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New Research From Psychological Science
Read about the latest research published in Psychological Science: A Thousand Words Are Worth a Picture: Snapshots of Printed-Word Processing in an Event-Related Potential Megastudy Stéphane Dufau, Jonathan Grainger, Katherine J. Midgley, and Phillip J. Holcomb Several large-scale studies of word recognition have been performed; however, these studies have been behavioral in nature and have not focused on the timing of component processes involved in reading. Participants completed a 960-word go/no-go lexical decision task while researchers collected electroencephalogram (EEG) data.
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Teens’ Cellphone Use Mirrors Their Offline Lives
Researchers find that teenagers’ online lives closely resemble their offline experiences, but bullying is one area where the digital age may be introducing new risks.
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A “Council of Psychological Science Advisers” Tackles Pressing Policy Issues
Some of the most urgent issues that American society faces today -- including obesity, consumer debt, risk of terrorism, and climate change -- are fundamentally influenced by decision making and behavior at both the individual and institutional levels. Despite this, policymakers have only recently begun to capitalize on insights from research in the behavioral sciences in developing policies that address these issues. A special section in Perspectives on Psychological Science, a journal of the Association for Psychological Science, underscores how findings from behavioral science can provide actionable solutions to societal problems. The special section, edited by Bethany A.
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Information Is Contagious Among Social Connections
Advanced computer modeling shows that the memory of one individual can indirectly influence that of another via shared social connections in large groups.
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New Research From Psychological Science
Read about the latest research published in Psychological Science: The Foundations of Literacy Development in Children at Familial Risk of Dyslexia Charles Hulme, Hannah M. Nash, Debbie Gooch, Arne Lervåg, and Margaret J. Snowling Studies examining typically developing children and children at risk for dyslexia have found that variation in early language skills relates to differences in later reading ability. The current study examined the impact of early language skills on later reading comprehension in children who were or were not at risk for language impairments.
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Mixed-Age Classes Hinder Kids’ Academic Progress in Head Start
Most Head Start classrooms serve children of mixed ages and that may limit the academic growth of older children, according to new research to be published in Psychological Science, a journal of the Association for Psychological Science. Researchers found that 4-year-olds in Head Start classrooms that included higher concentrations of 3-year-olds were up to five months behind in academic development compared with their peers in classrooms that had fewer younger children. As of 2009, about 75 percent of all Head Start classrooms were mixed-age. Head Start is a federal preschool program that promotes the school readiness of children in low-income families from age 3 to age 5.