Effect of Technology on Cognition

Effect of Technology on Cognition A variety of sources have expressed the view that newer technology and the Internet is having an effect on human cognition. Discuss this notion with reference to research in this area, clearly highlighting how the technology individuals are using on a daily basis could be affecting underlying cognitive processes. Modernisation in the last twenty years has led to broader and more efficient uses within the digital technological field. Developing away from radio usage and television, technology nowadays focuses on instant at hand concepts including smartphones, GPS and the Internet, using largely online methods to provide ease for individuals to function daily (Pettinger, 2012). The Internet, primarily used as a method just to share data, is now used as a method of keeping in contact, researching information, streaming media, playing games and much more (Joinson, 2003). The collaboration between humans and computers, as Rutkowska and Crook (1987) outline, is Human-Computer Interaction, where the technology being used acts as a remedial assistant, a teacher and a cognitive facilitator to advance and aid the individual. However, these technological aids that humans are so adapted to are seen to be affecting human cognition. Human cognition is used as an umbrella term for many mental workings and a ctive information processes, for example memory, perception, thinking and learning (Ashcraft, 2005). Neisser (1967) refers to human cognition as an acquisition of knowledge using perception, recall, retention and problem solving processes. Cognition can be conceptual or intuitive and it deals with the conscious and unconscious regulations of human processes to help humans interact within their daily lifestyles. Technology can provide ease to these demanding cognitive abilities but has also been debated to cause cognitive issues. This essay is therefore going to determine to what extent daily technological interactions are having on human cognition by exploring the cognitive improvements and limitations from using modern technology. Human contact with technology and the Internet today is more significant than ever, as immediate information is constantly at hand through smartphones and computers which are commonplace in part of western culture daily living (Nasi Koivusilta, 2013). As Wertsch and Rupert (1993) suggest, the tools used, such as the Internet, to mediate human cognition are culturally valued, important and impact modern life extensively. This technological impact on human cognition can be seen to be directly influencing memory, for example Sparrow, Liu and Wegner (2011) found that the use of search engines such as Google affected memory structures in individuals. People using search engines tended to forget information they felt would be externally available to them, and only retain information that wasn’t. They had used the search engine as an external memory store, which in turn created a more symbolic and connected relationship with the Internet. Wegner (1987) said this external memory plac ement takes the form of transactive memory, by which many people can access it, creating a social memory system that people rely on. However, research by Rahwan (2014) found that using Internet search engines as an external memory store did not extend or benefit memory, but instead only helped solve cognitive problems when using the search engines by facilitating spread of correct information. Furthermore, Nicholas et al. (2011) studied working memory in the Google generation, born after 1993, and those beforehand. Working memory was significantly weaker in the Google generation participants, suggesting that the use of Internet search engines as a method of external memory storage again did not benefit actual memory because memory was consequently being underused. The use of technology and specifically search engines that are readily available and used every day can therefore instead narrowing human working memory capabilities instead of extending them. The underuse of memory due to technological availabilities can be explained by the offloading effect. Cognitive offloading refers to displacement of cognitions onto technology that would otherwise take up room in the human brain (Dror, 2013). This concept is seen to increase brain capacity in terms of learning, where items can be placed into technology for extended use which frees up cognitive resources in the brain. But in the terms of memory, delegating information to cognitive tools leads to an underused working memory. Offloading is a simple method in which cognitive technology can supplement human cognition, and these cognitive tools are becoming cognitive partners (Dror Harnad, 2008). Online cognitive partners such as Global Positioning Systems (GPS) are used daily and show a prime example of how technology has replaced the simple human cognition of reading a map. There is little effort in punching in a postcode to get to a destination, whereas much more cognitive effort was u sed in planning out a trip using a map. It seems that in today’s modern world there is a greater use and reliance on cognitive technology than ever before. The dynamic function of human cognitive ability makes loosing that ability apparent if it is not used, for example the use of search engines are so heavily replied on that memory is not used as extensively and the effectiveness of working memory could therefore decrease. However operating with technology may also allow for improvements in cognition and in turn, benefit an easier lifestyle. Technology