-
How Reading Transforms Us
The New York Times: MOST writing seeks to influence you to think or feel how the author wants you to think or feel. The article you are reading now is no exception. We want you to think about certain things in a certain way. But there’s another kind of influence, not typically associated with writing, that works in a different fashion. Here, you don’t try to make people think or feel in any particular way. Instead, you try to get them to be themselves. As parents, for example, we urge our children to discover what will engage them, in a career perhaps, or in a relationship.
-
International Meeting of the Psychonomic Society
International Meeting of the Psychonomic Society May 5–8, 2016 Granada, Spain www.ps2016.org
-
Psychonomic Society’s 57th Annual Meeting
Psychonomic Society’s 57th Annual Meeting November 17–20, 2016 Boston, Massachusetts, USA
-
Psychonomic Society’s 56th Annual Meeting
Psychonomic Society’s 56th Annual Meeting November 19–22, 2015 Chicago, Illinois, USA www.psychonomic.org/annual-meeting Keynote Address: Asher Koriat, University of Haifa
-
The Myth of Comfort Food
The New York Times: Feeling sad or stressed? Put down that Oreo or bowl of mac ’n’ cheese and brace yourself for another bummer: The emotional healing powers of comfort food may be overrated. True, your mood will probably improve shortly after you eat your favorite high-carb hug, but no more so than if you’d eaten a granola bar — a pleasant enough choice, but hardly a fixture in that calorically elevated “comfort food” category. In a study published in the journal Health Psychology, researchers at the University of Minnesota found that even when you don’t soothe yourself with food, your mood will probably bounce back on its own.
-
Why Kids Won’t Quit Technology
The Atlantic: Smartphones, iPads, TVs, computers, video games. Technology is omnipresent, especially for young students. They just can’t get enough; one 2013 study found that college students check their digital devices for non-class purposes 11 times per day on average, and 80 percent of them admitted that the technology was distracting them from class. This has some educators and scientists concerned: Are students distracted because their brains are hard-wired for it after a lifetime of screens? Is there a cultural or behavioral element to the fixation that has infiltrated the classroom?
