There are so many things we do in our daily lives that have become a “habit”, {#blank#}1{#/blank#} How you answer the phone is a habit. The way you sit in the car when you drive is a habit. Have you ever tried to change the way you do something, after you've done it in a certain way for so long? It's easy to do as long as you think about it. The minute your mind drifts to something else, you go right back to the old way of doing things. {#blank#}2{#/blank#} It's a way of doing things that has become routine or commonplace. To change an existing habit or form a new one can be a tedious(单调乏味的) task.

    Let's pick something fairly easy to start with, like spending 15 minutes in the morning reading the  Bible. If you want to turn something into a habit that you do every day, you have to WANT to do it. {#blank#}3{#/blank#} Make a firm decision to do this on a daily basis.

    Imprint(铭刻) it in your mind. Write several notes to yourself and put them in places where you will see them. By the alarm clock, on the bathroom mirror, on the refrigerator door, in your briefcase, and under your car keys are good places to start.

    After the newness wears off, then you will have to remind yourself, “Hey, I forgot to. . . ”. Keep using the notes if you have to. {#blank#}4{#/blank#} Some people say it will take over a month to solidify(变得稳固) it and make it something you will do without having to think about it. I tend to agree with the last statement. Two to three weeks will help you to remember, but thirty days or more will make it a part of your everyday routine. {#blank#}5{#/blank#}

A. What is a “habit” anyway?

B. Is doing things in an old way good?

C. Brushing your teeth is a habit.

D. Forming a bad habit is easy.

E. It takes 16 to 21 times of repeating a task to make it a habit.

F. If you don't, you will find a way to do everything but that.

G. That's something you won't necessarily have to think about before you do it — habit.

    Humans' invention of zero was vital for modern mathematics and science, but we're not the only species to consider “nothing” a number. Parrots and monkeys understand the concept of zero, and now bees have joined the club, too.

    Honey bees are known to have some numerical skills such as the ability to count to four, which may come in handy when keeping track of landmarks in their environment. To see whether these abilities extended to understanding zero, researchers trained 10 bees to identify the smaller of two numbers. Across a series of trials, they showed the insects two different pictures displaying a few black shapes on a white background. If the bees flew to the picture with the smaller number of shapes, they were given delicious sugar water, but if they flew toward the larger number, they were punished with bitter-tasting food.

    Once the bees had learned to consistently make the correct choice, the researchers gave them a new choice: a white background containing no shapes at all. Even though the bees had never seen an empty picture before, 64% of the time they chose it rather than a picture containing two or three shapes, the authors report today in Science. This suggests that the insects understood that “zero” is less than two or three. And they weren't just going for the empty picture because it was new and interesting. Another group of bees trained to always choose the larger number tended to pick the nonzero image in this test.

    In further experiments, the researchers showed that bees' understanding of zero was even more complex: for example, they were able to distinguish between one and zero-a challenge even for some other members of the zero club. Advanced numerical abilities like this could give animals an evolutionary advantage, helping them keep track of predators（捕食者）and food sources. And if an insect can display such a thorough grasp of the number zero, write the researchers, then this ability may be more common in the animal kingdom than we think.

    Summer's here and it won't be long before school-aged kids across America start complaining that they're tired of riding their bikes, playing at the park, swimming in the pool...and all the other awesome activities their parents hoped would keep them pleasant for the next 10 weeks. Well, if it's any comfort, such rapid boredom could suggest that the kids have amazing powers of memory. A new study shows that the better your short-term memory is, the faster you fed sated (过饱的）and decide you've had enough.

    "Though satiation can be physical, like when you feel full after eating too much, we were interested in the psychological (心理学的）side of satiation. Like when you're just tired of something," Noelle Nelson, assistant professor of marketing and consumer behavior. She and her colleague Joseph Redden at the University of Minnesota tried to think outside the lunch box." Something that was interesting to me is that some people get tired of same things at very different speeds. So if you think about pop songs on the radio, some people must still be enjoying them and requesting them even after hearing them a lot. But a lot of other people are really sick of those same songs."

    The difference, the researchers thought, might have to do with memories of past experiences. For example, studies show that people push away from the dinner table sooner when they're asked to describe in detail what they ate earlier for lunch.

    So the researchers tested the memory capacity (能力） of college students, The students then viewed a repeating series of three classic paintings…like The Starry Night, American Gothic, and The Scream...or listened and re-listened to a series of three pop songs...or three pieces of classical music. Throughout the test, the students were asked to rate （定等级） their experience from zero to tan. And the better a participant scored in the memory test, the faster they got bored." We found that people with larger capacities remembered more about the music or art, which led to them getting tired of the music or art more quickly. So remembering more details actually made the students feel like they'd experienced the music or art more often."

