Actors are a group of people rife for research opportunities because their profession requires that they remember vast amounts of ever-changing information — and recite that information at a moment’s notice. In a recent study in the journal Cortex, researchers Michael Kopelman (Kings College London) and John Morton (University College London) used the unique experiences of an actor with amnesia to better understand learning in individuals affected by the syndrome.
In the past 15 years, several studies have examined the impact of hippocampal and medial temporal damage on…
The US Department of Justice (DOJ) announced this week that it will formally integrate findings from psychological science into new training curricula for more than 28,000 DOJ employees as a way of combating implicit bias among law enforcement agents and prosecutors. The training program began rolling out Monday and is expected to continue through 2017.
Accumulated evidence from decades of psychological research has shown that even when individuals do not show outward bias toward individuals from certain groups, they often show evidence of implicit bias – or bias that influences behavior in subtle ways that operate outside of conscious awareness.
Research led by APS Past President Mahzarin Banaji (Harvard University), APS William James Fellow Anthony Greenwald (University of Washington), APS Fellow Jennifer Eberhardt (Stanford University), and other psychological scientists has revealed the…
Tags: Bias, Cognitive Processes, Cognitive Psychology, Criminal Justice, Decision Making, Implicit Association Test (IAT), Implicit Bias, Judgment, Law, Legal System, Psychological Science in the Public Interest, Stereotypes | 1 Comment »
Multisite research collaborations can lead to significant discoveries, but they are also a challenge for many reasons, including logistical ones.
The National Institutes of Health (NIH) have introduced a new policy to streamline one aspect of these valuable projects: Now, multisite, NIH-funded studies conducting the same experiment are required to use only a single institutional review board (IRB) to oversee the research.
This new policy begins May 25, 2017, and affects NIH-funded multisite studies which intend to use the same experimental protocol.
When a principal investigator submits a grant application, he or she will be expected to indicate that a single IRB (called an “sIRB” by NIH) will be used to oversee the research at all sites. Thus, this sIRB is expected to conduct the ethical review of the…
The way information is presented, or “framed,” when people are confronted with a situation can influence decision-making. To study framing, people often use the “Asian Disease Problem.” In this problem, people are faced with an imaginary outbreak of an exotic disease and asked to choose how they will address the issue. When the problem is framed in terms of lives saved (or “gains”), people are given the choice of selecting:
- Medicine A, where 200 out of 600 people will be saved
- Medicine B, where there is a one-third probability that 600 people will be saved and a two-thirds probability that no one…
Legendary APS William James Fellow Jerome Bruner passed away at the age of 100 on June 5, 2016. His groundbreaking contributions to cognitive, educational, and perceptual psychology have had transformative effects on the field as a whole, as well as effects on fields such as anthropology, neuroscience, and linguistics. Often considered a founder of the cognitive revolution, many of Bruner’s ideas seem almost intuitive now, but at the time, they challenged the basic principles of scholarship and education. Bruner pushed for teaching children fundamental structure over simple facts and advocated for educating children on any subject material at any stage in development as long as it was taught effectively and with gradually increasing difficulty.
In his seminal research, Bruner established the three modes of knowledge acquisition: enactive or action-based learning, iconic or image-based learning, and symbolic or language-based learning. In contrast…
Tags: Child Development, Childhood, Childhood Development, Cognitive ability, Cognitive Development, Developmental Psychology, Education, Educational, Educational Psychology, Infant Development, Language, Language Development | 2 Comments »