- initial post of approximately 300-400 words by Thursday at 11:59pm

- post a response to a peer by the final due date - at least 75 words and should move
the discussion forward, be conversational or educational.
- not be able to edit your posts, so please proofread for spelling and grammatical
errors prior to posting,
Week
- đọc và take notes. viết xong. reply xong.
Chapter :

Week 8
2h-3h đọc và take notes. 9h-11h20 viết xong. reply xong.
Chapter 15: Psychological disorders
Describe what happened during "Dancing Mania".
How does the supernatural perspective of psychological disorders differ from other
perspectives discussed in this chapter?
Then, research and find a similar but different example in history when supernatural
perspectives were used in conjunction with possible psychological disorders.
Describe the example in detail and explain the psychological/supernatural perspectives at
that time and in that example.
---
The afflicted girls played a crucial role in fueling the hysteria and paranoia (sự cuồng loạn và
hoang tưởng) that gripped Salem Village during the trials.
Answer
“Dancing Mania” is a strange phenomenon referring to a vast number of people dancing
continuously from days to weeks, even with their bruised and bloody feet. They danced until
collapsing from exhaustion or died. Happened between the 11th and 17th centuries across
Western Europe, the reasons for this phenomenon are unknown. But many people proposed
that it was supernatural forces.
The supernatural perspective of psychological disorders explains the cases similar to
“Dancing Mania” based on views towards supernatural forces that are beyond scientific
knowledge. On the other hand, contemporary perspectives of psychological disorders view
them as originating from biological, psychological and environmental factors. The biological
perspective proves that psychological disorders are caused by genetic factors, chemical
imbalances, and brain abnormalities. The psychological perspective considers the values of
learning, stress, faulty and self-defeating thoughts, and environmental factors as causes of
disorders. It is more important to view both biological and psychological processes as the
root of psychological disorders, which is called diathesis-stress model.
A similar but different example in history when supernatural perspectives were used in
conjunction with possible psychological disorders is the Salem witch trials in colonial
Massachusetts in 1692. The Salem Village, at the time, held strong beliefs in supernatural
forces and witches. So, when many girls expressed uncommon behavior such as fits,
convulsions and hysterical outbursts, they were believed to have been bewitched. It was
worse when the afflicted girls accused many villagers of practicing witchcraft, triggering a
witch hunt and witch trials and executions.
The supernatural perspective supposed that these girls’ behavior was related to Satan and
witchcraft, and they had powerful and mysterious abilities to point out who practiced
witchcraft. Thus, witch trials and executions were conducted to get rid of the potential
collaboration with the devil of the accused villagers.
From a psychological perspective, the symptoms that the girls had are recognized as mass
psychogenic illness or conversion disorder. Mass psychogenic illness is a result of similar
stress and anxiety suffered by a group of people, leading them to have similar physical or
psychological symptoms of disorders. Conversion disorder occurs when mental health issues
disrupt the brain’s functions, leading to uncontrollable physical symptoms.
Reply
Hi Grace. You have given such a gripping story of mass hysteria in which the miserable nuns
began to meow like cats. They obviously suffered mental torture when being placed in
convents unwillingly and receiving treatments that were below the belt. Regarding the first
paragraph, it would be way better if you included how the supernatural perspective differs
from other p such as biological and psychological ones that the chapter introduced. Anyway,
your answer is great!

Week 7
7h45-11h25 đọc và take notes. viết xong. reply xong.
Chapter 12: Social psychology
Video 1: The Milgram Study on Obedience
Video 2: The Asch Study on Conformity
Video 3: The Stanford Prison Experiment ([Link])
Give a brief summary of the videos while teaching the class which aspect of social
psychology/social influence each study was about.
Describe a specific instance in your life when you gave in to social influence and later
regretted doing so. Explain in detail what type of social influence did you give in to and WHY
you think that you behaved the way that you did. Incorporate what you have learned from
the Asch Study, The Stanford Prison Study, The Milgram Study and chapter 12 into your
explanation.

