventually die. so yeah. just please stay away from beesl
6. provide water for bees for relief! this is because bees do get thirsty sometimes and having a bee relief water spot in ur house will deffo help in conserving our fuzzy friends!!!
7. PLS STOP USING PESTICIDES!!! i swear the neonicotinoids contained by these pesticides are harming the bees!! i have read gazillions of articles related and it all leads to this: pesticides are bad for bees! they make them lose their spatial ability making them confused and stuff and they can kill the bees, guys! so please! no more pesticides!
8. educate your friends! tell them about these tips. tell them. about the alarming bee population decrease. tell them they could help too using these easy steps. educate them and i promise change will happen!!
9. make ur own bee farm. haven’t tried this out yet bc idk where to place my bee farm and i dony have enough budget so i rlly could guarantee and suggest stuff but there are so many online articles about this and u could read from there!
10. stay woke and do ur research. literally, this helps and could save bee lives more than u have expected.

good luck and i hope this helped!! thank u so much for taking interest in saving the bees!!! let’s all hold hands and support the conservation of our fuzzy friends! wohoo 🐝

Another draw of neurononsense is what Yale researchers have referred to as ‘the seductive allure of neuroscience explanations’. Deena Skolnick Weisberg and her colleagues found that people are pretty good at spotting bad explanations of psychological phenomena. Suppose, for example, you read about a study in which researchers found that men performed better than women on spatial reasoning tasks. Would you be satisfied by the circular explanation that 'women’s poor performance relative to men’s explains the gender difference in spatial reasoning abilities’? Probably not. The researchers aren’t explaining their result, they're redescribing it: women are worse at spatial reasoning because women are worse at spatial reasoning. But simply add neuroscience and the same non-explanations suddenly seem much more satisfying: "Brain scans of the right premotor area, known to be involved in spatial reasoning tasks, indicate that women’s poor performance relative to men’s causes different types of brain responses. This explains the gender difference in spatial reasoning abilities.“

… The extra neurononsense but tells us that spatial resonating recruits a part of the brain, which should hardly surprise us. But it doesn’t tell us why women performed worse than men. The explanation is still circular. But the neuroscience disguises this, even for students enrolled in an introductory cognitive science class, Weisberg and colleagues found. Although it’s not yet clear what it is, exactly, about neuroscience that is so persuasive, it’s been found that people find scientific arguments more compelling when accompanied by an image showing brain activation rather than, say, a bar graph showing the same information.

All of which should make us very concerned that this talk of brain differences might influence opinion and policy far more than it should. As Weisberg suggests, the seductive nature of neuroscience creates 'a dangerous situation in which it may not be the best research that wins debates in the public sphere.’
—  Cordelia Fine, Delusions of Gender
Alien Archive: Halloween Edition!

This one comes straight outa the Incident at Absalom Station book! For those of you that are curious about what happens if you die while your starship is in the drift! 

NE Medium undead (extraplanar)

Init +4; Senses darkvision 60 ft.; Perception +7
Aura confusion (30 feet, DC 11)


HP 22
EAC 13; KAC 15
Fort +4; Ref +4; Will +3
Defensive Abilities spatial incorporeality; Immunities
undead immunities


Speed 30 ft., fly 60 ft. (average)
Melee claw or incorporeal claw +10 (1d6+4 S)
Ranged Drift rip +7 (1d4+2)


Str +2; Dex +4; Con —; Int –4; Wis +1; Cha +0
Skills Acrobatics +7, Stealth +12
Languages Common
Other Abilities unliving


Environment any (the Drift)
Organization solitary

(bear with me, this is a huge txt dump for their special abilities)

Confusion Aura (Su) Any creature that comes within 30 feet of a driftdead must succeed at a DC 11 Will save or be confused for 2 rounds. Once a creature has attempted this save, whether successful or not, it can’t be affected again by the same driftdead’s aura for 24 hours.Drift Rip (Su) Just as the Drift tears away chunks of planar material, a driftdead can pull apart the molecular bonds of matter, ripping open the flesh of nearby creatures. This is a ranged attack against EAC that has a range of 30 feet.

