Chapter 3
Consciousness
and the
Two-Track
Mind
PowerPoint®
Presentation
by Jim Foley
Homework
Start reading Chapter 5  pages 167-173
Answer the questions on p. 170
Chapter Topics
This chapter is concerned with:
 the quality our mental experience.
 the way that experience is affected by
the two tracks of mental experience.
 the way that experience is altered by
 sleep.
 hypnosis.
 psychoactive drugs.
Brain States and Consciousness
Topics to be aware of:
 Defining
Consciousness
 Having a “Dual-Track”
Mind
 Selective
Attention/Inattention
Consciousness is…
 alertness; being awake
vs. being unconscious
 self-awareness; the
ability to think about
self
 having free will; being
able to make a
“conscious” decision
 a person’s mental
content, thoughts, and
imaginings
To explore the nature of
consciousness, it helps to
first choose a definition.
Many psychologists define
Consciousness as:
“our awareness of
ourselves and our
environment.”
Aren’t animals aware of their
environment?
If so, is our awareness different?
Possibly, because we have
(uniquely?) a narrative experience
of that awareness.
Altered States and Forms of
Consciousness
Psychology’s Relationship to this Topic
Psychology was once defined
as “the description and
explanation of states of
consciousness.”
Now, consciousness is just
one topic among many for
psychologists.
Cognitive
neuroscience
allows us to
revisit this topic
and see how the
brain is involved.
Conscious vs. Unconscious Activity:
The Dual-Track Mind
Conscious “high” track:
our minds take deliberate
actions we know we are
doing
Examples: problem solving,
naming an object, defining a
word
Unconscious “low” track:
our minds perform automatic
actions, often without being
aware of them
Examples: walking, acquiring
phobias, processing sensory
details into perceptions and
memories
Example of Dual Processing: Sensation and Perception
Automatic processing:
Conscious “high” track
says, “I saw a bird!”
Unconsciously, we see
color, motion, form,
and depth.
Consequences of a Dual-Track
Conscious/Unconscious Mind
Blindsight
Selective
Attention
Selective
Inattention
 Inattentional
blindness
 Change blindness
 Choice blindness
Blindsight: two tracks of parallel processing
Case Study
A woman with brain
damage, but NO eye
damage, was unable to
use her eyes to report
what was in front of her.
BUT, she was able to use
her eyes to help her take
actions such as putting
mail in slots.
What are the two
mental “tracks” in this
case?
Describing the mail and
the slot:
the “high road,” or
conscious track, in this
case known as the
visual perception track
Judging size and distance
well enough to put the
mail in the slot:
the “low road,” or
unconscious, automatic
track, in this case known
as the visual action track
Selective Attention
 There are millions of bits
of information coming at
our senses every second.
 So, we have the skill of
selective attention; our
brain is able to choose a
focus and select what to
notice.
Selective Attention and
Conversation
 The good news: we can focus
our mental spotlight on a
conversation even when other
conversations are going on
around us. This is known as
the cocktail party effect.
 The bad news: we can
hyperfocus on a conversation
while driving a car, putting the
driver and passengers at risk.
Selective Attention:
what we focus on,
what we notice
Selective Inattention:
what we are not focused
on, what we do not notice
Selective inattention refers to our
failure to notice part of our
environment when our attention is
directed elsewhere.
Selective Inattention:
 inattentional blindness
 change blindness
Inattentional Blindness Videos
• Introduction
• https://www.youtube.com/watch?v=QbgT6vDrmU
• Street Directions
• https://www.youtube.com/watch?v=4HxtKgKrL8
• Basketball Video
• https://www.youtube.com/watch?v=vJG698U
2Mvo
Inattentional Blindness
 Various experiments show that when our attention is
focused, we miss seeing what others may think is
obvious to see (such as a gorilla, or a unicyclist).
 Some “magic” tricks take advantage of this
phenomenon.
https://www.youtube.com/watch?v=v3iPrBrGSJM
Change Blindness
The Switch
Two-thirds of people didn’t notice
when the person they were giving
directions to was replaced by a
similar-looking person.
By the way, did you notice
whether the replacement
person was in the same
clothes or different clothes?
Another state of consciousness:
Sleep and Dreams
Topics to Dream About
 Biological rhythms and
sleep
 Theories of why we need
sleep
 Sleep deprivation and
sleep disorders
 Why and what we dream
Daily Rhythms and Sleep
The circadian (“about a
day”) rhythm refers to the
body’s natural 24-hour cycle,
roughly matched to the
day/night cycle of light and
dark.