can been used to improve cognitive skills such as information processing and perception. Online gaming is vastly popular with the average gamer playing for around 8 hours a week and the impact it is having on cognition is apparent. Green and Bavelier (2012) observed that online computer game playing led to improvements in perceptual and cognitive tasks such as faster information processing. This is suggested to be due to the quick demanding nature of online games to help improve the speed at which game players must absorb information to make a decision. This type of testing during the playing of the game makes users employ their knowledge constructively, so it also benefits cognitive retention skills (Hagman, 1980). Furthermore, Schlickum, Hedman, Enochsson, Kjellin, and Fellà ¤nder-Tsai (2009) found that playing online computer games increased cognitive performance in medical students and Drew and Waters (1986) found increases in perceptual motor skills with older adults that played computer games. These studies suggest that the interaction with game playing positively affects human cognition because the physical engagement helps promote cognitive learning and maintenance, and sets a marker in which daily use with these items may in fact lead to further improvements in cognitive skills. However some research suggests otherwise. VanRavenzwaaij, Boekel, Forstmann, Ratcliff and Wagenmakers (2014) found that online game playing does not affect information processing and learning because perceptual learning is highly context-specific and transferring this knowledge to everyday life isn’t likely. This suggests that the abilities obtained from technology may not be able to be applied to human cognition in daily situations, which suggests that some daily technologies that are used may not be very useful. Nevertheless, in Van Ravenzwaaij et al. discussion they emphasise that research method disadvantages that may have enthused these findings. Interne t use has also been linked to improvements in certain cognitive skills. Johnson (2008) findings outlined a significant difference with frequent internet users and visual reasoning, compared to non-frequent internet users and verbal reasoning. This suggests that selective use of the internet is related to an enhanced cognitive capacity to manipulate visual imagery that could in turn benefit daily lifestyle by increasing visual awareness when finding new destinations and other visual manipulations. Internet users are more equipped to observing visual stimuli and can use this advantage in everyday life. Because newer technological advances create constant active engagement for users, daily communication is changing. Computers and the Internet now enrich people’s personal life because constant communication to friends and family is available, such as instant messaging, emails and phone calls. It is even possible to visually communicate with friends and family over the Internet. However, as Kirschner and Karpinski (2010) suggest, this constant daily distraction causes poor time management skills and a lack of concentration. Social networking service consumers (SNS) use these cognitive tools for procrastination that leads to a deficit in attention offline because attention is distributed across many different internet domains, such as Facebook, Twitter and YouTube. Junco (2012) found that students who multitask with SNS such as instant messaging and texting in classes generally had a lower grade point average than those who did not. This may be because the cognitive tools used t o remain in contact socially are distracting and a ‘withdrawal’ mechanism from the real world, which in turn affects attention and learning processes. However, Benway (1999) observed how attention can be manipulated when the individual is still online. Benway found that the numbers of signups for employees on a training programme online were low and this was because people couldn’t find the relevant link. It was in a colourful banner at the top of the page but the employees failed to notice it. This research demonstrates that even in the confines of the Internet, attention can still be affected and particular areas of the webpage can act as a distractor. However, the use of SNS, can be used as a progressive tool for human cognition. Alloway, Horton, Alloway and Dawson (2013) investigated adolescent use of social media by comparison against tests of working memory, verbal ability and academic achievement. Findings suggests that Facebook users had in fact increased levels of cognition in areas such as verbal ability and working memory, and this suggests that SNS have a positive effect on human cognition because experience with the process of writing and reading statuses and articles and recalling what was seen on socially constructed networks promotes cognitive function. This is not to say that there may not be an overuse of SNS tools in today society, as a lot of relationships and shared information takes place online, it is hard to distinguish to what point social media reliance is too much. Nevertheless, the overlapping use of different Internet domains that individuals use daily presents a wider spread of available individual concepts that can be connected to create cognitive schemas of knowledge, and relates to the idea of transactive memory. The promotion of cognitive function by using technological tools is seen to be increasing knowledge. Young (2005) suggests that the knowledge gained from the use of tools such as the Internet results from the complex interactions between the individual, the cognitive tool and society. She