Spatial Incorporeality (Ex) 

Within the Drift, a driftdead has a physical body, but if removed from that plane, its physical body phases out of normal reality. On the Material Plane or otherwise outside the Drift, a driftdead becomes incorporeal. This does not change any of the driftdead’s statistics, but it gains all of the other benefits of the incorporeal special ability (see page 264 of the Starfinder Core Rulebook). If returned to the Drift, a driftdead immediately loses the incorporeal special ability as its physical body returns.When a mortal humanoid dies within the Drift while consumed with a strong negative emotion, it can become a driftdead, a restless undead spirit bound to that plane, unable to escape the confines of the Drift and reach its final judgment. What’s left  of  a  driftdead’s  warped  mind  is  filled  with insanity, rage, and a hatred for the living. So overwhelming is this flux of emotions that a driftdead psychically broadcasts its confusion, affecting all who venture too close.A driftdead leaves its mortal remains behind and forms a new undead body out of the mingled planar energies of the Drift—just  as  the  Drift  contains  material  snatched  from  countless planes. This physical body, however, is inextricably linked to the Drift. If a driftdead ever travels to the Material Plane (or any other plane), its planar body remains within the Drift, and the driftdead becomes an incorporeal spirit. The driftdead recreates its corporeal form as soon as it returns to the Drift.

WHEW that was alot to read. Well anyways, there is the creature itself! “But Voxel, what if a player character becomes one??” Well little billy, there is a template for that! Unfortunately, while I do have the stats for it, im not sure how to apply template grafts in starfinder, as it is explained in the Alien Archive book. Which I wont have access to till i am released….

The Nine Types of Intelligence

1. Naturalist Intelligence (“Nature Smart”)

Designates the human ability to discriminate among living things (plants, animals) as well as sensitivity to other features of the natural world (clouds, rock configurations).  This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef.  It is also speculated that much of our consumer society exploits the naturalist intelligences, which can be mobilized in the discrimination among cars, sneakers, kinds of makeup, and the like.

2. Musical Intelligence (“Musical Smart”)

Musical intelligence is the capacity to discern pitch, rhythm, timbre, and tone.  This intelligence enables us to recognize, create, reproduce, and reflect on music, as demonstrated by composers, conductors, musicians, vocalist, and sensitive listeners. Interestingly, there is often an affective connection between music and the emotions; and mathematical and musical intelligences may share common thinking processes.  Young adults with this kind of intelligence are usually singing or drumming to themselves.  They are usually quite aware of sounds others may miss.

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According to Howard Gardner, human beings have nine different kinds of intelligence that reflect different ways of interacting with the world. For Gardner, intelligence is:

  • the ability to create an effective product or offer a service that is valued in a culture;

  • a set of skills that make it possible for a person to solve problems in life;

  • the potential for finding or creating solutions for problems, which involves gathering new knowledge.


1. Linguistic Intelligence: the capacity to use language to express what’s on your mind and to understand other people. Any kind of writer, orator, speaker, lawyer, or other person for whom language is an important stock in trade has great linguistic intelligence.

2. Logical/Mathematical Intelligence: the capacity to understand the underlying principles of some kind of causal system, the way a scientist or a logician does; or to manipulate numbers, quantities, and operations, the way a mathematician does.

3. Musical Rhythmic Intelligence: the capacity to think in music; to be able to hear patterns, recognize them, and perhaps manipulate them. People who have strong musical intelligence don’t just remember music easily, they can’t get it out of their minds, it’s so omnipresent.

4. Bodily/Kinesthetic Intelligence: the capacity to use your whole body or parts of your body (your hands, your fingers, your arms) to solve a problem, make something, or put on some kind of production. The most evident examples are people in athletics or the performing arts, particularly dancing or acting.

5. Spatial Intelligence: the ability to represent the spatial world internally in your mind – the way a sailor or airplane pilot navigates the large spatial world, or the way a chess player or sculptor represents in a circumscribed spatial world. Spatial intelligence can be used in the arts or in the sciences.

6. Naturalist Intelligence: the ability to discriminate among living things (plants, animals) and sensitivity to other features of the natural world (clouds, rock configurations). This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef.

7. Intrapersonal Intelligence: having an understanding of yourself; knowing who you are, what you can do, what you want to do, how you react to things, which things to avoid, and which things to gravitate toward. We are drawn to people who have a good understanding of themselves. They tend to know what they can and can’t do, and to know where to go if they need help.