What changes during the 24
hours?
Over the 24 hour cycle, the
following factors vary, rising
and falling over the course of
the day and night:
 body temperature
 arousal/energy
 mental sharpness
“Larks” and “Owls”
Daily rhythms vary from
person to person and with
age.
General peaks in alertness:
 evening peak—20-year
old “owls”
 morning peak—50-year
old “larks”
Sleep as a State of Consciousness
When sleeping, are we fully
unconscious and “dead to
the world”?
Or is the window to
consciousness open?
Consider that:
 we move around, but how do
we stop ourselves from falling
out of bed?
 we sometimes incorporate
real-world noises into our
dreams.
 some noises (our own baby’s
cry) wake us more easily than
others.
How Do We Learn About
Sleep and Dreams?
 We can monitor EEG/brain
waves and muscle
movements during sleep.
 We can expose the
sleeping person to noise
and words, and then
examine the effects on the
brain (waves) and mind
(memory).
 We can wake people and
see which mental state
(e.g. dreaming) goes with
which brain/body state.
Sleep Stages and Sleep Cycles:
What is Measured?
Stages and Cycles of Sleep
Sleep stages refer to distinct patterns
of brain waves and muscle activity that
are associated with different types of
consciousness and sleep.
Sleep cycles refer to
the patterns of shifting
through all the sleep
stages over the course
of the night. We
“cycle” through all the
sleep stages in about
90 minutes on
average.
There
are
four
types
of
sleep.
Not yet asleep: Beta and Alpha waves
Alpha waves are the relatively slow brain waves
of a relaxed, awake state.
Falling asleep
 Yawning creates a brief boost in
alertness as your brain metabolism is
slowing down.
 Your breathing slows down.
 Brain waves become slower and
irregular.
 You may have hypnagogic (while
falling asleep) hallucinations.
 Your brain waves change from alpha
waves to NREM-1.
Non-REM Sleep Stages
Getting deeper into sleep…but not dreaming yet
NREM-1
NREM-2
NREM-3
REM Sleep
Eugene
Aserinsky’s
discovery
(1953):
dreams
occurred
during
periods of
wild brain
activity and
rapid eye
movements
[REM sleep].
What happens during
REM sleep?
 Heart rate rises and
breathing becomes rapid.
 “Sleep paralysis” occurs
when the brainstem blocks
the motor cortex’s
messages and the muscles
don’t move. This is
sometimes known as
“paradoxical sleep”; the
brain is active but the body
is immobile.
 Genitals are aroused (not
caused by dream content)
Stages of Sleep:
90 Minute Cycles During 8 Hours of Sleep
Duration of REM sleep increases the longer you remain asleep.
With age, there are more awakenings and less deep sleep.
Scientific Study of Sleep and Dreaming
ANIMATION
What
Happens
When We
Sleep
© 2012 John Wiley & Sons, Inc. All rights
reserved.
Tonight’s Homework
Reading Chapter 5  pages 173-177
Answer the questions on p. 177
PLEASE COMPLETE PARTS A & B
HOMEWORK WILL BE COLLECTED
But … why do we sleep?
NOVA: Why do we sleep? (13 min)
http://www.pbs.org/wgbh/nova/body/sleep.html
NOVA: What are dreams? (55 min)
https://www.youtube.com/watch?v=i539ynXmh-c
Why do we sleep?
What determines the quantity and rhythm of sleep?
The amount and
pattern of sleep
is affected by
biology, age,
culture, and
individual
variation.
Light and the
brain regulate
sleep, thanks to
the action of the
suprachiasmatic
nucleus,
decreasing
melatonin levels
when we see
light.
 Age: in general, newborns need 16 hours of
sleep, while adults need 8 hours or less
 Individual (genetic) variation: some people
function best with 6 hours of sleep, others with
9 hours or more
 Culture: North Americans sleep less than
others, and less than they used to, perhaps
because of the use of light bulbs
 The circadian rhythm is hard to shift (jet lag).
 This rhythm can be affected by light, which
suppresses the relaxing hormone melatonin.
Why do we sleep?
What does sleep do for us?
1. Sleep protected our ancestors from
predators.
2. Sleep restores and repairs the brain and
body.