suggests a model called the Internet-Mediated learning model whereby relations between the daily use of technology and the individual are explained. The Internet is socially constructed to present collected social views on SNS such as Facebook and Google that an individual can either agree with and absorb to form new knowledge, or discredit. More importantly, the technology used in schools every day is also promoting the acquisition of knowledge in students. Kinzer and Leu (1997) found that the use of technology by using multimedia presentations helped students retain a better understanding of lessons, compared to learning from books on their own. Improvements in the student’s formations of c oncepts, ideas and comprehensive writing skills suggest that operating with technological tools can reiterate and reinforce information for learning. Martinez-Lage, (1997) suggests the reasons for the increased knowledge and memory retention the students portrayed was due to the enhancing efficiency of the multimedia demonstrations creating stronger memory links. Digital technologies can also be accessed again immediately through methods such as playbacks to provide the observer with an immediate renewal of the material that can refresh working memory. This research demonstrates the effective use of technological tools for learning and supports the increase of technology within educational settings. Nonetheless, there are issues that relate to the amount of reliance placed on using technology in such fields because a lot of learning is now conveyed through online methods instead of through books, considerations about where the line shall be drawn should be taken. Overall, new technology is increasing and it is having an increasing effective on cognition. Technology is serving as a tool for the promotion of cognitive abilities such as memory, learning and information processing. New technology such as Internet search engines can influence memory by playing the part of an external memory store that subsequently frees up room for cognitive processes and allows instant reviewing, termed offloading. However the underuse of the working memory has also led to worries over deterioration and loss of such a function if technology keeps increasing and allowing for such passing off of cognitive abilities. The cognitive functions could become lazy. However, technology such as Gaming has led to faster information processing due to quick decision making on the games which provides cognitive development and maintenance. Promoting knowledge using technology in classes and in educational settings also suggests that technology is encouraging cognitive developme nt. Finally, SNS do serve to a disadvantage to attention as they act as distractors on a daily basis within many settings. Nevertheless, the future of technology is clear in that it will keep increasing and occupying daily lifestyles and therefore, human cognition.

Unfounded Stereotypes and Stereotyping at State University Essay exampl

Unfounded Stereotypes at State University Choosing a college major is often a difficult and distressing task for many students. Most individuals attend college to obtain a career that will lead to wealth and success. When deciding on a major, students consider their main interests as well as the opportunities offered by particular fields of study. Many of these young adults, however, never consider that the decisions they make can determine their "status" at a university and can be the source of many generalizations by peers. Especially at the State University, certain majors are believed to be more credible than others. For example, those found in the fields of mathematics and science are perceived to be highly difficult and time consuming, and therefore command a great deal of respect in the college arena. On the other hand, majors found in Arts and Letters and Business are deemed to be quite a bit easier, less stressful, and as a result are often scorned. Because of these stereotypes, students of Arts and Letters and Busi ness command much less respect in the university and receive much less credit for academic accomplishments. In order to eliminate unfounded stereotypes, all majors at Notre Dame should be equally regarded because they reflect a student's interests and strengths rather than define his or her identity and intelligence. Upon arrival at the State University for freshman orientation, students are immediately sorted into categories. One's dorm provides the initial identity as students march to countless events chanting the cheers that have been handed down from upperclassmen. However, these stereotypes are all in fun and are rather temporary as the welcomes fade and all begin to feel a part of the student bo... ...etitive learning environment in which students would choose their majors based on their own interests and needs and would refrain from making so many judgments about the fields of their peers. While the solutions are not clear, the goals are, and once achieved would lead to a more enlightened community. Works Cited Bundick, Rachel. Personal Interview. 19 November 1998. Clayton, Mark. "Big Majors on Campus." Christian Science Monitor March. 1998: 1-6. Â   Gardner, H. Multiple Intelligences: The Theory in Practice (169). New York: Basic Books (1993). Â   "How to Pick a College Major." USA Today Magazine Sept. 1997: 1-2. Â   Orndorff, Robert M., and Edwin L. Herr. "A Comparative Study of Declared and Undeclared College Students on Career Uncertainty and Involvement in Career Development Activities." Journal of Counseling & Development July, 1996: 1-17.

