Podcasts about Developmental science

Claudia Gold, M.D. is a developmental pediatrician who has just published her fifth book Getting to Know You: Lessons in Early Relational Health From Infants and Caregivers. She has previously been on this podcast when we talked about her book The Developmental Science of Early Childhood (2017). Dr Gold discusses how early infant-caregiver relationship serve as a prototype for all the relationships that follow. She talks about the importance of just observing your infant and that relationships are always messy. As a pediatrician she is well versed in practical advice, however in this interview and in her book she talks about what do when nothing seems to work. She illustrates how taking a stance of "not knowing" can often help relationship heal and move on

In this episode, Matt and Chris take a look at a recent developmental psychology paper on the social evaluation of young babies. Do they display a preference for agents who are nice to others or could they care less at the babbling age? This is a large-scale, multi-lab, preregistered replication effort of a rather influential paper so it ticks all of Chris' Open Science boxes, but how does Matt react? Is he stuck in his pre-replication crisis paradigms? Join us to find out and along the way find out about baby Matt's psychotic tendencies, how cats feel about cucumbers, and how Matt narrowly escaped being eaten by a big ol' crocodile.Paper Reference: Lucca, K., Yuen, F., Wang, Y., Alessandroni, N., Allison, O., Alvarez, M., ... & Hamlin, J. K. (2025). Infants' Social Evaluation of Helpers and Hinderers: A Large‐Scale, Multi‐Lab, Coordinated Replication Study. Developmental Science, 28(1), e13581.Original Study: Hamlin, J. K., Wynn, K., & Bloom, P. (2007). Social evaluation by preverbal infants. Nature, 450(7169), 557-559.Decoding Academia 3200:00 Introduction00:59 Matt's Close Shave with a Crocodile03:15 Discussion on Crocodile Behavior05:13 Introduction to the Academic Paper06:18 Understanding Registered Reports07:49 Details of the Replication Study12:07 The Many Babies Study18:23 Challenges in Developmental Psychology20:35 Original Study and Replication Efforts26:27 HARKing and the QRP problem in psychology34:24 Discussing the Results36:58 Exploring the Red Ball Experiment39:38 Forest Plot Analysis41:19 Infant Preferences and Social Evaluation43:24 Failure to Replicate the Original Study47:06 Exploratory Analysis and Moderators50:03 Interpretations and Implications54:21 Evolutionary Perspectives on Social Behavior58:34 Prosocial Evolutionary Speculation01:05:10 Psychopathic Baby Matt01:06:28 Concluding Thoughts and Reflections01:11:20 Comparative Psychology on Snake Hatred!The full episode is available for Patreon subscribers (1hrs 15 mins).Join us at: https://www.patreon.com/DecodingTheGurus

Die Themen in den Wissensnachrichten: +++ Moral ist offenbar nicht angeboren +++ Orcas balancieren tote Lachse auf dem Kopf +++ Museumsbesucher betrachten große Gemälde länger als kleine +++ **********Weiterführende Quellen zu dieser Folge:Infants' Social Evaluation of Helpers and Hinderers: A Large-Scale, Multi-Lab, Coordinated Replication Study, Developmental Science, 26.11.2024Orcas have begun wearing salmon hats again, New Scientist, 26.11.2024Empowering Mobile Eye Tracking to Investigate Viewing Behaviour in Relation to Painting and Sculpture in Different Exhibition Displays, Universität WienThe Museum Gaze, BelvedereBELVEDERE: „The Museum Gaze“ liefert erste Ergebnisse zu Sehen und Verstehen im Museum, ots, 26.11.2024Alle Quellen findet ihr hier.**********Ihr könnt uns auch auf diesen Kanälen folgen: TikTok auf&ab , TikTok wie_geht und Instagram .