3. Sleep builds and strengthens memories.
4. Sleep facilitates creative problem
solving.
5. Sleep is the time when growth
hormones are active.
Effects of
Sleep Loss/
Deprivation
Dumb:
impaired
concentration,
creativity, communication, and
Research
shows
that
memory;
moresleep
errors can
and less awareness of making errors
inadequate
Fat:
slowyou
metabolism,
decreased ghrelin (hunger), decreased
make
more likely
leptin
to: (suppresses appetite), increased cortisol
Sick: suppressed immune system, more likely to get sick from
 lose
brainpower.
exposure
to germs
Grumpy:
depressed
 gain
weight.mood, irritability
Old: alters metabolism and hormonal function in ways that mimic
 get sick.
aging such as high blood pressure and memory impairment
 be irritable.
 feel old.
Sleep Loss/Deprivation=Accident Risk
Accident
Frequency
Sleep loss results
in more accidents,
probably caused
by impaired
attention and
slower reaction
time.
Sleep Loss Effects
by Body System
Sleep Disorders
Are these people
dreaming?
 Night terrors refer to
sudden scared-looking
• Insomnia: persistent inability
behavior, with rapid
to fall asleep or stay asleep
heartbeat and
• Narcolepsy (“numb seizure”):
breathing.
sleep attacks, even a collapse
into REM/paralyzed sleep, at  Sleepwalking and
sleeptalking run in
inopportune times
families, so there is a
• Sleep apnea (“with no
possible genetic basis.
breath”): repeated awakening
These behaviors,
after breathing stops; time in
mostly affect
bed is not restorative sleep
children, and occur in
NONREM-3 sleep.
They are not
considered dreaming.
Sleep Hygiene:
How to Sleep Well
1. Turn the lights low and
turn all screens off.
2. Eat earlier, and drink less
alcohol and caffeine.
3. Get up at the same time
every day, avoid naps.
4. Exercise regularly, but not
in the late evening.
5. Don’t check the clock; just
let sleep happen.
6. Manage stress and anxiety.
Dreams
the stream of images, actions, and
feelings, experienced while in REM sleep
What We Dream About: the “hallucinations
of the sleeping mind”
 Dreams often include some negative event or
emotion, especially failure dreams (being
pursued, attacked, rejected, or having bad luck).
 Dreams do NOT often include sexuality.
 We may incorporate real-world sounds and other
stimuli into dreams.
 Dreams also include images from recent,
traumatic, or frequent experiences.
Weekend Homework
Read balance of Chapter 5
pp. 183  END
Answer questions for yourself.
Theories about Functions of Dreams
Theory
Explanation
Lacks any
Dreams provide a “psychic safety
scientific
support;
Wish fulfillment valve”; they often express otherwise
dreams may be
(Freud’s psycho- unacceptable feelings, and contain
interpreted in
analytic theory) both manifest (remembered) content
and a latent content (hidden meaning). many different
But why
do we
ways.
sometimes
Dreams help us sort out the day’s
Informationdream about
events and consolidate our
processing
This may
be
things
we have
memories.
true,not
but it
Regular brain stimulation from REM experienced?
does not
Physiological
The
sleep may help develop and
explain
why we
function
individual’s
preserve neural pathways.
experience
brain is
meaningful
REM sleep triggers impulses that
weaving
the
dreams.
Activationevoke random visual memories,
stories, which
synthesis
which our sleeping brain weaves
still tells us
into stories.
something
Does not
Dream
content
reflects
the
about
the
Cognitiveaddress
the
dreamers’
cognitive
dreamer.
developmental development—his or her
neuroscience of
theory
dreams.
knowledge and understanding.
Hypnosis
What we need you to focus
your attention on
 Defining Hypnosis
 What are some of the
powers and limits of
hypnosis?
 Hypnosis as socially
influenced behavior
 Hypnosis as divided
consciousness
A Possible State of Consciousness:
HYPNOSIS
Text definition: Hypnosis is a social
interaction in which one person (the
hypnotist) suggests to another (the
subject) that certain perceptions,
feelings, thoughts, or behaviors will
spontaneously occur.
Alternate definition: Hypnosis is
a cooperative social action in
which one person is in a state of
being likely to respond to
suggestions from another person.
 This state has been called
heightened suggestibility as
well as a trance.
 Controversy: does this social
interaction really require an
altered state of consciousness?