Female Education Essay

Napoleon once said â€Å"Give me an educated mother and I will give you an educated nation. † This statement is enough to prove the importance of female education. Allah has created both man and woman equally. They are like the two sides of a coin. One is incomplete without the other. So, education cannot be the only possession of a single class or sex. Rather, it should be imparted equally to both men and women. Our religion has also made education compulsory for all. In the past, our women folk were confined within the four walls of home. Parents did not allow them to receive education and to participate in any outside work. Early marriage, religious misinterpretation and the narrowness of our outlook were mainly responsible for this. Parents thought it waste of time and money to educate their girls. They did not understand that if girl children were educated they could be as competent as male children. As our women folk constitute almost half of our total population, no real development is possible keeping them uneducated. On the other hand, an educated mother plays a very important role in making and shaping the character of her children. She knows well how to bring up her children, to educate them and to make them worthy. In domestic life, she can also extend her helping hand to her husband. So, there is no alternative to female education. It is a matter of great delight that women have started to come out of their cocoons. Being educated, they are joining a wide range of professions. They have been able to prove their abilities. So, the disadvantages of early marriage and religious misinterpretation must be removed. Our outlook about women must be changed. More schools and colleges for girls should be set up to spread female education. Recently the scenario of female education has started to change. Many socio-economic factors are responsible for this change. All possible facilities of female education have been extended. Education for girls up to degree level has been made free with a monthly stipend. This encourages them to continue their education. We should remember that only educated women can change the picture of our society. So, all of us should come forward to spread female education. The overall state of female education in Bangladesh is not yet satisfactory. In the past, women were in the boundary of their houses. They usually spent their time doing their household chores. They were deprived of education. But the situation has been changed now. Now-a-days, they are admitting into schools, colleges and universities. The rate of literacy in our country is about 60% whereas female literacy is about 40%. Female education is necessary for getting an educated nation. Because, an educated mother can give an educated nation. There are many advantages of female education. A child will never remain illiterate if his/her mother is educated. An educated woman can play various roles in the family. She can impart himself in different business and jobs. As a result, she can contribute to the family income. However, government should do something more to educate the female. â€Å"No need girl’s education, they are born only for taking care of their families†- this idea was stereotype in the early past of Bangladesh. The birth of a boy child was a blessing for the parents and a girl child was like a curse. It is a surprising matter that a girl child also comes like a boy child from mother’s womb and father’s blood but still that child is unexpected to her parents. In reality, a father and mother can never hate their children. Actually, the society made the rule to neglect the girl children. As Bangladesh is considers as a Muslim country, most of its population are Muslim. The Bangladeshi people thought that their religion had ordered them to keep their women and female children inside the house and keep them in safe. As a result, the parents always wanted a male child to earn for the family and protect their old age. From a theological research, it has found that the beliefs which were followed by our ancestors were based on wrong concepts. The holy books actually suggested keeping women in safe, not to confine them into four walls where they do not have any liberty. These books also suggested that a woman can even participate in the warfare if she is able to protect herself. Very slowly but the people started to change their mentality when they were becoming educated and started realizing that it was useless to achieve success without women as a mother is the first teacher of a child. If a mother is illiterate there is much possibility that the child will be uneducated. To cure this problem, Begum Rokeya, the pioneer of giving the light of education to the Muslim Bengali girls. This social movement of educating girls was very slow and at that time people were against of this blessed work. She kept patience and opened a girls’ school. She made people to understand about the benefit of the girl’s education by giving the religious points. Though it took time to convince people, it worked. People understood the necessity of the girls’ education and started sending their daughters into the school. This idea was so effective because a nation can have more achievements