The attitude expression of a man.

The attitude is an expression of a person. we study it In psychology, an attitude is an expression of favor or disfavor toward a person, place, thing, or event (the attitude object). Prominent psychologist Gordon Allport once described attitudes "the most distinctive and indispensable concept in contemporary social psychology."Attitude can be formed from a person's past and present. Key topics in the study of attitudes include attitude measurement, attitude change, consumer behavior, and attitude-behavior relationships.

Many measurements and scales are used to examine attitudes. Attitudes can be difficult to measure because measurement is arbitrary, meaning people have to give attitudes a scale to measure it against, and attitudes are ultimately a hypothetical construct that cannot be observed directly.

Following the explicit-implicit dichotomy, attitudes can be examined through direct and indirect measures.

Whether attitudes are explicit (i.e., deliberately formed) versus implicit (i.e., subconscious) has been a topic of considerable research. Research on implicit attitudes, which are generally unacknowledged or outside of awareness, uses sophisticated methods involving people's response times to stimuli to show that implicit attitudes exist (perhaps in tandem with explicit attitudes of the same object). Implicit and explicit attitudes seem to affect people's behavior, though in different ways. They tend not to be strongly associated with each other, although in some cases they are. The relationship between them is poorly understood.

Explicit measures tend to rely on self-reports or easily observed behaviors. These tend to involve bipolar scales (e.g., good-bad, favorable-unfavorable, support-oppose, etc.).Explicit measures can also be used by measuring the straightforward attribution of characteristics to nominate groups. Explicit attitudes that develop in response to recent information, automatic evaluation were thought to reflect mental associations through early socialisation experiences. Once formed, these associations are highly robust and resistant to change, as well as stable across both context and time. Hence the impact of contextual influences was assumed to be obfuscate assessment of a person's "true" and enduring evaluative disposition as well as limit the capacity to predict subsequent behavior. Likert scales and other self-reports are also commonly used.

Implicit measures are not consciously directed and are assumed to be automatic, which may make implicit measures more valid and reliable than explicit measures (such as self-reports). For example, people can be motivated such that they find it socially desirable to appear to have certain attitudes. An example of this is that people can hold implicit prejudicial attitudes, but express explicit attitudes that report little prejudice. Implicit measures help account for these situations and look at attitudes that a person may not be aware of or want to show. Implicit measures therefore usually rely on an indirect measure of attitude. For example, the Implicit Association Test (IAT) examines the strength between the target concept and an attribute element by considering the latency in which a person can examine two response keys when each has two meanings. With little time to carefully examine what the participant is doing they respond according to internal keys. This priming can show attitudes the person has about a particular object. People are often unwilling to provide responses perceived as socially undesirable and therefore tend to report what they think their attitudes should be rather than what they know them to be. More complicated still, people may not even be consciously aware that they hold biased attitudes. Over the past few decades, scientists have developed new measures to identify these unconscious biases.

Good morning friends

Today thought

Literature in psychology

  Literature in psychology is a wild topic. but we need to know about it.so read the passage here . Literature, in its broadest sense, is any single body of written works. More restrictively, it is writing considered as an art form, or any single writing deemed to have artistic or intellectual value, often due to deploying language in ways that differ from ordinary usage. Its Latin root literatura/litteratura(derived itself from littera: letter orhandwriting) was used to refer to all written accounts, though contemporary definitions extend the term to include texts that are spoken or sung (oral literature). Literature can be classified according to whether it is fiction or non-fiction and whether it is poetry or prose; it can be further distinguished according to major forms such as thenovel, short story or drama; and works are often categorized according to historical periods or their adherence to certain aesthetic features or expectations (genre).

The concept has changed meaning over time: nowadays it can broaden to include non-written verbal art forms, and thus it is difficult to agree on its origin, which can be paired with that of language or writing itself. Developments in print technology have allowed an evergrowing distribution and proliferation of written works, culminating in electronic literature. Literature allows readers to access intimate emotional aspects of a person’s character that would not be obvious otherwise. It benefits the psychological development and understanding of the reader. For example, it allows a person to access emotional states from which the person has distanced himself or herself. An entry written by D. Mitchell featured inThe English Journal explains how the author used young adult literature in order to re-experience the emotional psychology she experienced as a child which she describes as a state of "wonder".