8. Interpersonal Intelligence: the ability to understand other people. It’s an ability we all need, but is especially important for teachers, clinicians, salespersons, or politicians – anybody who deals with other people.

9. Existential Intelligence: the ability and proclivity to pose (and ponder) questions about life, death, and ultimate realities.

Take The Quiz:

Styles of Intelligence of The Zodiac Signs

Aries Zodiac: Bodily-Kinesthetic Intelligence (“Body Smart”)

Bodily kinesthetic intelligence is the capacity to manipulate objects and use a variety of physical skills. This intelligence also involves a sense of timing and the perfection of skills through mind–body union. Athletes, dancers, surgeons, and craftspeople exhibit well-developed bodily kinesthetic intelligence.

Taurus Zodiac: . Bodily-Kinesthetic Intelligence (“Body Smart”)

Bodily kinesthetic intelligence is the

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A Tribute to the character of Ronald Weasley

Today at the gym I had a girl ask me if I was a Harry Potter fan. I have a tattoo of the Deathly Hallows on my shoulder, and I was wearing a tank top. After I resisted the urge to say no, she then asked me what my favorite ship was. While I am all for shipping, it’s not a question I’m normally asked in the LA Fitness locker room, so I kind of quickly said that I really liked Hermione and Ron together. The girl then said that she’d wanted Hermione to end up with someone more on her intellectual level, that Ron was too dumb for Hermione.

Ron is not dumb. No, Ron is no Hermione, but who is? Even Harry is only better at Defense Against the Dark Arts, and his whole life is one big DADA class. Ron is not nearly as motivated as Hermione is to study. He simply doesn’t put forth the effort that she does, nor does he have the natural ability to learn and remember. I also firmly believe Ron suffered from some kind of test anxiety. And why wouldn’t he after trying to live up to his brothers for years and being best friends with Harry “I-Defeated-the-Dark-Lord-Voldemort” Potter and Hermione “I-Know-Fucking-Everything” Granger. Anyone with test anxiety knows that it can be truly debilitating, no matter how well you know the material.

Ron was very good at other intellectual things, though. He was extremely good at chess, which requires logical and spatial skills and the ability to look several steps ahead. He figured out how to get into the Chamber of Secrets when needed. When practicing with Harry, he was actually quite good at spells and enchantments. He became a fucking Auror after the Battle at Hogwarts, which is not an easy task. Ron had every thing stacked against him, and he overcame a lot.

TL;DR: Ronald Weasley was a fucking BADASS, and anyone who thinks differently needs to go reevaluate their perception on life.

Yhwach endgame defeat theory

You know what I keep thinking about? This:

When 665 first came out, I made a post analyzing Kisuke’s bankai mechanics (what we knew of it, at least) and in that post, I also made this off-hand comment:

Kubo already gave the bankai one weakness: it has a range.  Askin escapes getting his arm restructured (or did he? who knows if Kisuke had time to do anything?) by jumping back and his wound is immediately sutured. Kisuke himself then confirms the ability is spatially limited.

Now, we know that the souls of the Quincy who have been bestowed a Schrift will return to Yhwach after the owner’s death.  Askin is most likely dead.  So what if Kisuke did have time to restructure his soul in some way?

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The Nine Types of Intelligence

1. Naturalist Intelligence (“Nature Smart”)

Designates the human ability to discriminate among living things (plants, animals) as well as sensitivity to other features of the natural world (clouds, rock configurations).  This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef.  It is also speculated that much of our consumer society exploits the naturalist intelligences, which can be mobilized in the discrimination among cars, sneakers, kinds of makeup, and the like.

2. Musical Intelligence (“Musical Smart”)

Musical intelligence is the capacity to discern pitch, rhythm, timbre, and tone.  This intelligence enables us to recognize, create, reproduce, and reflect on music, as demonstrated by composers, conductors, musicians, vocalist, and sensitive listeners. Interestingly, there is often an affective connection between music and the emotions; and mathematical and musical intelligences may share common thinking processes.  Young adults with this kind of intelligence are usually singing or drumming to themselves.  They are usually quite aware of sounds others may miss.

