0_Wizard
Regret is a negative conscious and emotionalreaction to a person's decision making (which is a choice resulting in action or inaction) have you ever felt regret?
Regret is a negative conscious and emotional reaction to one's personal decision-making, a choice resulting in action or inaction.
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Regret
chosen_topic_0_Regret
Regret
Regret is a negative conscious and emotional reaction to one's personal decision-making, a choice resulting in action or inaction. Regret is related to perceived opportunity. Its intensity varies over time after the decision, in regard to action versus action, and in regard to self-control at a particular age. The self-recrimination which comes with regret is thought to spur corrective action and adaptation. In Western societies adults have the highest regrets regarding choices of their education. Regret has been defined by psychologists in the late 1990´s as a "negative emotion predicated on an upward, self-focused, counterfactual inference".
Neuroscience of free will
Neuroscience of free will, a part of neurophilosophy, is the study of the interconnections between free will and neuroscience. As it has become possible to study the human living brain, researchers have begun to watch decision making processes at work. Findings could carry implications for our sense of agency, moral responsibility, and our understanding of consciousness in general. One of the pioneering studies in this domain was designed by Benjamin Libet, while other studies have attempted to predict participant actions before they make them. The field remains highly controversial. There is no consensus among researchers about the significance of findings, their meaning, or what conclusions may be drawn.
Free will
Free will is the ability to choose between different possible courses of action unimpeded. Free will is closely linked to the concepts of responsibility, praise, guilt, sin, and other judgements which apply only to actions that are freely chosen. It is also connected with the concepts of advice, persuasion, deliberation, and prohibition. Traditionally, only actions that are freely willed are seen as deserving credit or blame. There are numerous different concerns about threats to the possibility of free will, varying by how exactly it is conceived, which is a matter of some debate. Some conceive free will to be the capacity to make choices in which the outcome has not been determined by past events.
Impulsivity
In psychology, impulsivity (or impulsiveness) is a tendency to act on a whim, displaying behavior characterized by little or no forethought, reflection, or consideration of the consequences. Impulsive actions are typically "poorly conceived, prematurely expressed, unduly risky, or inappropriate to the situation that often result in undesirable consequences," which imperil long-term goals and strategies for success. Impulsivity can be classified as a multifactorial construct. A functional variety of impulsivity has also been suggested, which involves action without much forethought in appropriate situations that can and does result in desirable consequences.
Risk
Risk is the potential of gaining or losing something of value. Values (such as physical health, social status, emotional well-being, or financial wealth) can be gained or lost when taking risk resulting from a given action or inaction, foreseen or unforeseen (planned or not planned). Risk can also be defined as the intentional interaction with uncertainty. Uncertainty is a potential, unpredictable, and uncontrollable outcome; risk is a consequence of action taken in spite of uncertainty. Risk perception is the subjective judgment people make about the severity and probability of a risk, and may vary person to person.
Risk aversion (psychology)
Risk-aversion is a preference for a sure outcome over a gamble with higher or equal expected value. Conversely, the rejection of a sure thing in favor of a gamble of lower or equal expected value is known as risk-seeking behavior. The psychophysics of chance induce overweighting of sure things and of improbable events, relative to events of moderate probability. Underweighting of moderate and high probabilities relative to sure things contributes to risk-aversion in the realm of gains by reducing the attractiveness of positive gambles. The same effect also contributes to risk-seeking in losses by attenuating the aversiveness of negative gambles.
Touchpoint
A touchpoint can be defined as any way a consumer can interact with a business, whether it be person-to-person, through a website, an app or any form of communication (“Touchpoint Glossary”, n.d.). When consumers come in contact with these touchpoints it gives them the opportunity to compare their prior perceptions of the business and form an opinion (Stein, & Ramaseshan, 2016). Touchpoints in marketing communications are the varying ways that a brand interacts and displays information to prospective customers and current customers. Touchpoints allow customers to have experiences every time they “touch’ any part of the product, service, brand or organization, across multiple channels and various points in time (Pantano and Milena, 2015 and Zomerdijk and Voss, 2010).
