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Possible Answers:
HEART.
Last seen on: –Daily Boston Globe Crossword Thursday, March 2, 2023
NY Times Crossword 14 Jan 23, Saturday
Random information on the term “Fearlessness”:
Affect, in psychology, refers to the underlying experience of feeling, emotion or mood.
The modern conception of affect developed in the 19th century with Wilhelm Wundt. The word comes from the German Gefühl, meaning “feeling.”
A number of experiments have been conducted in the study of social and psychological affective preferences (i.e., what people like or dislike). Specific research has been done on preferences, attitudes, impression formation, and decision-making. This research contrasts findings with recognition memory (old-new judgments), allowing researchers to demonstrate reliable distinctions between the two. Affect-based judgments and cognitive processes have been examined with noted differences indicated, and some argue affect and cognition are under the control of separate and partially independent systems that can influence each other in a variety of ways (Zajonc, 1980). Both affect and cognition may constitute independent sources of effects within systems of information processing. Others suggest emotion is a result of an anticipated, experienced, or imagined outcome of an adaptational transaction between organism and environment, therefore cognitive appraisal processes are keys to the development and expression of an emotion (Lazarus, 1982).
Random information on the term “HEART”:
The curse of knowledge is a cognitive bias that occurs when an individual, who is communicating with other individuals, assumes that the other individuals have the background knowledge to understand. This bias is also called by some authors the curse of expertise.
For example, in a classroom setting, teachers may have difficulty if they cannot put themselves in the position of the student. A knowledgeable professor might no longer remember the difficulties that a young student encounters when learning a new subject for the first time. This curse of knowledge also explains the danger behind thinking about student learning based on what appears best to faculty members, as opposed to what has been verified with students.
The term “curse of knowledge” was coined in a 1989 Journal of Political Economy article by economists Colin Camerer, George Loewenstein, and Martin Weber. The aim of their research was to counter the “conventional assumptions in such (economic) analyses of asymmetric information in that better-informed agents can accurately anticipate the judgement of less-informed agents”.