3. Logical-Mathematical Intelligence (Number/Reasoning Smart)

Logical-mathematical intelligence is the ability to calculate, quantify, consider propositions and hypotheses, and carry out complete mathematical operations.  It enables us to perceive relationships and connections and to use abstract, symbolic thought; sequential reasoning skills; and inductive and deductive thinking patterns.  Logical intelligence is usually well developed in mathematicians, scientists, and detectives.  Young adults with lots of logical intelligence are interested in patterns, categories, and relationships.  They are drawn to arithmetic problems, strategy games and experiments.

4.Existential Intelligence

Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here.

5. Interpersonal Intelligence (People Smart”)

Interpersonal intelligence is the ability to understand and interact effectively with others.  It involves effective verbal and nonverbal communication, the ability to note distinctions among others, sensitivity to the moods and temperaments of others, and the ability to entertain multiple perspectives.  Teachers, social workers, actors, and politicians all exhibit interpersonal intelligence.  Young adults with this kind of intelligence are leaders among their peers, are good at communicating, and seem to understand others’ feelings and motives.

6. Bodily-Kinesthetic Intelligence (“Body Smart”)

Bodily kinesthetic intelligence is the capacity to manipulate objects and use a variety of physical skills.  This intelligence also involves a sense of timing and the perfection of skills through mind–body union.  Athletes, dancers, surgeons, and craftspeople exhibit well-developed bodily kinesthetic intelligence.

7. Linguistic Intelligence (Word Smart)

Linguistic intelligence is the ability to think in words and to use language to express and appreciate complex meanings.  Linguistic intelligence allows us to understand the order and meaning of words and to apply meta-linguistic skills to reflect on our use of language. Linguistic intelligence is the most widely shared human competence and is evident in poets, novelists, journalists, and effective public speakers.  Young adults with this kind of intelligence enjoy writing, reading, telling stories or doing crossword puzzles.

8. Intra-personal Intelligence (Self Smart”)

Intra-personal intelligence is the capacity to understand oneself and one’s thoughts and feelings, and to use such knowledge in planning and directioning one’s life.  Intra-personal intelligence involves not only an appreciation of the self, but also of the human condition.  It is evident in psychologist, spiritual leaders, and philosophers.  These young adults may be shy. They are very aware of their own feelings and are self-motivated.

9. Spatial Intelligence (“Picture Smart”)

Spatial intelligence is the ability to think in three dimensions.  Core capacities include mental imagery, spatial reasoning, image manipulation, graphic and artistic skills, and an active imagination.  Sailors, pilots, sculptors, painters, and architects all exhibit spatial intelligence. Young adults with this kind of intelligence may be fascinated with mazes or jigsaw puzzles, or spend free time drawing or daydreaming.

Toru and Spatial Awareness

So I like a lot of characters and one of my faves is Toru Hagakure aka Invisible Girl. So just wanted to share my thoughts.

First is that Toru must have incredible spatial awareness, the ability to be aware of one’s self in space and your distance from something. For most people they use and gain this information from their eyes by seeing how far you are from something. However in Toru’s case, unless or until we’re told otherwise, she can’t see herself to know where she is.

So that means unless she gained her quirk later in life she had to grow up learning how to touch stuff without knowing where she was in relation to them which is a very hard thing to do. The closest I can think of is trying to touch something without your sight.

I wonder if her brain or people with quirks like that have different brains to process stuff like that.


Bare minimum = gold standard advocates claiming “the tub is the hide that’s how snakes like it they spend 99% of their time hiding in the wild so its proven to be the best way of keeping them for their whole liveess!!”  people drive up the friggin’ wall… 

I have been trying to comment on it a bit if the opportunity to politely educate presents itself.  Below is a comment I can edit as needed and paste to facebook when people say stupid things like “ snakes dont have much brain so enrichment is just for the keeper”.  Hoping this will saves me some aggro having a reference post for my future arguing.  

If anybody else gets into a similar debate and wants to paste this or link to my main enrichment post or whatever please feel free! Share the post below far and wide if you ever think it might help…

————————–Long facebook comment essay———————-

The belief that reptiles are purely instinctive “robot-like” creatures is outdated. Many scientific studies have demonstrated that the cognitive abilities of reptiles and fish is much more advanced than we thought. Reptiles and fish can learn, exhibit behavioural plasticity, have spatial memory abilities and exhibit a spectrum of “personalities”. 