The Milgram Study on Obedience showed that people will obey when they are under
pressure from authority figures, even though being given immoral commands. 65% of
participants in the Milgram Study proved it. However, the levels of obedience will drop if the
unethical actions cause direct harm to those who take action, or if the authority of the
command giver decreases.
The Asch Study on Conformity found that an individual’s answers and decisions can easily
be driven by those of the majority. Such behaviors are called conformity. One person can
give a different answer from what is in their mind even though they know it is wrong or even
immoral. Simply because they are afraid of being judged or isolated when they stand out.
This study is a striking example of normative social influence and groupthink.
The Stanford Prison Experiment pointed out that when good people are put in an evil place,
the evil place and appalling conditions win over them. Although good guards in the
experiment did not join hands with the evil guys and do anything demeaning to prisoners,
none of them intervened when the other guards did. This is also an instance of normative
social influence as the good guys avoided ridicule when behaving decently in a brutality-
dominated setting. Plus, power corrupts, and not many people can resist it in reality. Thus, it
is also hard for victims of abuse to stand up and defend themselves.
I experienced informational social influence and groupthink when I was asked to give
answers to a few multiple-choice questions in front of the class. I was embarrassed that I
had no clue about the correct options as I had not prepared the lessons the night before. So,
my groupmates gave me the answers and I told them to my teacher with no doubt.
Unfortunately, most of them were incorrect and I could only be calm enough to find out the
right options after telling them to the teacher, causing me great regret. Since then, I have
carefully prepared for school and work tasks to avoid being dependent on others. I also less
believe in group opinions and do not consider them as almost true under any conditions in
life.
Reply
Hi Jeel! You did a great job! Regarding Milgram experiment, I think the fact that the pretend
shock doctor can direct the participants' behaviors even though they go against their
willingness relates to some situations in our lives. For example, some pretend police in my
country call innocent residents and accuse them of committing administrative crimes such as
traffic rule violations. As a result, someone who falls into the trap will pay the fine through
online banking, which is a clear sign of fraud, but some cannot recognize it. It is regretful.

