Edited by C. Nathan DeWall and David G. Myers Aimed at integrating cutting-edge psychological science into the classroom, Teaching Current Directions in Psychological Science offers advice and how-to guidance about teaching a particular area of research or topic in psychological science that has been the focus of an article in More
I was introduced to interdisciplinary research during my very first lab meeting in graduate school in 1991. Judith Rodin, my first advisor, was leading a MacArthur Foundation network on Health-Promoting and Health-Damaging Behaviors, including the role of stress. The network included diverse and broad thinkers such as neuroscientist Bruce McEwen More
For APS Fellow Irving Zucker, there really is a reason for the seasons — or at least the seasonal rhythms of mammals — and it’s melatonin. Zucker studies biological and behavioral rhythms generated by an internal timer set by environmental changes in day length. “The first reason [to study seasonal More
Neuroimaging—is it voodoo, new phrenology, or scientific breakthrough? See what the experts have to say in this special section on fMRI in Perspectives on Psychological Science Neuroimaging: Voodoo, New Phrenology, or Scientific Breakthrough? Introduction to Special Section on fMRI Ed Diener In response to the widespread interest following the publication More
In March of 2008, in a speech addressing contemporary racial tensions in America, then-Senator Barack Obama suggested that there is a “chasm of misunderstanding that exists between the races.” Could this be true? Is it more difficult for members of different races to understand each others’ emotions and intentions? Psychologist More
Understanding the concept of a “living thing” is a late developmental achievement. Early research by Jean Piaget, showed that kids attribute “life status” to things that move on their own (e.g. clouds or bikes) and even 10-year-olds have difficulty understanding the scope of a living thing. New research, supported by More