Hogan also explains that the temporal and emotional amount which a person devotes to understanding a character’s situation in literature allows literature to be considered "ecological valid in the study of emotion".This can be understood in the sense that literature unites a large community by provoking universal emotions. It also allows readers to access cultural aspects that they are not exposed to thus provoking new emotional experiences.Authors choose literary device according to what psychological emotion he or she is attempting to describe, thus certain literary devices are more emotionally effective than others.

Furthermore, literature is being more popularly regarded as a psychologically effective research tool. It can be considered a research tool because it allows psychologists to discover new psychological aspects and it also allows psychologists to promote their theories. For example, the print capacity available for literature distribution has allowed psychological theories such as Maslow’s Hierarchy of Needs to be universally recognized.

Maslow’s "Third Force Psychology Theory" even allows literary analysts to critically understand how characters reflect the culture and the history in which they are contextualized. It also allows analysts to understand the author’s intended message and to understand the author’s psychology.]The theory suggests that human beings possess a nature within them that demonstrates their true "self" and it suggests that the fulfillment of this nature is the reason for living. It also suggests that neurological development hinders actualizing the nature because a person becomes estranged from his or her true self.Therefore, literary devices reflect a characters’s and an author’s natural self. In his ‘‘Third Force Psychology and the Study of Literature’’, Paris argues "D.H. Lawrence's 'pristine unconscious' is a metaphor for the real self".Thus Literature is a reputable tool that allows readers to develop and apply critical reasoning to the nature of emotions.

Memory process of the mind

The memory process of the mind is a amazing functions . Memory is the process in which information is encoded, stored, and retrieved. Encoding allows information from the outside world to be sensed in the form of chemical and physical stimuli. In the first stage the information must be changed so that it may be put into the encoding process. Storage is the second memory stage or process. This entails that information is maintained over short periods of time. Finally the third process is the retrieval of information that has been stored. Such information must be located and returned to the consciousness. Some retrieval attempts may be effortless due to the type of information, and other attempts to remember stored information may be more demanding for various reasons.

From an information processing perspective there are three main stages in the formation and retrieval of memory:Encoding or registration: receiving, processing and combining of received information

Storage: creation of a permanent record of the encoded information in short term or long term memory

Retrieval, recall or recollection: calling back the stored information in response to some cue for use in a process or activity. Sensory memory holds sensory information less than one second after an item is perceived. The ability to look at an item and remember what it looked like with just a split second of observation, or memorization, is the example of sensory memory. It is out of cognitive control and is an automatic response. With very short presentations, participants often report that they seem to "see" more than they can actually report. The first experiments exploring this form of sensory memory were precisely conducted by George Sperling (1963) using the "partial report paradigm". Subjects were presented with a grid of 12 letters, arranged into three rows of four. After a brief presentation, subjects were then played either a high, medium or low tone, cuing them which of the rows to report. Based on these partial report experiments,Sperling was able to show that the capacity of sensory memory was approximately 12 items, but that it degraded very quickly (within a few hundred milliseconds). Because this form of memory degrades so quickly, participants would see the display but be unable to report all of the items (12 in the "whole report" procedure) before they decayed. This type of memory cannot be prolonged via rehearsal.

Three types of sensory memories exist. Iconic memory is a fast decaying store of visual information; a type of sensory memory that briefly stores an image which has been perceived for a small duration. Echoic memory is a fast decaying store of auditory information, another type of sensory memory that briefly stores sounds that have been perceived for short durations.Haptic memory is a type of sensory memory that represents a database for touch stimuli. Short-term memory is also known as working memory. Short-term memory allows recall for a period of several seconds to a minute without rehearsal. Its capacity is also very limited: George A. Miller (1956), when working at Bell Laboratories, conducted experiments showing that the store of short-term memory was 72 items (the title of his famous paper, "The magical number 72"). Modern estimates of the capacity of short-term memory are lower, typically of the order of 4–5 items; however, memory capacity can be increased through a process called chunking. For example, in recalling a ten-digit telephone number, a person could chunk the digits into three groups: first, the area code (such as 123), then a three-digit chunk (456) and lastly a four-digit chunk (7890). This method of remembering telephone numbers is far more effective than attempting to remember a string of 10 digits; this is because we are able to chunk the information into meaningful groups of numbers. This may be reflected in some countries in the tendency to display telephone numbers as several chunks of two to four numbers.