Week 6
7h35- đọc và take notes. viết xong. 10h15 reply xong.
Chapter 10: emotion & motivation – Chapter 14: happiness
Article 1: [Link]
happiness/
Article 2 : [Link]
Give a brief summary of the articles while focusing on the topic of social media and
emotion/motivation.
Tell the class what do you think social media has to do with emotions or motivation (how
does it affect our emotions/motivations).
Discuss whether you believe that participation in social media makes you happier?
Sometimes, do they make you feel lonely or sad? Why?
Conclude by discussing your final verdict (phán quyết cuối cùng) on the matter. Now that
you've read about both sides of the coin/argument, which do you believe have more
supporting evidence?
Answer
The article “Surprising Link Between Social Media and Happiness” showed that the use of
social media can benefit happiness and emotional well-being when used for positive
purposes such as maintaining social connections, sharing useful knowledge, and seeking and
receiving in-time help from the communities. On the other hand, the article “Does Social
Media Use Cause Depression?” highlighted an increasing risk of depression caused by social
media to unwise users, particularly among adolescents. The high and almost constant
exposure to online posts results in unrealistic life comparisons (as not everyone displays
their true selves online. What social media users post is what they want people to see about
them.), unnecessary pressure, sleep deprivation (as screen time before bedtime reduces
hormone melatonin, and many people spend hours scrolling on social media, instead of ten
minutes before bed as planned). Lately, FOMO (fear of missing out), the fear of being unable
to catch up with the latest news from friends, celebrities, or other aspects of one’s concerns,
is a popular feeling among social media users. Jerry Bubrick, PhD, a clinical psychologist at
the Child Mind Institute commented “The more we use social media, the less we think about
being present in the moment.”
I think online social platforms are useful and motivational tools for us to share daily updates
and achievements, spread love and seek help from the community for those
underprivileged, and receive support, promoting a sense of belonging and boost self-esteem
(helping satisfy levels 3 and 4 in Maslow’s hierarchy of needs). However, the excessive and
improper use of social media can foster feelings of envy, isolation, pressure and even
depression. Personally, participation in social media makes me happier. I use it to get
updates about education news and knowledge (I also learn from teachers’ online sharing),
about jobs, climate, and friends’ daily life, and to share my pictures or achievements but not
often. Honestly, I feel drowned by others’ accomplishment and their gorgeous appearances
online sometimes, but it is also a factor to boost my intrinsic motivation to improve myself.
As I know constantly surfing online eye-catching content does not actually enhance my
profession and skills.
Based on the articles and my experiences, I reckon that the link between social media and
depression has slightly more supporting evidence, specifically about the impact on
youngsters. Hopefully, users can be exposed to the adverse effects that social media overuse
has on brain and emotions to adjust and better their experiences with social media.
Reply
Hello Grace! I think you mentioned the striking ideas in the two articles, and it would get far
better if you include the bad side of overuse of social media like sleep deprivation and
FOMO feeling (popular among youngsters today). Regarding the good side, I think social
media helps many people fulfil one or two levels in Maslow's hierarchy of needs such as
sense of belonging and self-esteem. Hope this helps. Keep up the good work!
Week 5
55p- 2h45- đọc và take notes. viết xong. 5h45 post xong. 15p reply xong.
Chapter 7: intelligence and assessing intelligence
Vid 1: Assessing Intelligence with Standardized Testing Has a Limited Purpose, Howard
Gardner
Vid 2: Why colleges are reconsidering their reliance on standardized tests for admission |
PBS NewsHour
Article: Future of Testing in Education: The Way Forward for State Standardized Tests
Validity refers to how accurately and fully a test measures the skills it intends to
evaluate (test đúng cái mình muốn test. VD: Test TA ở cấp 3 chỉ test đc kỹ năng đọc
viết). For example, if an algebra test (test đại số) includes some geometry questions
(câu hỏi hình học), the test would not be a valid measure of algebra.
Reliability refers to the consistency of the test scores across different testing
sessions, different editions of the test, and different people scoring the exam (nhiều
ng chấm ra cùng 1 điểm, hoặc lần thi thứ 2 với đề tương tự cũng đc điểm tương tự).
Reliability informs how consistently the test measures the knowledge and skills it is
intended to measure.
Comparability allows for comparing of test scores, even if students took the test at
different times, in different places, and under different conditions. For example, test
developers will design a test that may be given via computer or paper and pencil to
account for these differences so results can be compared.
Define intelligence and intelligence testing.
Give a brief summary of the different assessments of intelligence that are currently used
(particularly of standardized tests SATs, GREs, ACTs, MCATs) and any new developments in
this area.
Discuss whether you believe that standardized tests accurately reflect intelligence/mental
abilities? Why?
Do you believe that these tests can accurately predict life outcomes such as success in a
career? Why?
Should we continue to use these tests? Explain the research that supports your belief.
Answer
Robert Sternberg developed the triarchic theory of intelligence which includes three types
of intelligence: practical intelligence (street smart, i.e. the ability to solve your everyday
problems), analytical intelligence (aligned with academic performance and computations,
i.e. the ability to analyze, evaluate, compare and contrast), and creative intelligence
(inventing or imagining a solution to a problem such as creating a beautiful artwork in art
class using other materials when you forget the crayons).
Intelligence testing is about the assessment of mental functions, including problem-solving
abilities, memory, language comprehension, spatial visualization skills, and so on. The result
is shown by a numerical score that is compared against normative data.
Different assessments of intelligence include the traditional IQ tests such as the Stanford-
Binet and the Wechsler scales (which help identify reasons behind problems about
understanding school lessons, the ability to give valid answers in court, and so on), and
standardized academic tests like the SATs, GREs, ACTs, MCATs. These academic tests evaluate
various skills ranging from quantitative reasoning, verbal reasoning, analytical writing and
the like in specific subjects.
New development in the area of intelligence testing is about integrating measures of
emotional intelligence, creativity, problem-solving skills for practical situations, and the use
of computer-based exams for test-takers. For example, GRE has carried out a computer-
adaptive testing format for its quantitative and verbal sections. The difficulty level of the test
is based on the test taker’s responses, providing a more correct assessment of their abilities.
In my opinion, standardized tests, while appropriate for assessing academic knowledge and
cognitive skills, cannot reflect intelligence precisely. Many factors such as test anxiety, test-
taking strategies, and educational quality in different regions, physical health conditions on
test dates can influence scores. Not to mention that some people let others take the tests
instead of themselves to gain high scores. Stricter test takers’ identity processes should be
implemented to avoid such issues. Besides, standardized tests, although can predict
academic success at school, cannot anticipate success in a career. As there are various
elements for a person to lead a successful life such as emotional intelligence, social skills,
diligence, and determination throughout their lifetime development.
I suggest these tests continue to be used to identify the level of academic performance and
be used as one of the tools in educational and professional selection process. Over a long
time, the use of these tests in the selection process is also accompanied by the evaluation of
a person’s portfolio and personality traits to achieve more accurate and fair assessment
results.
Reply
Hi Joscelynn! I think your work is a gripping read. You gave clear definitions of intelligence
and intelligence testing as well as examples of different assessments of intelligence such as
the Wechsler Adult Intelligence Scale (WAIS) and the Stanford-Binet Intelligence Scales. You
reminded me of factors that can influence test takers' performances during the test like
socioeconomic background and cultural bias. I think it would be better if you include a new
development in common standardized tests such as the use of computer-based test in GREs.
This way, the level of difficulty of the next questions in the test can be adjusted according to
the test takers' previous answers.