An animals enclosure must have enough space and furnishings to allow it to express species specific natural behaviours such as Hiding, climbing, burrowing, swimming, basking ect where appropriate. This is known as “Environmental Enrichment” (EE).The benefits of EE for mammals is very well studied and more recent studies indicate that reptiles and fish benefit from EE in similar ways that mammals do. 

Being deprived of stimulation and environmental enrichment means animals will be less active leading to poorer muscle tone and greater risk of obesity and the associated health risks. It also negatively affects their neural and cognitive development,  and can result in chronic stress and greater susceptibility to stressful events. Stressed animals can become immuno-suppressed and have less resistance to disease. 

The reptile hobby needs to start realizing there is a huge difference between surviving and thriving in captivity. Just because an animal can survive with the bare basics and will eat, shed, poop and reproduce dose NOT mean it has good welfare. The problem with some racks or very small enclosures where the “enclosure acts as a giant hide” is the animal can only perform ONE of it normal behaviours (hiding) which is not adequate captive housing for any animal!  Allowing reptiles to express a RANGE of species specific natural behaviours is not some extra-curricula activity to make the keeper feel good. It is important to the physical and psychological well-being of the animal.  When the AR nuts and anti’s come for the hobby we need to be collectively striving for the highest standards of animal welfare possible. Not shrugging off all husbandry criticism with nonsensical and unscientific arguments such as “ snakes don’t like space..” 

Inadequately sized caging with nothing but a water bowl is a space, time and money saver for the keeper which compromises the animals welfare.    


Okay, Lord knows I love LL as an actress, but as a model she is just beyond comprehension. So excited when a new editorial series comes out. And these pics are gorgeous. Can’t wait to see the entire series. And the shoes, of course. THE SHOES.

I think her success at modeling comes from being a dancer, a visual artist and an actress, which gives her the perfect combination of body awareness, an innate understanding of spatial composition, and the ability to fully inhabit a character, as well as an abundance of just generally fabulous taste when it comes to couture and style. Imma post the Olympics pics next, which is my favorite editorial layout she’s ever done.

These are from, photographed by Ruven Afanador (who shot LL’s stunning Watch mag layout), with model Marian Kurpanov, styled by Kristofer Buckle.

The Zodiac Styles of Intelligence

♈ Aries: Bodily-Kinesthetic Intelligence (“Body Smart”)

Bodily kinesthetic intelligence is the capacity to manipulate objects and use a variety of physical skills. This intelligence also involves a sense of timing and the perfection of skills through mind–body union. Athletes, dancers, surgeons, and craftspeople exhibit well-developed bodily kinesthetic intelligence.
♉ Taurus: . Bodily-Kinesthetic Intelligence (“Body Smart”)

Bodily kinesthetic intelligence is the capacity to manipulate objects and use a variety of physical skills. This intelligence also involves a sense of timing and the perfection of skills through mind–body union
♊ Gemini: Linguistic Intelligence (“Word Smart”)
Linguistic intelligence is the ability to think in words and to use language to express and appreciate complex meanings. Linguistic intelligence is the most widely shared human competence and is evident in poets, novelists, journalists, and effective public speakers

Keep reading

Totally random thought…

If Anna’s head injury is deep enough in that area of her head that it turns her hair white, then Elsa accidentally froze part of her frontal lobe? So, Anna ended up with traumatic brain injury to her frontal lobe.


The frontal lobe controls reasoning, motor skills, higher level cognition, and expressive language. It is also generally more concerned with non-verbal aspects of communication, such as the awareness of emotions in one’s facial expressions. It’s also in charge of picking up auditory signs like the tone of voice when someone is angry, sad, or scared. Another thing it controls are your voluntary muscles - the ones used to walk, run, dance, throw a football or make an other conscious movement. Spatial orientation, or the ability to determine the position of your body in space, is also a function of the frontal lobes.Finally, it allows us to reason, make judgments, make plans for the near and far future, make choices, take action, solve problems and generally control our living environment.