Short-term memory is believed to rely mostly on an acoustic code for storing information, and to a lesser extent a visual code. Conrad (1964) found that test subjects had more difficulty recalling collections of letters that were acoustically similar (e.g. E, P, D). Confusion with recalling acoustically similar letters rather than visually similar letters implies that the letters were encoded acoustically. Conrad's (1964) study, however, deals with the encoding of written text; thus, while memory of written language may rely on acoustic components, generalisations to all forms of memory cannot be made. The storage in sensory memory and short-term memory generally has a strictly limited capacity and duration, which means that information is not retained indefinitely. By contrast, long-term memory can store much larger quantities of information for potentially unlimited duration (sometimes a whole life span). Its capacity is immeasurable. For example, given a random seven-digit number we may remember it for only a few seconds before forgetting, suggesting it was stored in our short-term memory. On the other hand, we can remember telephone numbers for many years through repetition; this information is said to be stored in long-term memory.

While short-term memory encodes information acoustically, long-term memory encodes it semantically: Baddeley (1966) discovered that, after 20 minutes, test subjects had the most difficulty recalling a collection of words that had similar meanings (e.g. big, large, great, huge) long-term. Another part of long-term memory is episodic memory, "which attempts to capture information such as 'what', 'when' and 'where'".With episodic memory, individuals are able to recall specific events such as birthday parties and weddings.

Short-term memory is supported by transient patterns of neuronal communication, dependent on regions of the frontal lobe (especially dorsolateral prefrontal cortex) and the parietal lobe. Long-term memory, on the other hand, is maintained by more stable and permanent changes in neural connections widely spread throughout the brain. The hippocampus is essential (for learning new information) to the consolidation of information from short-term to long-term memory, although it does not seem to store information itself. Without the hippocampus, new memories are unable to be stored into long-term memory, as learned from patient Henry Molaison after removal of both his hippocampi, and there will be a very short attention span. Furthermore, it may be involved in changing neural connections for a period of three months or more after the initial learning.

Research has suggested that long-term memory storage in humans may be maintained by DNA methylation, or prions.

Kabali is the supper Star Rajinikanth new film.

Kabali is a 2016 Indian Tamil-languagegangster-drama film written and directed by Pa. Ranjith and produced byKalaipuli S. Thanu. The film revolves around the gang war between Kabaleeswaran (played by Rajinikanth) and Tony Lee (portrayed by Winston Chao). Radhika Apte, Dhansika, Dinesh Ravi, Kalaiyarasan, and John Vijay also star in pivotal roles.

Principal photography for the film began on 21 August 2015 in Chennai. While filming mostly occurred in Malaysia, smaller scenes were shot inBangkok and Hong Kong.

The film was released in Tamil along with dubbed versions in Telugu and Hindi on 22 July 2016, while the film was released in Malay a week later.Kabali was released on 3200 screens in India, of which 2200 were in South India.Upon release, the film had the largest opening weekend for any Indian film worldwide and became the second highest grossing Tamil film ever.

A Kuala Lumpur–based donKabaleeswaran alias Kabali (Rajinikanth) is released after spending 25 years in prison on a false charge of starting a massacre at a local Hindu temple that killed many, including his wife Kumudhavalli alias Kumudha (Radhika Apte). He is welcomed by Ameer (John Vijay), his loyal friend, who runs the Free Life Foundation, a school to reform youngsters involved in criminal activities. He immediately resumes charge of his old gang and is briefed by Ameer on the rival Gang 43, run by Tony Lee and Veerasekaran.

Kabali soon confronts Loganathan alias Loga (Mime Gopi), a drug smuggler. Loga insults Kumudha, saying that she would have been sold into prostitution had she been alive. In retaliation, Kabali rams his car into Loga, killing him; however, the incident makes him believe that his wife may be still alive. Later that night, Kabali survives an assassination attempt by Tamizh Kumaran alias Kumaran (Kalaiyarasan), whose father Tamilmaaran (Charles Vinoth) was killed by Kabali when Kumaran was a young boy. The next day, at a function organised by the Free Life Foundation School, a school started by Kabali's friend Ameer (John Vijay) to reform youngsters involved in criminal activities, Kabali talks about his past.

Kabali was the protege of Tamilmaaran's father Tamilnesan (Nassar), a don who fought for the rights of the Tamil Malaysians. Tamilnesan was killed by Veerasekaran alias Veera (Kishore), who was also a part of Tamilnesan's gang, but disliked his rules such as not involving in illegal activities like drug smuggling and prostitution. Following Tamilnesan's death, Kabali killed the Chinese leader responsible for the murder and took charge of Tamilnesan's gang. But Veera manipulated Tamilmaaran by telling him that he, being Tamilnesan's son, should lead the gang and not Kabali. Tamilmaaran invited Kabali and a pregnant Kumudha for a temple function. However, this was revealed to be a trap as Veera and his men confronted Kabali and Kumudha at the function. In the ensuing scuffle, Kabali was brutally attacked while Kumudha was shot and seemingly killed. Kabali then killed Tamilmaaran for his betrayal in front of a young Kumaran and was soon arrested on a false charge of instigating the massacre.