Week 4
1h40p 12h40- đọc và take notes. 3:15 viết xong. post xong. 3h45 reply xong.
Chapter 6: Learning
1. Albert Bandura Bobo Doll experiment ([Link])
1. Misogynistic Tweets Correlate With Violence Against Women
([Link])
 2. The association between the rise of gun violence in popular US
primetime television dramas and homicides attributable to firearms,
2000–2018
Give a brief summary of the Bandura Bobo Doll Study while telling how the Study relates to
Learning (chapter 6).
How you think the two articles relate to the Bandura Bobo Doll Study.
Is there a link between the articles and observational learning, modeling or latent learning?
If so, explain this link (or lack thereof).
This assignment is prompting (encouraging) you to analyze and discuss the topic of learning
and how it relates to scholarly articles about violence/agression in the media and or real life.
Keep your discussion focused on the topic of learning and psychology.

---
Misogynistic term: thuật ngữ định kiến về phụ nữ

Chapter 6 - Three main types of Learning:

1. Classical conditioning:
Repeatedly associate a neutral stimulus (NS) with an unconditioned stimulus (UCS) ->
NS becomes a conditioned stimulus (CS)
E.g. Ringing bell (NS) + food (UCS) -> Salivation (UCResponse) (Repeatedly)
-> Eventually, the dogs began to salivate to the ringing bell alone. When hearing the
bell, the dog thinks of food that will be given to it.
-> NS becomes CS: Ringing bell (CS) -> Salivation (CResponse)

Second-order conditioning/Higher-order conditioning:

Speaky cabiner door (2nd-order stimulus) + electric can opener (CS) + food (UCS) ->
Salivation (UCR)
2. Operant conditioning:

- latent learning: learning that occurs but is not observable in behavior until there
is a reason to demonstrate it.
E.g. Dad takes me to school every day. One day, he was busy and I rode to school by
myself. I learned the route when dad gave me a ride every day. It was not until he
was busy that I could demonstrate I could rode alone to school.

3. Observational learning (Modeling): We learn by observing models and imitating them

(using a mirror neuron). E.g. “Monkey see, monkey do.”
 - We can decide whether or not to imitate the model after watching and learning a
response. E.g. I won’t touch a hot stove after seeing dad get burned on a stove.
- Three kinds of model: live (a person demonstrates sth for us), verbal (a coach tells his
player to kick the ball with the side of the foot, not with the toes), and symbolic (can
be fictional characters or real people in films, TV shows, books, etc.)
- To be successful in the process of modeling, we need go through stages: attention,
retention (retain/remember it), reproduction, motivation.
- Motivation: if we see the model receive reinforcement, we are likely to imitate them
more than when see they get punishment. (vicarious reinforment >< vicarious
punishment)
E.g. A girl saw her sister get a time-out (being seated alone in a corner) after playing
in her mom’s make-up. The girl didn’t want to be in the same bad situation, so she
didn’t play in the make-up, though she wanted to.
- Modeling can have prosocial (positive) and antisocial effects as we watch and learn.

Bandura Bobo Doll Study is an experiment about children’s aggressive behavior that is
learned through observational learning. The children watched a teacher express her
aggression to an inflated doll by hitting, punching and throwing it violently. After that, two
types of responses from the children were collected. The first one was that the children
acted aggressively with the doll by doing the same things as the teacher. They even came up
with more new, aggressive things such as shooting the doll with a toy gun and yelling at it.
This happened when they saw the teacher’s bad behavior was praised or ignored. On the
other hand, when seeing the teacher be punished, the children decreased their tendency to
act as she had. In my opinion, this study has a close link to the content about learning in
Chapter 6, particularly the part of observational learning (i.e. modeling). The children in the
study went through stages of the process of modeling: attention, retention
(retain/remember what the teacher did), reproduction, and motivation. As some children
saw the teacher receive reinforcement (being praised after misbehaving), they were
motivated to imitate her, which is called vicarious reinforcement.