1_Apprentice
Yes I have definitely felt regret at times in my life. Do you know more about regret?
0_Wizard
Regret is related to perceived opportunity, something you may be regretful over is something i may cherish. I like that about regret and emotions in general because it means you can change your outlook on it by changing your persective (sometimes, i dont think it will work for everythng).
Regret is related to perceived opportunity.
chosen_Regret_0
Regret
chosen_topic_0_Regret
Regret
Regret is a negative conscious and emotional reaction to one's personal decision-making, a choice resulting in action or inaction. Regret is related to perceived opportunity. Its intensity varies over time after the decision, in regard to action versus action, and in regard to self-control at a particular age. The self-recrimination which comes with regret is thought to spur corrective action and adaptation. In Western societies adults have the highest regrets regarding choices of their education. Regret has been defined by psychologists in the late 1990´s as a "negative emotion predicated on an upward, self-focused, counterfactual inference".
Motivation
Motivation is the reason for people's actions, desires, and needs. Motivation is also one's direction to behavior, or what causes a person to want to repeat a behavior. A motive is what prompts the person to act in a certain way, or at least develop an inclination for specific behavior. According to Maehr and Meyer, "Motivation is a word that is part of the popular culture as few other psychological concepts are." Motivation theories can be classified on a number of bases:  Motivation as a desire to perform an action is usually defined as having two parts, directional such as directed towards a positive stimulus or away from a negative one, as well as the activated "seeking phase" and consummatory "liking phase".
Well-being contributing factors
Well-being is a much-studied topic in psychology, especially positive psychology. Related concepts are eudaimonia, happiness, flourishing, quality of life, contentment, and meaningful life. Central theories are Diener's tripartite model of subjective well-being, Ryff's Six-factor Model of Psychological Well-being, Corey Keyes' work on flourishing, and Seligmann's contributions to positive psychology and his theories on "authentic happiness" and P.E.R.M.A. Positive psychology is concerned with eudaimonia, "the good life" or flourishing, living according to what holds the greatest value in life – the factors that contribute the most to a well-lived and fulfilling life.
A Treatise of Human Nature
A Treatise of Human Nature (1738–40) is a book by Scottish philosopher David Hume, considered by many to be Hume's most important work and one of the most influential works in the history of philosophy. The "Treatise" is a classic statement of philosophical empiricism, skepticism, and naturalism. In the introduction Hume presents the idea of placing all science and philosophy on a novel foundation: namely, an empirical investigation into human nature. Impressed by Isaac Newton's achievements in the physical sciences, Hume sought to introduce the same experimental method of reasoning into the study of human psychology, with the aim of discovering the "extent and force of human understanding".
List of Fables characters
Having reformed from his violent ways, Bigby (a.k.a. the Big Bad Wolf) became the cigarette-smoking, trench coat-clad sheriff of Fabletown. He is extremely cunning and resourceful, in addition to being an excellent detective. Due to Snow White's possession of a lycanthropy-stained knife, he is now a werewolf and can change between wolf form, human form and an intermediate "wolfman" stage at will (in "The Great Fables Crossover", it is revealed that Bigby's nature as one of the North Wind's sons allows him to change forms at will). He is the son of the North Wind, and, as such, has control over the lower-tier winds, plus the "huff and puff" of legend.
The Dresden Files characters
"The Dresden Files", a contemporary fantasy/mystery novel series written by American author Jim Butcher, features a wide cast of characters. The book series was also made into a live-action television series which ran in 2007. Species: Human (Wizard) Description: Private investigator, Regional Commander of the White Council's Wardens, Knight of the Winter Court, Warden of Demonreach Prison  Harry Blackstone Copperfield Dresden is a wizard and the protagonist of the series. He works as a supernatural private investigator in Chicago, dealing with paranormal crimes and consulting for the Chicago Police Department.
