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Framing Time in Days, Not Years, Could Spur Action Toward Goals
Measuring time in days instead of months, or months instead of years, can make future events seem closer and thus more urgent.
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Online ‘Mindset’ Interventions Help Students Do Better in School
Brief web-based interventions with high school students can produce big results in their schoolwork and their appreciation of a positive, purposeful mindset, according to new research published in Psychological Science, a journal of the Association for Psychological Science. "Two interventions, each lasting about 45 minutes and delivered online, raised achievement in a large and diverse group of underperforming students over an academic semester," wrote Gregory Walton, an assistant professor of psychology at Stanford University, along with his colleagues.
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Ambiguous Situations Make It Easier to Justify Ethical Transgressions
Two experiments show that people are apt to cheat in favor of their self-interest but only when the situation is ambiguous enough to provide moral cover.
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New Research From Psychological Science
Read about the latest research published in Psychological Science: Failing to Forget: Inhibitory-Control Deficits Compromise Memory Suppression in Posttraumatic Stress Disorder Ana Catarino, Charlotte S. Küpper, Aliza Werner-Seidler, Tim Dalgleish, and Michael C. Anderson People with posttraumatic stress disorder (PTSD) often experience intrusive memories and flashbacks; however, research has suggested that, to different degrees, people are able to voluntarily suppress these types of unwanted memories. People with and without PTSD who had experienced a past trauma completed a think/no-think task in which they studied cue images paired with traumatic scenes.
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Science of Learning Can Help Parents, Developers Grade Educational Apps
A comprehensive research report provides an evidence-based guide that parents, educators, and app designers alike can use to evaluate the quality of so-called “educational” apps.
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Students’ Family Income Linked With Brain Anatomy, Academic Achievement
Many years of research have shown that for students from lower-income families, standardized test scores and other measures of academic success tend to lag behind those of wealthier students. A new study led by researchers at MIT and Harvard University offers another dimension to this so-called “achievement gap”: After imaging the brains of high- and low-income students, they found that the higher-income students had thicker brain cortex in areas associated with visual perception and knowledge accumulation. Furthermore, these differences also correlated with one measure of academic achievement — performance on standardized tests.