When are negative emotions enjoyable? Are we all a little masochistic? And do pigs like hot sauce? SOURCES:Carol Dweck, professor of psychology at Stanford University.Sigmund Freud, neurologist and father of psychoanalysis.Paul Rozin, professor of psychology at the University of Pennsylvania.Robert Sapolsky, professor of biology, neurology, and neurosurgery at Stanford University.George Vaillant, professor of psychiatry at Harvard Medical School and Mass General Research Institute. RESOURCES:"The 10 Scariest Horror Movies Ever," by RT Staff (Rotten Tomatoes, 2022)."Box Office History for Horror," (The Numbers, 2022)."Around the World, Adolescence Is a Time of Heightened Sensation Seeking and Immature Self-Regulation," by Laurence Steinberg, Grace Icenogle, Hanan M. S. Takash, et al. (Developmental Science, 2018)."Why Taste Buds Dull As We Age," by Natalie Jacewicz (The Salt, 2017).Horror Literature Through History, edited by Matt Cardin (2017)."Why We Love the Pain of Spicy Food," by John McQuaid (The Wall Street Journal, 2014)."Glad to Be Sad, and Other Examples of Benign Masochism," by Paul Rozin, Lily Guillot, Katrina Fincher, Alexander Rozin, and Eli Tsukayama (Judgment and Decision Making, 2013)."The Ignorant and the Furious: Video and Catharsis," by the Association for Psychological Science (2010).Mindset: The New Psychology of Success, by Carol S. Dweck (2006)."Adaptive Mental Mechanisms: Their Role in a Positive Psychology," by George E. Vaillant (American Psychologist, 2000). EXTRAS:Terrifier 2, film (2022)."How to Change Your Mind (Update)," by Freakonomics Radio (2022)."Why Is U.S. Media So Negative?" by Freakonomics Radio (2021)."Why Is Academic Writing So Bad?" by No Stupid Questions (2021).Han Dynasty restaurant.

I'm excited to be kicking off something special today.  For years, I've been speaking at workshops and conferences about the power of play in the early learning environment, which sparked the series of parent letters I've written, called Why We Play.  This month, I'll be sharing a special podcast series with the same name: Why We Play.  Every Tuesday and Thursday in February, you'll find a new episode sharing the science and stories behind why we play, evidence that play is not just cute, it's incredibly powerful. This Why We Play podcast series is long overdue – I'm so excited to jump into a topic I'm SO passionate about and to share some fascinating, compelling research that I absolutely love nerding out on.  I hope you'll join me for the whole month of February. Whether you're a champion for play or a playful learning skeptic, this series is just for you. Find Show Notes at https://notjustcute.com/podcast/episode62  

Adriana Umaña-Taylor, the Sara Lawrence-Lightfoot Professor of Education at the Harvard Graduate School of Education, talks about her work with the Identity Project, applying developmental science to help reduce ethnic-racial disparities for adolescents both in Latinx communities in the United States and in Colombia.