if the entire nation works together for success, not the half of the nation. The government also realized that this is an innovative idea and so the†¦ â€Å"It is the height of selfishness for men, who fully appreciate in their own case the great advantage of a good education, to deny these advantages to women. There is no valid argument by which the exclusion of the female sex from the privilege of education can be defended. It is argued that women have their domestic duties to perform and that, if they were educated, they would bury themselves in their books and have little time for attending to the management of their households. Of course, it is possible for women as it is for men to neglect work in order to spare more time for reading sensational novels. But women are no more liable to this temptation than men and most women would be able to do their household work the entire better for being able to refresh their minds in the intervals of leisure with a little reading. Nay, education would even help them in the performance of the narrowest sphere of womanly duty. For education involves knowledge of the means by which health may be preserved and enable a mother to consult such modern books as will tell her how to rear up her children into healthy men and women and skillfully nurse them and her husband, when disease attacks her household. Without education she will not be averse to listen, with fatal results, to the advice of superstitious quacks that pretend to work wonder by charms and magic. But, according to higher conception of women’s sphere, women ought to be something more than a household drudge. She ought to be able not merely to nurse her husband in sickness but also to be his companion in health. For this part of her wifely duty, education is necessary, for there cannot be congenial companionship between an educated husband and an uneducated wife who can converse with her husband on no higher subject than cookery and servant’s wages. Also, one of a mother’s highest duties is the education of her children at the time when their mind is not amenable to instruction. A child’s whole future life, to a large extent, depends on the teaching it receives in early childhood and it is needless to say that this first foundation of education cannot be well laid by an ignorant mother. On all these grounds female education is a vital necessity. Gender inequality in education is extreme. Girls are less likely to access school, to remain in school or to achieve in education. Education helps men and women claim their rights and realise their potential in the economic, political and social arenas. It is also the single most powerful way to lift people out of poverty. Education plays a particularly important role as a foundation for girls’ development towards adult life. It should be an intrinsic part of any strategy to address the gender-based discrimination against women and girls that remains prevalent in many societies. The following links will further explain the necessity of girls’/women’s education. Education is a right Cultural changes Better health and awareness Poverty reduction Education is a right Everybody has the right to education, which has been recognised since the Universal Declaration of Human Rights (UDHR) in 1948. The right to free and compulsory primary education, without discrimination and of good quality, has been reaffirmed in all major international human rights conventions. Many of these same instruments encourage, but do not guarantee, post-primary education. These rights have been further elaborated to address issues like quality and equity, moving forward the issue of what the right to education means, and exploring how it can be achieved. As a minimum: states must ensure that basic education is available, accessible, acceptable and adaptable for all. (4A scheme) The right of girls to education is one of the most critical of all rights – because education plays an important role in enabling girls and women to secure other rights. Cultural changes Cultural and traditional values stand between girls and their prospects for education. The achievement of girls’ right to education can address some of societies’ deeply rooted inequalities, which condemn millions of girls to a life without quality education – and, therefore, also all too often to a life of missed opportunities. Improving educational opportunities for girls and women helps them to develop skills that allow them to make decisions and influence community change in key areas. One reason for denying girls and women their right to an education is rarely articulated by those in charge: that is their fear of the power that girls will have through education. There is still some resistance to the idea that girls and women can be trusted with education. Education is also seen in some societies as a fear of change and now with globalization, the fear becomes even greater- fear to lose the cultural identity, fear of moving towards the unknown or the unwanted, fear of dissolving in the many others. Better health Basic education provides girls and women with an understanding of basic health, nutrition and family planning, giving them choices and the power to decide over their own lives and bodies. Women’s education