The family resemblance is uncanny, which is a fact any theory of neanderthals and melonheads has to contend with. As obadiah once pointed out, melonheads are real autists when you get down to it.Cognitive learning theory in the classroom it could well be that the distinction between machiavellian sociopathy and what hans asperger called “autistic psychopathy” may be a more of a spectrum than a categorical difference.Cognitive learning theory in the classroom the genetic distance between neanderthals and modern humans could serve to produce predation (as I’ve speculated in the denisovan-neanderthal hybrid theory of melonhead origins), culminating in apex predators like diana mitford.Cognitive learning theory in the classroom maybe charisma is more of a learned skill than an instinctual aptitude, and some autists specialize in human systems while others pursue engineering systems.Cognitive learning theory in the classroom there’s also a physiognomic and geographical overlap where the swiderian/brunn race appears to represent the in-between phenotype:

I don’t think this theory is true–in fact, I believe that the conflation of sociopathy and asperger’s is a negative transference ploy for sociopaths to claim the accomplishments of genius and group-benefiting altruism and escape the consequences of their self-glorifying intragroup predation.Cognitive learning theory in the classroom but even so, the theory needs a name, it needs to be considered seriously, and if it’s wrong this needs to be demonstrated.

Tower of druaga is an excellent little show that no one’s ever heard of.Cognitive learning theory in the classroom the basic plot is there’s a giant tower with a big monster at the top, guarding a treasure. You’re led to believe it’s a standard shounen anime loosely based on an old arcade game with a surprisingly funny writer on staff, but at the end of season one there’s a twist: the girl that they’ve been building up as the teenage hero’s romantic interest turns on him with his older half-brother and, activating the behelit, they ascend to another, higher tower together.Cognitive learning theory in the classroom their two parties get washed away in a deluge and several of the basic fantasy tropes are suddenly broken (e.G. King gilgamesh, who defeated the same monster many years ago, is shown to be secretly evil).Cognitive learning theory in the classroom it starts right after the hero defeats the krishna-like monster at 18:00.

It’s pretty clear that a major component of the myth is to betray the trust of a trusting, in-group innocent in exchange for a permanent membership in a higher caste, sort of like killing your own innocence.Cognitive learning theory in the classroom I’ve heard that they do this in some special forces training, where you raise a pet and then kill it, which is pretty evil when you get down to it.Cognitive learning theory in the classroom they’re probably doing this to release their latent psychopathy, or maybe it’s just to weed out people with a strong aversion to doing horrible things.Cognitive learning theory in the classroom

Compliance cost refers to all the expenses that a firm incurs in order to adhere to industry regulations. Compliance costs include salaries of people working in compliance, time and money spent on reporting, new systems required to meet retention and so on.Cognitive learning theory in the classroom these costs typically increase as the regulation around an industry increases. Compliance costs can be incurred as a result of local, national and international regulations, and they generally increase as a company operates in more jurisdictions.Cognitive learning theory in the classroom global companies that have operations in jurisdictions all over the world with varying regulatory regimes naturally face much higher compliance costs than a company operating solely in one location.Cognitive learning theory in the classroom

In short, it has often been observed that high IQ types are lacking in ‘common sense’ – and especially when it comes to dealing with other human beings.Cognitive learning theory in the classroom general intelligence is not just a cognitive ability; it is also a cognitive disposition. So, the greater cognitive abilities of higher IQ tend also to be accompanied by a distinctive high IQ personality type including the trait of ‘openness to experience’, ‘enlightened’ or progressive left-wing political values, and atheism.Cognitive learning theory in the classroom drawing on the ideas of kanazawa, my suggested explanation for this association between intelligence and personality is that an increasing relative level of IQ brings with it a tendency differentially to over-use general intelligence in problem-solving, and to over-ride those instinctive and spontaneous forms of evolved behaviour which could be termed common sense.Cognitive learning theory in the classroom preferential use of abstract analysis is often useful when dealing with the many evolutionary novelties to be found in modernizing societies; but is not usually useful for dealing with social and psychological problems for which humans have evolved ‘domain-specific’ adaptive behaviours.Cognitive learning theory in the classroom and since evolved common sense usually produces the right answers in the social domain; this implies that, when it comes to solving social problems, the most intelligent people are more likely than those of average intelligence to have novel but silly ideas, and therefore to believe and behave maladaptively.Cognitive learning theory in the classroom

I’d conjecture that clever silliness became a costly signal of high IQ which, in the absence of purifying selection, became a schelling point for status competition to the point of diminishing returns (e.G.Cognitive learning theory in the classroom “chic nihilism”, or the rise of nerd fashion from approximately 2005 to 2015). High-ability people with fast life history reproductive strategies (e.G.Cognitive learning theory in the classroom J.P. Rushton, hunter S. Thompson, john mcafee) would then have been politically motivated to institute such costly signals as filters for social mobility, because hypocrisy is more costly to their competition: people who are low-ability, group-selected, and slow life history strategists.Cognitive learning theory in the classroom

Tl;dr- when shitlibs living in gated, lilly-white communities profess the virtues of diversity and open borders, it’s a form of evolutionary competition against people who can’t afford the mental energy to navigate conflicting narratives with plausible deniability.Cognitive learning theory in the classroom in the same way that established corporations and cartels will prefer a byzantine regulatory environment that crushes potential competitors, smart R-selected people will tend to produce a chaotic and high-cost religious or ideological climate in which only people with dark triad traits and big brains can thrive.Cognitive learning theory in the classroom

The motif of chaoskampf (german for “struggle against chaos”) is ubiquitous in myth and legend, depicting a battle of a culture hero deity with a chaos monster, often in the shape of a serpent or dragon.Cognitive learning theory in the classroom the same term has also been extended to parallel concepts in the religions of the ancient near east, such as the abstract conflict of ideas in the egyptian duality of maat and isfet.[citation needed]

cognitive learning theory in the classroom

The origins of the chaoskampf myth most likely lie in the proto-indo-european religion whose descendants almost all feature some variation of the story of a storm god fighting a sea serpent representing the clash between the forces of order and chaos.Cognitive learning theory in the classroom early work by german academics such as gunkel and bousset in comparative mythology popularized translating the mythological sea serpent as a “dragon.” indo-european examples of this mythic trope include thor vs.Cognitive learning theory in the classroom jörmungandr (norse), tarhunt vs. Illuyanka (hittite), indra vs. Vritra (vedic), θraētaona vs. Aži dahāka (avestan), and zeus vs. Typhon (greek) among others.[20]

cognitive learning theory in the classroom

This is a pretty simple mythical trope, but a fun one. Since the fates of the humans and their city are more or less governed by accident–depending on what fraction is wiped out by collateral damage, which monster is eventually victorious, and that monster’s ultimate disposition–we can interpret these kaiju battles as representative of a fatalist philosophy.Cognitive learning theory in the classroom A virtuous man in a world where such monsters exist will engage in a hedonistic fast life strategy most of the time, generally keep his head down to avoid attracting the attention of alien agamids, and run away screaming when shit occasionally hits the fan.Cognitive learning theory in the classroom

An interesting variation is when one or both of the monsters is manmade, symbolizing the powerful but often monstrous ideological systems we incorporate to cope with unknowable horrors from beyond.Cognitive learning theory in the classroom these themes are surprisingly flexible. In G gundam the countries of the world send their champions to fight in a mecha tournament instead of fighting wars.Cognitive learning theory in the classroom in evangelion humanity sends its champions to fight lovecraftian horrors in mechas that turn out to be lovecraftian horrors themselves.