"Usually people think of a telos as an endpoint, but what if we think of telos as a dynamic process that sustains a thriving trajectory for the individual and the world around them? The imago Dei, which is deeply and inherently relational and social—we image God by being our unique selves in unity. So there is the particularity of personhood and the relatedness with other persons, God, and all of creation. And so that was what the reciprocating self was. It's 'How do I grow as a fully differentiated person in relationship and increasing intimacy, increasing contribution with the world around me?' To thrive then is to pursue that fullness of self in the context of intimacy and accountability and relationships—not just with those closest to me ... that's essential—but also in contribution to the world beyond the self.How does our faith, how does our devotion, fuel us to want to continue to reciprocate when life is hard? When there's a pandemic? We need something beyond ourselves, a power beyond ourselves, an orientation beyond ourselves to fuel that interrelatedness between our particularity and the greater good." (Pamela Ebstyne King)IntroductionAt the bedrock of our being as persons is relationality: our ability to be known, to be loved, and to know and love in return. But whoa whoa whoa. Wait a minute. What kind of claim is that? Is that theology or psychology? We're used to hearing that from the likes of the Jewish existential philosopher and theologian Martin Buber—he's well known for his suggestion that an intimate I-Thou relationship is what makes for our conscious personhood. It'd be impossible to become an “I” without coming into direct contact with a “You” and seeing it as a “You.” But how interesting that research studies in developmental psychology find just that. You can for instance turn to John Bowlby and the beginnings of attachment theory to find that this theological claim holds up once you start testing it with the tools psychological. But more than holds up, the claim that relationality is fundamental to personhood starts to expand and develop nuance by examining the most universal by application in the unique, particular circumstances. Famous psychological experiments like the “Still Face” show how central the reciprocal response of our earliest attachment figure is for our mental health, even as babies. (Check below for an excruciating video example of the Still Face Experiment.)But this is just one way that developmental psychology might offer some interesting tools to theological reflection. And today we're continuing a new series of episodes on For the Life of the World all about “Bringing Psychology to Theology”—we're exploring the tools of psychological sciences that might contribute to a deeper, greater, more nuanced theological understanding of the world. Last week we introduced the series with a conversation between Miroslav Volf and experimental psychologist Justin Barrett. Justin evokes the image of erecting a giant cathedral of theology—and how the task must be done with a variety of tools and subcontracted skills.Well, whether theology is the grand architect of a cathedral of human knowledge or the benevolent and humble Queen of the Sciences—either way we hope this series highlights the prospects of a science-engaged theology and how it might contribute to the most pressing matters for how to live lives worthy of our humanity.My guest in this episode is Pamela Ebstyne King. She's the Peter L. Benson Professor of Applied Developmental Science at Fuller School of Psychology and is Executive Director of the Thrive Center for Human Development. An ordained minister in the Presbyterian Church USA, her research has focused on the intersections of developmental and positive psychology, human thriving, and spirituality.In this episode, we discuss developmental psych as the observational study of human change and plasticity in the midst of a whole complex life; relational attachment for the sake of intimacy and exploration and ultimate purpose or meaning; the proper place of self-love; God's enabling and loving presence as the ultimate secure attachment figure; the importance of learning, gaining skills, and the pursuit of expertise; The prospects of regaining emotional regulation through relationships; the game changing impact of deliberate psychological and spiritual practices to move us well beyond surviving to a life of thriving.About Pamela Ebstyne KingPamela Ebstyne King, Ph.D. joined Fuller Theological Seminary as assistant professor of Marital and Family Studies in 2008, after serving in the School of Psychology for eight years as an adjunct and research professor. She was installed in 2014 with a professorship named for her mentor, Peter L. Benson. In 2021 she was promoted to the position of Peter L. Benson Professor of Applied Developmental Science. Dr. King is also executive director of the Thrive Center for Human Development.Dr. King's academic and applied efforts aim to promote a movement of human thriving that contributes to flourishing societies. Her primary academic interests lie at the intersection of thriving and spiritual development. She is passionate about understanding what individual strengths and environments enable humans to thrive and become all God created them to be. She holds particular interest in understanding the role of faith, spirituality, religion, and virtues in this process. To this end she has led in building an empirical field of study of religious and spiritual development within developmental psychology that provides a psychological scientific perspective of spiritual formation.She has extensively studied and written on conceptualizations of thriving and positive youth development. Her work on telos is noted to provide an interdisciplinary framework for human thriving and flourishing from different philosophical, theological, and cultural perspectives and to provide a structure for understanding practical concepts like purpose, vocation, and joy. Her work combines theology, empirical research, and community engagement to further understand what contexts and settings enable people to thrive. She has conducted research funded by Biologos Foundation, the John Templeton Foundation, the Fetzer Institute, Compassion International, and Tyndale House, among others. In addition to her scholarship, she finds deep joy in teaching and mentoring students at Fuller.Dr. King is coauthor of The Reciprocating Self: Human Development in Theological Perspective and Thriving with Stone Age Minds: Evolutionary Psychology, Christian Theology & Human Flourishing, coeditor of The Handbook of Spiritual Development in Childhood and Adolescence, and coauthor of the inaugural chapter on research on religious and spiritual development in the seventh edition of the Handbook of Child Psychology and Developmental Science. She has served on the editorial boards of Developmental Psychology, Journal of Positive Psychology, Applied Developmental Science, the Encyclopedia of Applied Developmental Science, and the Encyclopedia of Spiritual Development in Childhood and Adolescence. She has also published articles in the Journal on Adolescent Research, Journal of Early Adolescence, New Directions for Child and Adolescent Development, Psychology of Religion and Spirituality, and Journal of Psychology and Christianity. King is a member of the Society for Research on Adolescents, Society for Research on Child Development, and Division 36 of the American Psychological Association.In addition to her studies at Fuller, Dr. King completed her undergraduate studies at Stanford University and a postdoctoral fellowship at Stanford's Center on Adolescence; she was a visiting scholar under the divinity faculty at Cambridge University. Ordained in the Presbyterian Church (USA), she has led high school and college ministries, and regularly speaks, preaches, and consults for various community organizations and churches. She lives in Pasadena with her husband and three children.Show NotesMartin Buber's I and ThouJohn Bowlby and Attachment TheoryTrolick's Still Face Experiment (Video)Justin Barrett & Pamela Ebstyne King, Thriving with Stone Age Minds: Evolutionary Psychology, Christian Faith, and the Quest for Human FlourishingDevelopmental psych as the observational study of human change in the midst of a whole life of complexityPlasticity of the human speciesRelational attachment for the sake of intimacy and explorationThe Impact of environment on genetic expressionLaw if reciprocityFullness of creation, redemption and consummationTheology as establishing ends, and psychology as developing towards gods purposesHow psychology aids in the process of becoming our full selves as selfhoodThe proper place of self-loveGod's enabling and loving presenceThriving as psychological, vs Flourishing as philosophicalMeaningful life in eudaimonic and hedonistic termsImago dei“Back to the future”—understanding the end toward the beginningReading psychology through a teleological lensLinear stage theories of developmentLife as a series of cyclesWe can have a telos as a dynamic processThriving as pursuing the fullness of selfReciprocity beyond ourselves when life is hardColossians and Jesus as the perfect image of GodConformity is not uniformityParenting as helping children to become their unique selvesTelos as inhabiting the self, the relational, and the aspirational—purpose is found at the intersection of all threeWilliam Damon on purposePurpose as enduring actionable goal, meaningful to the self and contributing beyond the selfLearning, gaining skills, and pursuit of expertiseMeaning making as a dynamic life-long projectOrienting life in the present moment by tethering to a consummate vision of the futureSociality as inherent to human natureGoals: self, expertise acquisition, and what we aspire toRoles: who we are in our social networksSouls: what ideals are most dearly held and most meaningfulThe fundamental rejection of pre autonomy and independence; embrace of our relational selvesHow malleable our brains are through intentional practicesMaking meaning can change your brainsSurviving vs thrivingAttachment and regulationRegaining emotional regulation through relationshipsThe game changing impact of deliberate psychological and spiritual practices—intention, motivation, and goalsPossible cutoff point — The relation of psychological science and theologyPsychology as a God-given tool to enable thriving and flourishingKnown, loved, and loving othersThe role of suffering and loss as part of the thriving processFor the cynical and jaded: thriving that is real to loss, grief, vulnerability, and daring to thriveProduction NotesThis podcast featured Pamela Ebstyne KingEdited and Produced by Evan RosaHosted by Evan RosaProduction Assistance by Macie Bridge and Kaylen YunA Production of the Yale Center for Faith & Culture at Yale Divinity School https://faith.yale.edu/aboutSupport For the Life of the World podcast by giving to the Yale Center for Faith & Culture: https://faith.yale.edu/giveAcknowledgementsThis episode was made possible in part by the generous support of Blueprint 1543. For more information, visit Blueprint1543.org.

