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People Pick Gifts That Will “Wow” Rather Than Satisfy Recipients
Gift givers tend to focus on the “big reveal,” choosing the gift that will surprise and delight the recipient in the moment over the one that will bring long-term satisfaction.
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New Research From Psychological Science
Read about the latest research published in Psychological Science: Linguistic Synchrony Predicts the Immediate and Lasting Impact of Text-Based Emotional Support Bruce P. Doré and Robert R. Morris Emotional support is critical to well-being, but the factors that influence the effectiveness of such support are not completely understood.
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New Research From Psychological Science
Read about the latest research published in Psychological Science: The Common Time Course of Memory Processes Revealed John R. Anderson, Jelmer P. Borst, Jon M. Fincham, Avniel Singh Ghuman, Caitlin Tenison, and Qiong Zhang What happens in the short period of time during which someone retrieves a well-known fact? Anderson and colleagues used magnetoencephalography (MEG), a neuroimaging technique that allows the mapping of brain activity on a millisecond-by-millisecond basis, to identify the stages of generating answers from memory, their duration, and their brain location.
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When Moral Outrage Goes Viral, It Can Come Across as Bullying
People tend to view a social media comment that calls out offensive behavior positively, but not when it’s echoed by several other commenters.
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Young Adults Help Parents Instead of Friends When Forced to Choose
Findings from a risk-taking game show that, when forced to make a decision that benefits either a parent or a close friend, young adults are more likely to choose the parent.
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New Research From Psychological Science
Read about the latest research published in Psychological Science: Learning Efficiency: Identifying Individual Differences in Learning Rate and Retention in Healthy Adults Christopher L. Zerr, Jeffrey J. Berg, Steven M. Nelson, Andrew K. Fishell, Neil K. Savalia, and Kathleen B. McDermott People differ in their ability to learn new information, not only in how much and for how long they retain it but also in how quickly they learn. Zerr and colleagues tested the relationship between quickness of initial learning and long-term retention.