Damage to the frontal lobe can, aside from affecting all of the above, can lead to changes in attention as well as increased risk-taking. 


I guess that explains why she’s kinda clumsy, prone to impulsive risk-taking, and didn’t quite pick up on Elsa’s facial expressions indicating she wanted to tell Anna about her powers in private, among other things.

And normally, you can help the brain recover from such an injury with rehabilitation. Which obviously didn’t happen in the movie.

Bottom line: they have shitty parents.


Artistic exercises you can do without holding a pencil.

I used to come up with these whenever I was bored, or felt like I wasn’t getting something. It took me a long time to realise that gigs and concerts aren’t my thing and I spent a ton of hours in mosh pits trying to pass the time by inventing new ones. 

The idea is to push small things like your visual memory, your spatial awareness, ability to identify colours and swatches, your understand of form as a whole, and all of them can be done without anyone realising you’re a million miles away. Perfect for killing time in classes, church, terrible parties etc

These are completely made up by me and you don’t have to stick to them at all, you can invent your own, or apply them completely differently, there are no rules. 

Difficulty rating of 1-3 stars, with 1 being ‘very useful for improving’ and 3 being 'I can’t do this one perfectly yet either’. 

True Colour

Look at an object, pick one small patch of it and try to work out what colour you’re seeing. It can be really tricky as you brain filters out the light and shadows to tell you what colour the object is when the light and shadows change what colour you’re actually seeing. There is a bottle next to me with a green lid. I know the lid is green but the colours I’m actually seeing are white-pale-yellow, very dark forest, nearly black and the shadows are grey (with a hint of red?) all the rest of the greens are yellower then the 'real’ colour of the bottle. *

Elderly Strangers

Try to imagine the face of an old man you’ve never met. How do the lines work around the mouth? What is the jawline like? What shape his nose? How do the eyebrows work over the eyes? Try doing a few different faces. People age really differently and old people have the least resemblance of skin to underlying bone structure. There are huge differences between the faces of different old people. Trying to imagine people you’ve never seen is pretty tricky. Just trying to imagine a younger person you’ve never met is a slightly easier version of this. ***


Look up at the ceiling of the room you’re in. You can still see a lot of whats around you in the room, curving around yourself. Try to imagine that on the page, with the edges of the room curving toward the edges of the page. (Hold a page up in front of you if it makes it easier!)

People tend to draw 'flat’ scenes like a photograph, but unlike a camera our eyes curve. We see in 'fisheye’.

Try doing this with other views. Take a second to blur your eyes and take in the whole of your visual field as a space. Then try to imagine everything that is curving around you as a fisheye photograph.

This one can be tricky as it takes a while to get used to the idea of looking into the page as an infinitely huge space. The page is as deep and wide a space as you can imagine it to be and you can fit any view into it if you can work out how. **


Find a mirror. Make faces at yourself and hold. Stare it it. How did your eye shape change? Where are the lines? What crushes in and what flexes out. Use your hands. 

Everyone’s face is different, get a friend to do some for you. Pick a stranger in your line of sight and try to imagine them with different emotions. How do their faces change when angry? Upset? How do the shapes of their face move differently to your own?*


Pick a simple irregular object you can see. Something not perfectly symmetrical all around, like an open wallet or a chair turned at an angle.  In your mind, try to envision the viewpoint if you were standing on the opposite side. How does every angle change? Try to pinpoint how zips, folds or cross-beams would look on paper from the new position. Rebuild the object in your mind. How would the patterns or weave look different? How does the perspective of the object change  from your new vantage point? Try with a group of objects - what gets hidden? What revealed? **

These have all helped me immensely and I’m hoping they won’t just be gibberish to you! I have an infinite amount of them, so if you find it helpful at all I can always do more. 

Love x


“The Federal Forces succeeded in their practical use of magnetic coating, which integrated Minovsky particle physics and electromagnetic forces in the Mobile Suit after laminating of magnetic gas treatment.

So that joint movements will be more smooth and sensitive, so as to promote the reaction forces and motions of the body. It has been said that, magnetic coating is like "adding lubricating oils in the MS joints.”

On the other hand, Zeon’s practical Psychommu system was developed specifically for speed and spatial ability for use by humans with above normal abilities.“

-Gundam Fact File #27