Hookup culture
A hookup culture is one that accepts and encourages casual sexual encounters, including one-night stands and other related activity, which focus on physical pleasure without necessarily including emotional bonding or long-term commitment. It is generally associated with Western late adolescent behavior and, in particular, American college culture. The term hookup has an ambiguous definition because it can indicate kissing or any form of physical sexual activity between sexual partners. The term has been widely used around the world in every generation, for many years. It has also been called nonrelationship sex, or sex without dating.
1_Apprentice
It's true a perspective change can really help a situation. Do you know a lot about psychology?
0_Wizard
i had a high schools knowledge of psychology but even that has faded away. i loved psychology though especially cognitive psychology! but little fact about regret is in western socities adults have the highest regrets regarding their choice in education, so when making academic decisions choose wisely! 
In Western societies adults have the highest regrets regarding choices of their education.
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Regret
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Psychology
Psychology is the science of behavior and mind, including conscious and unconscious phenomena, as well as thought. It is an academic discipline of immense scope and diverse interests that, when taken together, seek an understanding of the emergent properties of brains, and all the variety of epiphenomena they manifest. As a social science it aims to understand individuals and groups by establishing general principles and researching specific cases. In this field, a professional or researcher is called a psychologist and can be classified as a social, behavioral, or cognitive scientist. Psychologists attempt to understand the role of mental functions in individual and social behavior, while also exploring the physiological and biological processes that underlie cognitive functions and behaviors.
Cognitive psychology
Cognitive psychology is the study of mental processes such as "attention, language use, memory, perception, problem solving, creativity, and thinking". Much of the work derived from cognitive psychology has been integrated into various other modern disciplines of psychological study, including educational psychology, social psychology, personality psychology, abnormal psychology, developmental psychology, and economics. Philosophically, ruminations of the human mind and its processes have been around since the times of the ancient Greeks. In 387 BCE, Plato is known to have suggested that the brain was the seat of the mental processes.
Educational psychology
Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.
Applied psychology
Applied psychology is the use of psychological methods and findings of scientific psychology to solve practical problems of human and animal behavior and experience. Mental health, organizational psychology, business management, education, health, product design, ergonomics, and law are just a few of the areas that have been influenced by the application of psychological principles and findings. Some of the areas of applied psychology include clinical psychology, counseling psychology, evolutionary psychology, industrial and organizational psychology, legal psychology, neuropsychology, occupational health psychology, human factors, forensic psychology, engineering psychology, school psychology, sports psychology, traffic psychology, community psychology, medical psychology.
Well-being contributing factors
Well-being is a much-studied topic in psychology, especially positive psychology. Related concepts are eudaimonia, happiness, flourishing, quality of life, contentment, and meaningful life. Central theories are Diener's tripartite model of subjective well-being, Ryff's Six-factor Model of Psychological Well-being, Corey Keyes' work on flourishing, and Seligmann's contributions to positive psychology and his theories on "authentic happiness" and P.E.R.M.A. Positive psychology is concerned with eudaimonia, "the good life" or flourishing, living according to what holds the greatest value in life – the factors that contribute the most to a well-lived and fulfilling life.
Regret
Regret is a negative conscious and emotional reaction to one's personal decision-making, a choice resulting in action or inaction. Regret is related to perceived opportunity. Its intensity varies over time after the decision, in regard to action versus action, and in regard to self-control at a particular age. The self-recrimination which comes with regret is thought to spur corrective action and adaptation. In Western societies adults have the highest regrets regarding choices of their education. Regret has been defined by psychologists in the late 1990´s as a "negative emotion predicated on an upward, self-focused, counterfactual inference".
Educational neuroscience
Educational neuroscience (or neuroeducation, a component of Mind Brain and Education) is an emerging scientific field that brings together researchers in cognitive neuroscience, developmental cognitive neuroscience, educational psychology, educational technology, education theory and other related disciplines to explore the interactions between biological processes and education. Researchers in educational neuroscience investigate the neural mechanisms of reading, numerical cognition, attention and their attendant difficulties including dyslexia, dyscalculia and ADHD as they relate to education.
1_Apprentice
Wow I had no idea, I can understand though since I regret my own education decisions. Can you tell me more about cognitive psychology?