Welcome to the season 2 finale! This season has been all about words entering a dark tunnel and coming out on the other end looking completely different. And nothing better encapsulates that than "groomer". As a word that defines a process rather than an outcome, this one is notoriously hard to pin down. It occupies a legal and colloquial grey area which leaves it dangerously vulnerable to misuse. "Groomer" was invented to protect children from abuse but, as so often the case with misused terminology, marginalized people have been harmed as a result (and even children themselves). This episode covers delicate subject matter - please listen at your own discretion. Support us on Patreon and get juicy bonus content: https://www.patreon.com/rehashpodcast Intro and outro song by our talented friend Ian Mills: https://linktr.ee/ianmillsmusic SOURCES: EJ Dickson, “The Problem With How We Talk About Grooming” Rolling Stone (2021). “Grooming: Know the Warning Signs” RAINN (2020). https://www.rainn.org/news/grooming-know-warning-signs Genyue Fu and Kang Lee, “Social grooming in the kindergarten: the emergence of flattery behavior” Developmental Science, Vol. 10 (2) (2007). David J. Ley, “Misuse and Abuse of the Term Grooming Hurts Victims” Psychology Today (2022). “Understanding Sexual Grooming in Child Abuse Cases”, American Bar Association (ABA). https://www.americanbar.org/groups/public_interest/child_law/resources/child_law_practiceonline/child_law_practice/vol-34/november-2015/understanding-sexual-grooming-in-child-abuse-cases/ Ann Wolbert Burgess and Carol R. Hartman, “On the Origin of Grooming” Journal of Interpersonal Violence, Vol. 33(1) (2018).  https://calio.org/wp-content/uploads/2019/03/on-the-origin-of-grooming.pdf  2001. Coercion and Enticement (18 U.S.C. 2422). The United States Department of Justice Archives.  https://www.justice.gov/archives/jm/criminal-resource-manual-2001-coercion-and-enticement-18-usc-2422#:~:text=Section%202422(b)%20of%20Title,imprisonment%20and%2For%20a%20fine. 

