Download How Pleasure Works: The New Science of Why We Like What We by Paul Bloom PDF

By Paul Bloom

"Engaging, evocative…[Bloom] is a supple, transparent author, and his parade of counterintuitive claims approximately excitement is beguiling." —Michael Washburn, NPR

Why is an inventive masterpiece worthy thousands greater than a powerful forgery? excitement works in mysterious methods, as Paul Bloom finds during this research of what we hope and why. Drawing on a wealth of unusual experiences, Bloom investigates pleasures noble and seamy, lofty and mundane, to bare that our delight in a given factor is set no longer through what we will see and contact yet through our ideals approximately that thing's historical past, beginning, and deeper nature.

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Extra info for How Pleasure Works: The New Science of Why We Like What We Like

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These data also highlight the rapid expansion of social networking sites, because a large proportion of students reported that these sites were their favorites at high school and in college. 9 shows the increase in social networking site activity as age level increased. Whether these changes will result in a diminishing of human possibilities or an enhancement of human possibilities is an open question. 9 Social Elementary Age High School Age Age Range College Age Network Services Reported Preference Across the Ages Changes in Play Environments 37 Views on Potential Effects of Technology-Augmented Play Although the body of research on effects of technology-augmented play is still relatively small (Wartella, Caplovitz, & Lee, 2004), a number of authors have expressed their views on the potential positive and negative effects of these changes in play materials.

For example, during the industrial age, “mechanical” toys were available in a variety of forms and were usually activated when a button was pushed or a string was pulled. The toy actions, however, were relatively limited. A general look at toys in the 19th and 20th century reveal how certain representation modes and affordances were expressed, as well as the contextual environments in which the play occurred. 44 Changes in Play Environments Representation Modes During the years of the 19th and 20th centuries, toys available to the majority of children generally promoted enactive and iconic experiences, with symbolic experiences occurring at much later age levels.

The primary difference lies in the context of action—virtuality vs.  32).  32). Physical and virtual contexts are generally accepted as different but not mutually exclusive constructs although there is some debate as to what exactly constitutes the two types of contexts. For example, Klahr et al.  185) to define the physical context and cites examples such as ramps, mechanical devices, and electronic items as real while ­limiting the virtual context to computer programs. Offermans and Hu (2013) add that the physical context (termed “world”) includes sharing experiences with ­parents, the social context, physical activity, and physical behavior, while the virtual world is interactive, dynamic, tailored, fostering exploration and ­identity development, and affording unusual experiences.

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