“Your arm
may soon
feel so
light that it
rises…”
Induction Into Hypnosis
Hypnotic induction, the
inducing of a hypnotic state,
is the process by which a
hypnotist leads someone
into the state of heightened
suggestibility.
The Highly
Hypnotizable
20 Percent
How do some people get so
hypnotized that they can have
A swinging watch no reaction to ammonia under
their noses?
and recitation of
the words “you are • These people seem to be
getting sleepy” are
more easily absorbed in
not necessary.
imaginative activities.
• They are able to focus and to
lose themselves in fantasy.
• The hypnotic induction
method may happen to work
just right.
Benefits of Hypnosis
for Some People:
What Hypnosis
Cannot Do:
With the help of posthypnotic
suggestions (carried out after
hypnosis session is complete),
people can:
 work when people
refuse to cooperate
 block awareness of pain,
even enough for surgery
without anesthesia
 reduce obesity, anxiety, and
hypertension
 improve concentration and
performance
 bestow
‘superhuman’
abilities or strength
 accurately boost
recall of forgotten
events (it is more
likely to implant
false recall)
Theories Explaining Hypnosis
Divided Consciousness Theory
Hypnosis is a special state of
dissociated (divided)
consciousness of our dual-track
mind.
Social Influence Theory
Hypnotic subjects may simply
be imaginative people who go
along with the “subject” role
they have agreed to play.
Drugs and Consciousness
Topics to digest, to expand
our consciousness
 When Drugs are a
problem: Criteria for
Tolerance, Dependence,
and Addiction
 Types of Psychoactive
Drugs:
 Depressants
 Stimulants
 Hallucinogens
 Biological, psychological,
and social-cultural
influences on drug use
Altering Consciousness
Drugs
Psychoactive drugs are
chemicals introduced
into the body which alter
perceptions, mood, and
other elements of
conscious experience.
Dependence/Addiction
 Many psychoactive
drugs can be harmful
to the body.
 Psychoactive drugs
are particularly
dangerous when a
person develops an
addiction or becomes
dependent on the
substance.
 Factors related to
addiction:
 tolerance
 withdrawal
 impact on daily life
of substance use
 physical and
psychological
dependence
Tolerance
Tolerance of a
drug refers to the
diminished
psychoactive
effects after
repeated use.
Tolerance feeds
addiction because
users take
increasing
amounts of a drug
to get the desired
effect.
Withdrawal
 After the benefits of a
substance wear off,
especially after tolerance
has developed, drug
users may experience
withdrawal (painful
symptoms of the body
readjusting to the
absence of the drug).
 Withdrawal worsens
addiction because users
want to resume taking
the drug to end
withdrawal symptoms.
Dependence
In physical
dependence,
the body has been
altered in ways
that create
cravings for the
drug (e.g. to end
withdrawal
symptoms).
In psychological
dependence,
a person’s resources
for coping with
daily life wither as
a drug becomes
“needed” to
relax, socialize,
or sleep.
Dependence
on a substance (or activity?)
 Tolerance: the need to use more to receive the desired
effect
 Withdrawal: the distress experienced when the “high”
subsides
 Using more than intended
 Persistent, failed attempts to regulate use
 Much time spent preoccupied with the substance,
obtaining it, and recovering
 Important activities reduced because of use
 Continued use despite aversive consequences
Depressants
Examples:
 alcohol
 barbiturates
 opiates
Depressants are chemicals
that reduce neural activity
and other body functions.
Effects of Alcohol Use
Impact on functioning
 Slow neural processing,
reduced sympathetic nervous
system activity, and slower
thought and physical reaction
 Reduced memory formation
caused by disrupted REM sleep
and reduced synapse formation
 Impaired self-control, impaired
judgment, self-monitoring, and
inhibition; increased accidents
and aggression
Chronic Use:
Brain damage
Barbiturates
Barbiturates are
tranquilizers--drugs that
depress central nervous
system activity.
 Examples: Nembutal,
Seconal, Amytal
 Effects: reducing
anxiety and inducing
sleep
 Problems: reducing
memory, judgment,
and concentration; can
lead to death if
combined with alcohol
Opiates:
Highly Addictive Depressants
 Opiates depress nervous
system activity; this
reduces anxiety, and
especially reduces pain.
 High doses of opiates
produce euphoria.