leads directly to better reproductive health, improved family health, economic growth, for the family and for society, as well as lower rates of child mortality and malnutrition. It is also key in the fight against the spread of HIV & AIDS. Poverty reduction Educating girls and women is an important step in overcoming poverty. Inequality and poverty are not inevitable. â€Å"The focus on poverty reduction enables the right to education to be a powerful tool in making a change in the lives of girls and women. Poverty has been universally affirmed as a key obstacle to the enjoyment of human rights, and it has a visible gender profile. The main reason for this is the fact that poverty results from violations of human rights, including the right to education, which disproportionately affect girls and women. Various grounds of discrimination combine, trapping girls in a vicious downward circle of denied rights. Denial of the right to education leads to exclusion from the labour market and marginalisation into the informal sector or unpaid work. This perpetuates and increases women’s poverty. † Education is one of the basic human rights. Every human being has the right to be enlightened by the light of knowledge. But like other issues of our society, a gender inequality exists in receiving education which is enacted to the females. This unwanted practice is continuing still in our society and hinders the progress of our nation. In our country, because of some old superstitions and customs, girls are deprived from many facilities which are cashed in on by males. Education is one of those. The parents think not to invest money to their female children rather than to the males. And that’s why; women of our country still can’t lead a solvent, secured, independent life. A woman without any education can’t use her skills and brain in a proper way. Because of educational ignorance, she can’t differentiate the right and wrong and take any decision correctly. She can’t use the chances to uplift her condition. She can’t nurse her family and children properly. In total, an uneducated woman leads a disorganized life. These awful facts affect the society decisively. Almost half of the population remains inoperative, unskilled, and slapdash. It lags behind the whole nation economically, academically, commercially which will suffer the future generation. If the women-folk is educated, they can utilize their skill, knowledge and work hand in hand with men in all programs of development. They can be self-employed and be a source of man power by which they can support their family financially. They can analysis any situation and take the right decision and influence her family and society in the key areas through their useful thoughts. They will be conscious about early marriage, family planning, maternal mortality rate, child mortality etc. Besides, if a woman is educated, she can take care of her children perfectly. A mother exercises an undeniable influence in the formation of children’s character and shaping their future destination. Once Napoleon said, â€Å"Give me†¦ [continues] Essay Introduction: The history of progress of the human race is the history of education. Hence it is necessary for every person, man or woman, to be educated. The hand that rocks the cradle rules the world. Women should be educated like men; otherwise there can be no peace or no progress. If you yoke an unbroken (untrained) horse with highly trained one, the carriage will be dashed to pieces sand the occupants’ lives will be destroyed. The family peace cannot be preserved with such ill-matched life-long companions. Need for Female Education: Napoleon was once asked what the greatest need of France was. He answered â€Å"Motherland’s National progress is impossible without trained and educated mothers. † If the women in any country are not educated about half the people in that country will be ignorant. The result is that such a country will not be able to go along with other nations in development and progress. A Controversy: There is a great controversy going on in India whether women should receive higher education or not. Orthodox people are in favor of female education, but they are opposed to given them high education. But this view does not sound well. If women are mentally fit to receive higher education there seems to be no reason why they should not be allowed to develop their mental faculties. There is other group of liberal people which in favor of the female education. To give them only the rudiments of knowledge while they are eager for advanced studies is to condemn them to a place of inferiority. Duties of Woman: A woman has to play three distinct parts in the course of her life in each of which certain duties are expected of her. If she is able to do these well she is worthy of being called perfect woman. It is only by the help of education that she can hope to be able to do them satisfactorily. The first duty of a woman is to be a good daughter. The second is to be a good wife. And the third is to be a good mother. Education†¦ [continues] Male Female Education Different people have different ideas and opinions as to whether it is more important to educate boys or girls. Some believe that the education of boys is more