The article “Misogynistic Tweets Correlate With Violence Against Women” examined the
relationship between misogynistic ideas on Twitter and domestic violence in real life. It is
shown that through modeling (frequently watching misogynistic tweets and seeing them be
approved and shared online), as in the Bandura Bobo Doll Study, aggressive behavior
towards women can be normalized, thus causing more family violence.
The second article “The Association Between the Rise of Gun Violence in Popular US
Primetime Television Dramas and Homicides Attributable to Firearms” also presented a
similar result as in the Bandura Bobo Doll Study. Particularly, viewers exposed to gun
violence in prevailing TV dramas might act accordingly. As the entertainment industry wants
to draw viewers’ attention to its fascinating movie scenes and gain viewers’ sympathy with
the heroic scenes about characters using guns to protect their loved ones or themselves
from the bad guys, they collaborate with gun manufacturers to benefit both sides. As for
viewers, they see movie gun holders as symbolic models and are motivated to use guns to
commit homicides. This is also an example of latent learning when viewers watch the gun
using scenes and bear them in mind to actually use guns for homicidal purposes in real life
some time. I reckon that stricter penalties should be issued, as a positive punishment, to
decrease the use of guns for homicides.
Reply
Hi Grace! I think your post is a good read. You show your careful reading and writing by
addressing the issues we need to discuss this week. You mentioned that the case of the
misogynists on Twitter shows latent learning, which I also agree with. Many men might allow
the prejudiced tweets to remain in their minds. Then, they speak these words to their
women and cause domestic violence. I also suppose that watching gun murder scenes can
be latent learning for those who potentially have badly violent ideas as well.

Week 3
40p đọc và take notes. 5:30-7:30 viết xong. 7:33 Post xong. 8:00 Reply xong.
Chapter 9: Attachment pdf/319, 320
The Strange Situation - Mary Ainsworth ([Link])
Parenting Styles, Academic Achievement and the Influence of Culture|
[Link] (article)
Give a brief summary and explanation of either the different attachment styles or the
different parenting styles.
Then, discuss which of the attachment or parenting style do you believe that your parents
used or had with you as you grew up? Do you feel that their approach was effective? Why?
What style do you plan to use when/if you have children?
Discuss whether research and evidence show that there are any effects of culture on
attachment or parenting styles.
---
sooth/calm/comfort sb (v) an ủi ai đó
After reading, I choose to discuss the different attachment styles. In 1970, Mary Ainsworth
used the Strange Situation procedure to research attachment between mothers and their
infants, aged 12-18 months. In the experiment, the mother and the infant spend some time
in the room with some toys. After a while, a stranger enters, and the mother leaves the
other two, causing the separation between the mother and the child. Then, she returns to
soothe her baby (the reunion).
After collecting the responses of the infants, there are four attachment styles identified. The
healthiest is called secure attachment. This type is formed thanks to the constant and timely
care from the sensitive caregivers to their children’s needs. Infants raised by this type
perceive their mother as a secure base to explore their surroundings.
The second type is avoidant attachment, in which the result is the opposite. The child does
not perceive the caregiver as a secure base, and does not care if she leaves. When she
returns, the child is less aware of it, and is not very happy. This is the result of having a
parent who is insensitive and inattentive to the child’s needs.
The third type is resistant attachment, in which the child shows clingy behavior, but finally
refuses interaction with the mother. The child is upset, and becomes disturbed during
separation. They do not care about the toys, and they are difficult to calm during reunion.
This is the result of having a parent who is inconsistent in the way they respond to the child.
The final type is disorganized attachment, which is shown mostly in kids suffering from
abuse. During separation, they freeze, run around the room, or run away during reunion.
Abuse disrupts their ability to regulate emotions properly.
For me, the attachment style my parents had with me was resistant attachment. As a child, I
always needed my parents to be consistent with my ideas or actions. However, they tended
to respond to me according to their moods without explanation, leading me to feel
confused, cross and lost. Over time, I started to realize and accept that parents have their
difficulties, and what they have been giving me is the best they could do. They are also
trying to regulate their emotions to comfort me. Their approach was not the best, but it
taught me to be strong and independent. I am less vulnerable when others behave badly,
and I look at the bright sides of situations.
If I have a child, I will use secure attachment style to bring them up. I would like to be a good
companion in my kid’s journey to explore the world. Timely and constant care can assist the
kid with the right decision-making, allowing them to be confident and decisive as they
encounter difficulties in their teenage years. It is also great to let them know they can turn
to me for a helping hand when they need.
Besides Ainsworth’s study, Van Ijzendoorn and Kroonenberg (1988) show that there are
effects of culture on attachment styles. Cultures with collectivism such as Vietnam and Japan
tend to have higher levels of resistance, while individualistic cultures like the US and
Germany show more avoidant styles.
Reply
Hi Jeel! This is a sufficient and clear response. You explained not only the four attachment
styles but also the three main parenting styles that I did not cover in mine. Yours gave me a
clearer understanding of parenting styles. I think my dad used authoritative parenting style,
but with more strict rules and high standards accompanied by warm, support and
encouragement as well. This works for me; however, I guess it would be better if he listened
to me more patiently. Also, I agree authoritative would be good for a child, but it does not
always work depending on the culture.