Kumaran, after hearing Kabali's speech, realises his mistake and apologises to him. He tells him that Velu, one of Veera's henchmen who was present at the temple massacre, is aware of what happened to Kumudha. Kabali then leaves for Thailand, where Velu is residing. On confronting Velu, he learns that his daughter is still alive. At this juncture, Kabali is confronted by Yogi (Dhansika), a contract killer hired by Veera and his boss Tony Lee alias Tony (Winston Chao), who heads the rival Gang 43 in Kuala Lumpur, to eliminate Kabali. But Yogi instead kills the men who had come with her and reveals herself to Kabali as his daughter, who had been raised by Velu. She also tells him that Kumudha is still alive and is living with a French family inPuducherry. Kabali and Yogi then leave for Puducherry, where, after several days of searching, they reunite with Kumudha and spend a few days with her there.While in Puducherry, Kabali and his family are attacked by men sent by Tony. However, Kabali and Yogi fight off and escape safely.

Kabali and his family soon return to Kuala Lumpur, where he is told that Ameer has been severely injured in a car accident set up by Tony; his henchman Jeeva (Dinesh) was brutally chopped to pieces by Tony after refusing to join the Gang 43; and the Gang 43 had destroyed the Free Life Foundation School and started to control the Kuala Lumpur underworld, eliminating any gang who dared to oppose them. On hearing all this, Kabali decides to finish Veera and Tony once and for all. He and his family attend the 100th birthday party for a respected Malaysian don Ang Lee, who had invited all gangs, including the Gang 43. At the party, Kabali starts a shootout with the help of Kumaran, which ends with him killing Veera and Tony.

Some months later, Kabali, Kumudha and Yogi attend a function organised by the Free Life Foundation. One of the Free Life alumni, a youngster name Tiger ('Johnny' Hari), who is known to be aggressive and reckless, walks up to Kabali, with scenes showing him speaking to the police prior to the function. The screen cuts to black, and the sound of a gun clicking and a gunshot afterwards is heard.

Which artists's famous painting is ' Three Musicians'?

Pablo Ruiz y Picasso, also known as Pablo Picasso ( 25 October 1881 – 8 April 1973), was a Spanish painter, sculptor, printmaker, ceramicist,stage designer, poet and playwright who spent most of his adult life in France. Regarded as one of the greatest and most influential artists of the 20th century, he is known for co-founding theCubist movement, the invention ofconstructed sculpture, the co-invention of collage, and for the wide variety of styles that he helped develop and explore. Among his most famous works are the proto-Cubist Les Demoiselles d'Avignon (1907), andGuernica (1937), a portrayal of theBombing of Guernica by the German and Italian airforces at the behest of theSpanish nationalist government during the Spanish Civil War.

Picasso, Henri Matisse and Marcel Duchamp are regarded as the three artists who most defined the revolutionary developments in theplastic arts in the opening decades of the 20th century, responsible for significant developments in painting, sculpture, printmaking and ceramics.

Picasso demonstrated extraordinary artistic talent in his early years, painting in a naturalistic manner through his childhood and adolescence. During the first decade of the 20th century, his style changed as he experimented with different theories, techniques, and ideas. His work is often categorized into periods. While the names of many of his later periods are debated, the most commonly accepted periods in his work are the Blue Period (1901–1904), theRose Period (1904–1906), the African-influenced Period (1907–1909), AnalyticCubism (1909–1912), and Synthetic Cubism (1912–1919), also referred to as the Crystal period.

Exceptionally prolific throughout the course of his long life, Picasso achieved universal renown and immense fortune for his revolutionary artistic accomplishments, and became one of the best-known figures in 20th-century art.

Which is known as 'the magic metal of life'?

Calcium is a chemical element with symbol Ca and atomic number 20. Calcium is a soft gray Group 2 alkaline earth metal, fifth-most-abundant element by mass in the Earth's crust. The ion Ca2+ is also the fifth-most-abundant dissolved ion in seawater by both molarity and mass, after sodium,chloride, magnesium, and sulfate.Free calcium metal is too reactive to occur in nature. Calcium is produced insupernova nucleosynthesis.