important than that of the girls, and meanwhile others disagree. In reality, the choice depends on what country, culture, or society we are talking about. In many nations including many Asian countries, tradition demands that men provide the family with income, food, clothing, etc., and women perform the usual household business such as cooking, cleaning, washing, and taking care of children. In such societies it seems logical that there is more stress on the priority of men’s education rather than women, since it is the male that requires the needed education to succeed, survive, and thrive. It is perceived in these countries that education is not of vital importance to women since they â€Å"are not† supposed to work outside the house, and that their primary duty is to take care of the family and kids. However in modern societies and nations, the situation differs. Now days more countries are inclined towards modernization. The general moral philosophy of these nations is equality amongst men and women; therefore, this means equal business, industrial, and occupational opportunities for both the men and women. Based on these facts, it is vital to put of equal stress on the education of men and women for this will insure that females and males perform their tasks professionally and adequately. In my opinion, the edification of men and women has to be equally emphasized because today’s technological and economical advanced world require fully educated, experienced, and versatile citizens regardless of their gender. And this can be only achieved through sufficient education of both men and women. The importance of today’s society is to improve the reaction time interview tested techniques of the oriental and occidental countries and continents. [continues].

Art as a Reflection of Social Tre Essay - 1746 Words

Art as a Reflection of Social Trends Art is something which can be analyzed to give deeper insight as to the common values and beliefs shared by the members of a certain society. Regardless of the place of origin or the time period of a form of art, it will always be a reflection of the social structure in which its creator/s lived. However, the way the artist perceives the culture common to his time period is very relative. People pertaining to a higher social class had different values and ideologies than members of a lower class. This different view of life can be seen very clearly in individual forms of art such as painting and music. These specific forms of artistic expression required very little money, thus could be exercised†¦show more content†¦The architecture would change drastically, since it is normative art and the new rulers would enforce their own norms and rules. The painting would also change, however less drastically than more official forms of art. This more gradual change could be attribut ed to the individuals of the country who still retained the old values and customs. These same influences on art would take place if nobility of another country married into the royal family, and was then given heir to the throne. The change would be just as drastic, but departure from old ideologies would be encouraged instead of enforced. In the case of Arab influence in Spain during the eighth century, it was not an invasion rather a gradual settling of this other culture in Spains borders. The change was brought about by the affect this outside influence had on the people of Spain. The new ideas and forms of artistic expression were exciting and intriguing to Spaniards, and eventually they adopted these ideas as their own. The change was seen in all forms of art, especially in the new arches and vivid colors used in Arabic architecture. Any time a new way of life makes itself present in a society, it has an affect on the art. Usually this change is seen mostly in architecture an d sculpture, while painting follows behind. The two cultures can also mix together and give rise to a new form of hybrid artistic expression. This mixing of ideas and beliefsShow MoreRelatedLatin American Authors Influence On Mexican Culture1698 Words   |  7 Pagesinternal and self-reflective or public. This was also one of the primary aims of the Mexican Muralist Movement which started to gain momentum in the 1920’s after the armed phase of the Mexican Revolution had finished. The three artists know as Los tres grandes were the most well-known and arguably most important painters of the movement. The trio were also politically active (they were all member of the Partido Comunista Mexicano), with Siqueiros founding the critical newspaper El machete to whichRead MoreChicano Murals in Los Angeles3931 Words   |  16 PagesMurals are the quintessential public art embodying the spirit of the community in which they are created. 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ISBN 978-1-4399-0269-1 (cloth : alk. paper)—ISBN 978-1-4399-0270-7 (paper : alk. paper)—ISBN 978-1-4399-0271-4 (electronic) 1. History, Modern—20th century. 2. Twentieth century. 3. Social history—20th century. 4. World politics—20th century. I. Adas, Michael, 1943– II. American Historical Association. D421.E77 2010 909.82—dc22 2009052961 The paper used in this publication meets the requirements of the American National Standard