 Opiates work at receptor
sites for the body’s natural
pain reducers (endorphins).
Opiates are
chemicals such as
morphine and
heroin that are
made from the
opium poppy.
Stimulants
Stimulants are drugs which
intensify neural activity
and bodily functions.
Some physical effects of stimulants: dilated
pupils, increased breathing and heart rate, increased
blood sugar, decreased appetite
Examples of stimulants:
 Caffeine
 Nicotine
 Amphetamines,
Methamphetamine
 Cocaine
 Ecstasy
Caffeine
 adds energy
 disrupts sleep for 3-4
hours
 can lead to withdrawal
symptoms if used daily:
 headaches
 irritability
 fatigue
 difficulty
concentrating
 depression
Nicotine
The main
effect of
nicotine use is
ADDICTION.
Why do people smoke?
 Starting to smoke: invited
by peers, influenced by
culture and media
 Continuing: positively
reinforced by physically
stimulating effects
 Not stopping: after regular
use, smokers have difficulty
stopping because of
withdrawal symptoms such
as insomnia, anxiety,
distractibility, and irritability
Cocaine
What happens next?
 Euphoria crashes
into a state worse
 Cocaine blocks reuptake (and thus increases
than before taking
levels at the synapse of:
the drug, with
agitation,
 dopamine (feels rewarding).
depression, and
 serotonin (lifts mood).
pain.
 norepinephrine (provides energy).
 Users develop
tolerance; over
 Effect on consciousness: Euphoria!!! At
time, withdrawal
least for 45 minutes…
symptoms of
cocaine use get
worse, and users
take more just to
feel normal.
 Cycles of overdose
and withdrawal
can sometimes
bring convulsions,
violence, heart
attack, and death.
Methamphetamine
 Methamphetamine triggers the sustained release of
dopamine, sometimes leading to eight hours of euphoria and
energy.
 What happens next: irritability, insomnia, seizures,
hypertension, violence, depression
 “Meth” addiction can become all-consuming.
From 1998 to 2002: Extreme Makeover, Meth Edition
Ecstasy/MDMA
(MethyleneDioxyMethAmphetamine)
 Ecstasy is a synthetic stimulant that
increases dopamine and greatly
increases serotonin.
 Effects on consciousness: euphoria,
CNS stimulation, hallucinations, and
artificial feeling of social connectedness
and intimacy
What Happens Next?
 In the short run, regretted behavior, dehydration, overheating, and
high blood pressure.
 Make it past that, and you might have:
 damaged serotonin-producing neurons, causing permanently
depressed mood
 disrupted sleep and circadian rhythm
 impaired memory and slowed thinking
 suppressed immune system
Hallucinogens
LSD (lysergic acid diethylamide)
 LSD and similar drugs interfere with
serotonin transmission.
 This causes hallucinations--images
and other “sensations” that didn’t
come in through the senses.
Marijuana/THC (delta-9TetraHydroCannabinol)
 Marijuana binds with brain
cannabinoid receptors.
 Effect on consciousness:
 amplifies sensations
 disinhibits impulses
 euphoric mood
 lack of ability to sense satiety
Marijuana/THC:
What Happens Next?
 Impaired motor
coordination,
perceptual ability, and
reaction time
 THC accumulates in the
body, increasing the
effects of next use
 Over time, the brain
shrinks in areas
processing memory and
emotion
 Smoke inhalation
damage
Summary: Desired Effects of Drugs
Summary: Aversive Effects of Drugs
Prevalence of Drug Use in the
United States
Nicotine Use as of 2011:
26 percent of high school
dropouts smoke; 6 percent
of people with graduate
degrees smoke
Adolescent substance use
• Smoking/nicotine use usually begins before college,
in people who have friends that smoke
• Adolescent substance abuse varies by country and
ethnic group (low among African-American teens)
• Adolescents tend to overestimate substance abuse
by their peers; getting more accurate information
reduces risk of alcohol abuse.
• Risk of substance abuse is reduced by
– Information on long-term costs to short-term
pleasures
– Finding a sense of personal worth and purpose
– Building skills in resisting perceived peer pressure
What influences can lead to drug use?
What can turn drug use
into dependence?
