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The Perils of Adolescence
Adolescence is a perilous time of life. It’s a time of heightened risk taking—reckless driving, risky sex, excessive drug and alcohol use. For decades the prevalent view—the common wisdom of parenting manuals—was that teenagers feel invulnerable, immortal. They simply perceive less peril in dicey situations, and believe they have much more control than they actually do. In short, they underestimate life’s very real risks and dangers. But scientists who study adolescent decision making now dispute this common parenting wisdom. Teenagers do indeed underestimate risk—sometimes—but at other times they overestimate how risky and harmful a situation is.
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Are Corporations People, Too? Your Brain Seems to Process Them That Way
According to rulings from the U.S. Supreme Court, corporations are people, at least when it comes to certain legal rights such as free speech. While corporations may be people in the eyes of the law, a team of psychological scientists recently investigated whether corporations also register as people in the brain. Researchers Mark Plitt, Ricky Savjani, and David Eagleman of Baylor College of Medicine utilized neuroimaging technology to determine whether people unconsciously perceive corporations as inanimate objects or as people. “Little is known about how our brains process information about collective units such as corporations,” the researchers write in the journal Social Neuroscience.
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Thinking of God Makes People Bigger Risk-Takers
Reminders of God can make people more likely to seek out and take risks, according to research published in Psychological Science, a journal of the Association for Psychological Science. The findings suggest that people are
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Simple Maze Test Could Help Identify Drivers’ Accident Risk
A simple 3-minute test may accurately identify older drivers who are at heightened risk of serious accidents because of cognitive decline.
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EPP-APS Les Bases de l’Enseignement Efficace
Les Bases de l’Enseignement Efficace de la Psychologie Sandra Goss Lucas (Department of Psychology, University of Illinois, Urbana-Champaign) Douglas A. Bernstein (Department of Psychology, University of South Florida) Dans ce court article[1], nous proposons une série de suggestions pour aider les enseignants en psychologie à améliorer la qualité de leurs cours, à les reêndre plus faciles à enseigner et à rendre le processus d’enseignement plus efficace et agréable.
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EPP-APS L’Evaluation Améliore le Transfert de L’Apprentissage
L’Evaluation Améliore le Transfert de L’Apprentissage Shana K. Carpenter Current Directions in Psychological Science 2012 21: 279 DOI: 10.1177/0963721412452728 La version originale de cet article (en anglais) peut être trouvée ici: http://cdp.sagepub.com/content/21/5/279 Abstract Many studies have shown that retrieving information during a test facilitates later memory for that information. Most research on this testing effect has focused on retention of information measured via a final test that is similar to the initial test. Much less is known about the potential of testing to promote the application—i.e., transfer—of learning.