Calcium is essential for livingorganisms, particularly in cellphysiology where movement of the calcium ion into and out of thecytoplasm functions as a signal for many cellular processes. As a major material used in mineralization of bone,teeth and shells, calcium is the most abundant metal by mass in manyanimals.

A SCARF -Carold Shield- summary

Carol Ann Shields was an American-born Canadian author. She is best known for her

1993 novel, The Stone Diaries, which won the U.S. Pulitzer Prize for Fiction as well as the Governor General's Award in Canada. Shields was the author of several novels and short story collections, including The Orange Fish (1989), Swann (1987), Various Miracles (1985), Happenstance (1980), and The Republic of Love (1992). She was the recipient of a Canada Council Major Award, two National Magazine Awards, the 1990 Marian Engel Award, the Canadian Author's Award, and a CBC Short Story Award. She was appointed as an Officer of the Order of Canada in 1998 and was elevated to Companion of the Order in 2002. Shields was also a Fellow of the Royal Society of Canada and a member of the Order of Manitoba. 

The story begins with the declaration of Mrs. Winter, the narrator that ‘two years ago I

wrote a novel’. It was her first novel. She is a middle aged woman. Her novel is described as ‘a fresh, bright spring time piece of fiction’ by the Publisher’s Weekly. Her novel’s title is ‘My Thyme is up’. When it was published, she did not know who was buying her item. Mrs.Scribano, her publisher opined that young working girls may buy it and she ventured that the novel is gnawed by loneliness and insecurity. Her husband Tom and her children are her support. She has three daughters-Nancy, Chris and Norah. They were happy about the book because they were mentioned by name in People Mrs. Rita Winters lives on a farm outside Lancaster, Pennsylvania, with her husband who is a family physician. Among her three daughters, Norah is the most literary girl. Both Nancy and Chris are interested in advanced science .The novel won the Offenden Prize. It recognizes quality and honors accessibility. After the ceremony function, she said goodbye to the family and travelled to Washington as she was offered three book city tours by her publisher. She decided to go for shopping as Norah’s birthday is coming up within a week’s time. Norah longed for a

beautiful and serious scarf. She decided to buy Norah the perfect scarf. Norah wanted something in a bright blue with perhaps some yellow dashes. As she moved from one boutique to the next, Mrs. Winter began to form a very definite idea of the scarf that she wanted for Norah. The scarf became an idea, it must be brilliant and subdued at the same time, finely made, but with a secure sense of its own shape. Norah had always been a bravely undemanding child. Once she was four or five she told her mother how she controlled her bad dreams at night. Then at last Mrs. Winter had the sight of Norah’s scarf, it flowed into her view. It was patterned from end to end with rectangles each subtly out of alignment; blue, yellow, green, a kind of pleasing violet and each of these shapes was outlined by black colour. Sixty dollars was its cost. In Baltimore, Mrs. Winters had to meet her friend Gwen who was with her in the same women’s writing group in Lancester. Five years ago, she became writer-in-residence for a small women’s college in Baltimore. Gwen had made sacrifices for her young student husband. She had

her navel closed by a plastic surgeon because her husband complained that it smelled “off”. This navel-less state, more than anything , became her symbol of regret and anger. Mrs. Winters met Gwen at the Café Pierre. Gwen had changed considerably in dressing and appearance. Her head was covered and Mrs. Winters wondered if Gwen was undergoing chemotherapy and suffering hair loss. But her face was fresh. After talking for sometime about

the book, she showed the scarf to her. Gwen commented that ‘You invented it, created it out of your imagination’. She was so happy to hear such a comment from Gwen. She almost cried herself. She had not expected anyone to understand how she felt. Mrs. Winters watched Gwen roll the scarf back into the fragile paper. She took her time, tucking in the edges with her finger tips.

Then she slipped the parcel into her plastic bag, spilling more freely now. She thanked Reta, “You don’t know what you have given me today”. She wondered why the scarf “ half an ounce of silk” was so important to Gwen. She looked at Gwen and then down at her hands, her wedding band, her engagement ring, a little diamond thingamajig from the sixties . She thought of her three daughters and her mother –in-law and her own dead mother with her slack charms and her need to relax by painting china. At the end of the story Mrs. Winters philosophises that none of us is going to get what we wanted. We ask questions ourselves, endlessly, but not sternly enough. The world is not ready for us; it hurts her to say that. We are too kind, too willing, too unwilling too, reaching out blindly with a grasping hand, but not knowing how to ask for what we do not even know we want. This is how the story ends.