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Bringing Intelligence to Life
This talk will address (1) which factors in the life course contribute to intelligence differences in older age, and (2) how and why intelligence in childhood associates with life-course health, illness, and longevity. Many of the results are based on our follow-up studies of the Scottish Mental Surveys of 1932 and 1947, in which Scotland’s Council for Research in Education tested the intelligence of the whole nation, twice. We have used the data for two programs of work, in cognitive ageing and in cognitive epidemiology.
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Suicide: Where We Are, Where We’re Going, and What’s Keeping Us From Getting There
There is no area of research that brings a complex array of ethical issues into sharp focus more than conducting treatment trials when the focus is on decreasing suicidal behavior and preventing suicide. Historically, suicidal individuals have been excluded from treatment studies because their inclusion was thought to be unethical, unsafe, or too difficult to manage clinically. This presentation will discuss where the field of suicide intervention research started, the successes and failures we have encountered thus far, as well as the critical issues that still need to be addressed in order to move the field forward.
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Living in Pasteur’s Quadrant
How can psychological researchers balance the need to do basic science with their desire to be relevant to the questions and issues of their time? In his classic book‚ Pasteur’s Quadrant: Basic Science and Technological Innovation‚ Daniel Stokes proposes an answer. Cross-cutting two dimensions — a quest for understanding and considerations of use — Stokes offers four quadrants that capture the areas of scientific progress. Pasteur’s quadrant contains “use-inspired” research that enhances our basic understanding of scientific phenomena at the same time that it offers answers to practical‚ real-world problems.
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The Sense of Style
Let’s face it: Most academics are terrible communicators. Why do the world’s most cerebral people find it so hard to convey their ideas? And how can we learn to do better? I suggest that the sciences of mind and language can provide guidance. Thoughtful writers and teachers should begin with a clear idealization of the simulated scenario in which they are communicating with their audience. And they must overcome The Curse of Knowledge: the inability to imagine what it’s like not to know what they do know.
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Burnout Leaves its Mark on the Brain
Chronic stress seems to dampen people’s neurological ability to bounce back from negative situations—causing even more stress. Visit Page
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Weiß ich doch (I know!)
Süddeutsche Zeitung: In Arztpraxen und Krankenhäusern sind sie gefürchtet, im sonstigen Leben gelten sie als elende Nervensägen. Die Rede ist von Menschen, die immer Bescheid wissen, überall den Durchblick haben - und dies andere auch deutlich spüren lassen. Sogar wenn sie medizinischen Rat suchen, sagen solche Zeitgenossen dem Arzt, was er gleich bei ihnen finden wird und wie sie am besten behandelt werden sollten. Was diese selbsternannten Experten jedoch nicht ahnen: Im Gefühl ihrer eigenen Überlegenheit bemerken sie oft nicht, wie sie sich grandios überschätzen und gerade in Gebieten, in denen sie sich besonders gut auszukennen meinen, fulminant danebenliegen.
