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Random information on the term “Ego”:
The pronoun I /aɪ/ is the first-person singular nominative case personal pronoun in Modern English. It is used to refer to one’s self and is capitalized, although other pronouns, such as he or she, are not capitalized.
The grammatical variants of I are me, my, mine, and myself.
English I originates from Old English (OE) ic. Its predecessor ic had in turn originated from the continuation of Proto-Germanic *ik, and ek; the asterisk denotes an unattested form, ek was attested in the Elder Futhark inscriptions (in some cases notably showing the variant eka; see also ek erilaz). Linguists assume ik to have developed from the unstressed variant of ek. Variants of ic were used in various English dialects up until the 1600s.
Germanic cognates are: Old Frisian ik, Old Norse ek (Danish, Norwegian jeg, Swedish jag, Icelandic ég), Old High German ih (German ich) and Gothic ik and in Dutch also “ik”.
The Proto-Germanic root came, in turn, from the Proto Indo-European language (PIE). The reconstructed PIE pronoun is *egō, egóm, with cognates includingSanskrit aham, Hittite uk, Latin ego, Greek ἐγώ egō, Old Slavonic azъ and Alviri-Vidari (an Iranian language) اَز az.
Random information on the term “SELF”:
Attention is the behavioral and cognitive process of selectively concentrating on a discrete aspect of information, whether considered subjective or objective, while ignoring other perceivable information. It is a state of arousal. William James (1890) wrote that “[Attention] is the taking possession by the mind, in clear and vivid form, of one out of what seem several simultaneously possible objects or trains of thought. Focalization, concentration, of consciousness are of its essence.” Attention has also been described as the allocation of limited cognitive processing resources. Attention is manifested by an attentional bottleneck, in term of the amount of data the brain can process each second; for example, in human vision, only less than 1% of the visual input data (at around one megabyte per second) can enter the bottleneck, leading to inattentional blindness.
Attention remains a crucial area of investigation within education, psychology, neuroscience, cognitive neuroscience, and neuropsychology. Areas of active investigation involve determining the source of the sensory cues and signals that generate attention, the effects of these sensory cues and signals on the tuning properties of sensory neurons, and the relationship between attention and other behavioral and cognitive processes, which may include working memory and psychological vigilance. A relatively new body of research, which expands upon earlier research within psychopathology, is investigating the diagnostic symptoms associated with traumatic brain injury and its effects on attention. Attention also varies across cultures.