    The findings suggest that marketers could control our desire for their products by figuring out ways to keep us from fully remembering our experiences. We could also trick ourselves into eating less junk food by putting ourselves in the memory of a previous (之前的) snack. As for kids easily bored, just tell them to forget about it—it might help them have more fun.

    Alzheimer's disease is a major national health problem. Nearly 2 million Americans over the age of 65 have Alzheimer's disease. It is a leading cause of death among the elderly. But Alzheimer's disease is not confined (限于) to the aged. There may be a million or more people under the age of 65 suffering from the disease.

    At one time, people suffering from the disease were said to be "getting old". The disease was thought to be a natural part of growing old, but it is now known that Alzheimer's disease strikes young and old alike. It is an organic (器官的) disease, that destroys brain cells.

    Alzheimer's disease affects the patient's memory, speech, and movement. In the beginning stages of the disease, the patient may seem slightly confused. He may have trouble speaking, and then the patient's memory begins to fail. He may forget dates, numbers, names and plans.

    As the disease progresses, the patient may not recognize family and friends. These symptoms(症状) often cause terrible anxiety in the patient. He may feel lost and frightened. Sometimes the patient reacts with wild and bad behavior.

In the last stages of the disease, the patient may not be able to take care of himself. He may have lost the ability to speak and walk.

    Scientists don't know exactly what causes Alzheimer's disease. It may be caused by a virus (病毒). It may be caused by a poisonous substance(物质) in the environment. At present, there is no cure for the disease. But there are ways to slow its progress. Exercise and physical treatment can help the patients of this disease.

    "I'm the smartest kid in class." We all want our kids to be self-confident, but unrealistic perception(认知) of their academic abilities, a new study finds, damage a child's relationship with others in the classroom: The more one student feels unrealistically superior(更好的) to another, the less the two students like each other.

Katrin Rentzsch of Bamberg University in Germany first became interested in the effects of such self-perception when she was studying how people became labeled as nerds(书呆子). "I really got interested in the question of whether it's OK to boast(吹嘘) about achievements," she says.

    This line of thinking led her towards something psychologists call "self-enhancement" －when a person feels unrealistically superior to someone else. So Rentzsch and her colleague Michela Schroder-Abe decided to take a closer look at how such self-enhancement affects relationships, so they turned to the eighth-grade classroom, somewhere they could measure differences between actual academic performance, and social popularity. The 358 students came from 20 eighth-grade classes in schools in southeast Germany.

    The researchers asked each student to rate their classmates, in terms of their likability and of their feelings of academic superiority. They then compared those ratings with the students' grades in math, physics, German and English. Importantly, they conducted the analysis at two different social levels: "habitual"－the way people act in general, and "relationship"－the way someone acts around a specific individual.

    In future work, Rentzsch would like to look at these effects on adults, perhaps specifically in team work. She's also interested in self-enhancement beyond academic achievements, for example physical attractiveness. And another question to explore is why students overestimate their academic abilities. Perhaps it is because of too much praise from their parents or teachers.

A Non-Credit Courses The Pre-College Program offers non-credit courses. Students will experience college-level courses even by some of our college's leading experts and will receive written feedback(反馈) on their work at the end of the course. Pre-College students will also receive a grade of satisfactory/ unsatisfactory and a certificate of completion at the conclusion of the program.

All non-credit courses start from 9:00 a. m.—11:30 a. m. daily and may-have additional requirements in the afternoons or evenings.

Course 1: Case Studies in Neuroscience

●June 11— July 2

●Leah Roesch

Using student-centered, active-learning methods and real-world examples, this course is designed to provide a fuller understanding of how the human brain works.

Course 2: Psychology of Creativity

●June 15—— June 28

●Marshall Duke

Why are certain people so creative? Is it genetic (遗传的), or a result of childhood experience? Are they different from everyone else? This popular psychology course highlights the different theories of creativity.

Course 3: Creative Storytelling

●June21—— July 3

●Edith Freni

This college-level course in creative storytelling functions as an introduction to a variety of storytelling techniques that appear in different forms of creative writing, such as short fiction and playwriting.

Course 4: Sports Economics

●July 19—— August 1

●Christina DePasquale

In this course we will analyze many interesting aspects of the sports industry: sports leagues, ticket pricing, salary negotiations(协商 ), discrimination(歧视), and NCAA policies to name a few.