 Biological factors: dependence in relatives,
thrill-seeking in childhood, genes related to
alcohol sensitivity and dependence, and
easily disrupted dopamine reward system
 Psychological factors: seeking gratification,
depression, problems forming identity,
problems assessing risks and costs
 Social influences: media glorification,
observing peers
Multimedia
ScienCentral News
Meditation Changes Brains (1:42)
Trying to juggle a busy work and family life can be
stressful. As this ScienCentral News video reports,
neuroscientists have new evidence that meditation
could help.
© 2012 John Wiley & Sons, Inc.
All rights reserved.
Multimedia
CyberPsych Animations
Mouse Party (10:00 – 15:00 minutes)
This animation, from the University of Utah, cleverly
teaches students how different psychoactive drugs
affect the brain and behavior.
Download worksheets for your students at link
below:
http://teach.genetics.utah.edu/content/addiction/m
ouseparty.html
What Happens When We Sleep (7:19)
This animation discusses life span changes in sleep,
the stages of sleep, the physiological and
psychological changes seen during the stages of
sleep. It also discusses what students can do to
improve their sleep.
© 2013 John Wiley & Sons, Inc.
All rights reserved.
Multimedia
Web Video
Ted Talks: Jessa Gamble: Our Natural Sleep
Cycle(4:01)
In today's world, balancing school, work, kids and more, most
of us can only hope for the recommended eight hours of
sleep. Examining the science behind our body's internal clock,
Jessa Gamble reveals the surprising and substantial program
of rest we should be observing.
The Big Think: An Interview with Shelby Harris,
Sleep Psychologist (24:03)
This engaging, fascinating interview supports and reiterates
much of the text information, but provides a great discussion
about the treatment of sleep disorders.
Depressants and Their Addictive Effect on the Brain
(6:26) This clip from The Mind shows what happens
biochemically in alcohol and drug addiction, and deals with
states of consciousness, addiction, and alcohol-related
abnormal behaviors.
© 2012 John Wiley & Sons, Inc.
All rights reserved.
Nova scienceNow: Why We Sleep (13.16)
We spend about one-third of our lives sleeping. Why?
Evidence is building that sleep may play a crucial role in
strengthening memories and facilitating learning, not just in
humans but in most animals. Scientists are peering into the
brains of dozing flies and rats to understand the connection
between sleep and memory. Host Neil deGrasse Tyson tests
his powers of learning on a virtual ski machine and a speed
typing exercise, and then catches some z's. He discovers that
it's not practice that makes perfect, but practice plus a good
night's sleep.
Brain Mechanisms of Pleasure and Addiction
(7:00) This clip from The Mind explores biological
motivation and addictive behavior, and takes the viewer
through scientists' work on brain stimulation.
Multimedia
Psychology on the Web
Mindful Awareness Research Center (17.56)
This podcast guides your students through a
complete meditation, providing useful instruction.
You can find a 5-minute meditation on the Chapter 2
PPT.
© 2012 John Wiley & Sons, Inc.
All rights reserved.
Multimedia
Web Video
We know that YouTube videos are less stable  . So we have not embedded them in the PPT
slide show, but offer the links, for your viewing pleasure at the end, on this page.
Montana Methamphetamine Project Ads (4:08)
Can You Be Hypnotized? (4:15)
In 2005 Montana ranked #5 in the nation for
methamphetamine use and 50% of foster care admissions
were meth-related. After this series of public-service
announcements was released Montana now ranks #39 and
teen meth abuse has decline by 63%. Share with your
students and discuss both methamphetamines effects and its
social consequences.
http://www.youtube.com/watch?v=QYlwSepW7Bs
This video demonstrates a quick and simple hypnotic
convincer to show how susceptible to hypnosis some people
are. Michael Watson discusses hypnosis and embedded
commands with a small group. He has them pretend they are
holding a balloon in one hand and a heavy bucket in the other.
Those whose hands rise when they imagine they are holding a
balloon and fall when they imagine when they are holding a
bucket are the most susceptible to being hypnotized. Have
your class follow his instructions from the beginning!
http://www.youtube.com/watch?v=21kPtjBtowE&feature=pla
yer_embedded%23at=102
Johnny Cash: Hurt (4:05)
In this powerful music video Johnny Cash sings an emotionally
raw and powerful song, set to historic film and photographs of
his younger self, that can be used to introduce a discussion of
addition. Lyrics are in comment section of slide #18.
http://www.youtube.com/watch?v=SmVAWKfJ4Go
© 2012 John Wiley & Sons, Inc.
All rights reserved.