0_Wizard
Cognitive psychology is the study of mental processes like attention, language use, perception, memory, problem solving, creativity, and thinking. It studies the brain very heavily. We learn where the parts of our brain that do what are. It is SO interesting.
Cognitive psychology is the study of mental processes such as "attention, language use, memory, perception, problem solving, creativity, and thinking".
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Cognitive psychology
partner_0_Cognitive_psychology
Cognitive psychology
Cognitive psychology is the study of mental processes such as "attention, language use, memory, perception, problem solving, creativity, and thinking". Much of the work derived from cognitive psychology has been integrated into various other modern disciplines of psychological study, including educational psychology, social psychology, personality psychology, abnormal psychology, developmental psychology, and economics. Philosophically, ruminations of the human mind and its processes have been around since the times of the ancient Greeks. In 387 BCE, Plato is known to have suggested that the brain was the seat of the mental processes.
Psychology
Psychology is the science of behavior and mind, including conscious and unconscious phenomena, as well as thought. It is an academic discipline of immense scope and diverse interests that, when taken together, seek an understanding of the emergent properties of brains, and all the variety of epiphenomena they manifest. As a social science it aims to understand individuals and groups by establishing general principles and researching specific cases. In this field, a professional or researcher is called a psychologist and can be classified as a social, behavioral, or cognitive scientist. Psychologists attempt to understand the role of mental functions in individual and social behavior, while also exploring the physiological and biological processes that underlie cognitive functions and behaviors.
Creativity
Creativity is a phenomenon whereby something new and somehow valuable is formed. The created item may be intangible (such as an idea, a scientific theory, a musical composition, or a joke) or a physical object (such as an invention, a literary work, or a painting). Scholarly interest in creativity involves many definitions and concepts pertaining to a number of disciplines: engineering, psychology, cognitive science, education, philosophy (particularly philosophy of science), technology, theology, sociology, linguistics, business studies, songwriting, and economics, covering the relations between creativity and general intelligence, mental and neurological processes, personality type and creative ability, creativity and mental health; the potential for fostering creativity through education and training, especially as augmented by technology; the maximization of creativity for national economic benefit, and the application of creative resources to improve the effectiveness of teaching and learning.
Mind
The mind is a set of cognitive faculties including consciousness, perception, thinking, judgement, language and memory. It is usually defined as the faculty of an entity's thoughts and consciousness. It holds the power of imagination, recognition, and appreciation, and is responsible for processing feelings and emotions, resulting in attitudes and actions. There is a lengthy tradition in philosophy, religion, psychology, and cognitive science about what constitutes a mind and what are its distinguishing properties. One open question regarding the nature of the mind is the mind–body problem, which investigates the relation of the mind to the physical brain and nervous system.
Neo-Piagetian theories of cognitive development
Neo-Piagetian theories of cognitive development criticize and build upon Jean Piaget's theory of cognitive development. The neo-Piagetian theories aim to correct one or more of the following weaknesses in Piaget's theory:  To correct these weaknesses of Piaget's theory, various researchers, who are known as neo-Piagetian theorists, produced models of cognitive development that integrate concepts from Piaget's theory with newer concepts from cognitive psychology and differential psychology. Initially, neo-Piagetian theorists explained cognitive growth along Piagetian stages by invoking information processing capacity as the cause of both development from the one stage to the next and individual differences in developmental rate.
Educational psychology
Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational psychology relies heavily on quantitative methods, including testing and measurement, to enhance educational activities related to instructional design, classroom management, and assessment, which serve to facilitate learning processes in various educational settings across the lifespan.
Attention
Attention is the behavioral and cognitive process of selectively concentrating on a discrete aspect of information, whether deemed subjective or objective, while ignoring other perceivable information. It is the taking possession by the mind in clear and vivid form of one out of what seem several simultaneous objects or trains of thought. Focalization, concentration of consciousness are of its essence. Attention has also been referred to as the allocation of limited processing resources. Attention remains a major area of investigation within education, psychology, neuroscience, cognitive neuroscience, and neuropsychology.