Week 2
0:15-1:30 đọc và take notes. 2:30 viết xong. 3:20 trau chuốt và post reply xong.
Full article: Associations between chronotype, morbidity and mortality in
the UK Biobank cohort ([Link])
What were the major findings (a brief summary) of the article and how do they relate to
what you've learned this week (relevant information about sleep/consciousness)?
Then, tell the class whether you are a Morning Lark or a Night Owl.
What are your thoughts about the findings? Do you believe them? Why or why not?
---
chronotype (i.e., morning or evening preference)
morbidity health problems
mortality death rate
cram all night for the test

The research article titled “Associations between chronotype, morbidity, and mortality in
the UK Biobank cohort” investigated the relationship between chronotype (i.e., morning or
evening preference) and health outcomes. Here are the major findings:

1. Evening Chronotype and Morbidity:

o Individuals with a definite evening chronotype had a higher prevalence of
various health conditions, including:
 Psychological disorders
 Diabetes
 Neurological disorders
 Gastrointestinal/abdominal disorders
 Respiratory disorders
o These associations were statistically significant.

Sleep debt: The consequences of sleep debt include decreased levels of alertness and mental
efficiency/cognitive function..

sleep deprivation is associated with obesity, increased blood pressure, increased levels of
stress hormones, and reduced immune functioning

>< There are many benefits that are associated with adequate amounts of sleep. A few such
benefits listed by the National Sleep Foundation (n.d.) include maintaining healthy weight,
lowering stress levels, improving mood, and increasing motor coordination, as well as a
number of benefits related to cognition and memory formation.

2. Mortality Risk:
o Eveningness, particularly being a definite evening type, was associated with a
small increased risk of:
 All-cause mortality
 Cardiovascular disease (CVD) mortality
o Compared to definite morning types, definite evening types had a significantly
increased risk of all-cause mortality.

The study highlights the importance of considering chronotype in understanding health

outcomes and mortality risk123

From what I have obtained after reading, the two major findings of the article were about
the relationship between evening chronotype and morbidity, and the increased mortality for
people with evening chronotype. First, the article mentioned that individuals who are night
owls tend to suffer various health conditions such as mental disorders, diabetes, abdominal
disorders, and so on. Similar consequences are also included in the reading material of this
week, chapter 4. Specifically, the content about sleep debt stated that the negative effects of
this health-related debt are reduced levels of alertness and mental efficiency. Plus, obesity,
higher blood pressure, higher levels of depression, and decreased immune systems can be
attributed to sleep deprivation. Second, it was pointed out in the article that being an
evening person can be associated with an increased possibility of all-cause mortality and
heart diseases compared to morning people.
To be honest, I am a night owl because I frequently perceive nighttime as the most fantastic
me time. The tranquillity of the night allows me to rest peacefully in the coziest corner of my
room and write my diary or important reflection, or binge-watch my favorite films at my
table after a long tiring day being occupied with work and study. However, what I receive in
return after a series of nights staying awake are usually long periods of exhaustion, absent-
mindedness and lack of dynamism. I sometimes find myself becoming vulnerable and
emotionally uncontrollable when I encounter family or work-related issues. Hence, I strongly
agree with the findings of the article regarding the severe consequences of evening
chronotype. Besides, night owls often get up late and take after-sleep stretch routines or
exercises for granted, leading to higher levels of blood pressure and heart suffering. That is
why I am currently more determined to turn myself into a morning lark. The reading
material also gives me more motivation with the information about the benefits of adequate
sleep such as alleviating stress, increasing creativity and long-term memory.
Reply
Hello Jeel! I would like to express that yours is a gripping read. I have also found out
informative things like you after reading the article and the reading material, especially
about the circadian rhythms. My circadian clock is not working as well as yours if I sleep less
than 7 hours per night. As I can hardly focus well on the lectures or the conservations I am
in. I am a night owl as well, and I soon realize the unwanted outcomes related to my
physical, mental health, and my daily life experiences. I expect to see changes in my sleep
routines, and hopefully yours can be adjusted for the better too.