Mentioned in this Episode and Dr. Miller's Recommendations: Daniel Tiger song about changehttps://video.aptv.org/video/things-may-change-and-s-okay-song-2vhrg8/ Child Development Theories: Urie Bronfenbrennerhttps://www.firstdiscoverers.co.uk/child-development-theories-urie-bronfenbrenner/amp/ Center on the Developing Child- Harvard UniversityCenter on the Developing Child IDEAS Impact Frameworkhttps://ideas.developingchild.harvard.edu/ Nurture Science Program- Columbia Universityhttps://nurturescienceprogram.org/ Children's Behavioural Health- The Ballmer Institutehttps://childrensbehavioralhealth.uoregon.edu/  For more on Dr. Miller, you can follow her on Twitter @AlisonMillerPhD and through the  website https://sph.umich.edu/faculty-profiles/miller-alison.html.  For more on Argavan Nilforoush, be sure to follow her on Instagram @babystepsnutrition, on Facebook: Baby Steps Nutrition page, on YouTube: Baby Steps Nutrition Podcast, on Twitter @argavanRDN, on LinkedIn @ArgavanNilforoush and through her website www.babystepsnutrition.com.

Ada López González is a bilingual speech-language pathologist, PhD student at the University of Massachusetts Amherst, and vanilla ice cream stan. This conversation spanned many topics, including family-centered practice, early intervention, bilingualism, code switching, and so much more. You will surely enjoy this one (and feel smarter after listening)! Stay in touch! Instagram: @coffeetea3slps. Email: info@coffeetea3slps.com Papers Ada recommends: Kaushanskaya, M., Crespo, K., & Neveu, A. (2022). Does code‐switching influence novel word learning?. Developmental Science, e13292. Kaushanskaya, M., & Crespo, K. (2019). Does Exposure to Code‐Switching Influence Language Performance in Bilingual Children?. Child development, 90(3), 708-718. Gross, M. C., López González, A. C., Girardin, M. G., & Almeida, A. M. (2022). Code-Switching by Spanish–English Bilingual Children in a Code-Switching Conversation Sample: Roles of Language Proficiency, Interlocutor Behavior, and Parent-Reported Code-Switching Experience. Languages, 7(4), 246. ✨ Check out our merch at ⁠coffeetea3slps.com⁠! ✨

In the first episode of “Our Youth's Perspective,” a three-part miniseries of the Adaptivity podcast, YNSCA member Mahisa Mannan talks with UCLA CDA Co-Executive Director Adriana Galván about learning to make difficult decisions and regulate our emotions during our adolescent years.  

Anjie chats with Dr. Maria Arredondo, Assistant Professor at the Department of Human Development and Family Sciences, and the Department of Psychology at University of Texas at Austin. Maria studies how infants, toddlers, and school-age children acquire their language(s). She is especially interested in why some children can become proficient bilinguals, while others struggle. In this episode, Anjie and Maria discuss how learning two languages simultaneously can influence babies' cognitive development. Maria also shared her journey in doing infant research and the challenges and joys of studying babies' brains. If you found this episode interesting at all, subscribe to our Substack and consider leaving us a good rating! It just takes a second but will allow us to reach more people and make them excited about psychology. Links:Maria's paper: Arredondo, M. M., Aslin, R. N., Zhang, M., & Werker, J. F. (2022). Attentional orienting abilities in bilinguals: Evidence from a large infant sample. Infant Behavior and Development, 66, 101683. Arredondo, M. M., Aslin, R. N., & Werker, J. F. (2022). Bilingualism alters infants' cortical organization for attentional orienting mechanisms. Developmental Science, 25(2), e13172. Maria's Twitter @MMArredondo_Maria's lab website: https://sites.utexas.edu/childslab/ Anjie's: website: anjiecao.github.ioAnjie's Twitter @anjie_cao Podcast Twitter @StanfordPsyPodPodcast Substack https://stanfordpsypod.substack.com/ Let us know what you thought of this episode, or of the podcast! :) stanfordpsychpodcast@gmail.com

Our kids are naturally curious explorers who can easily get caught up in their own world of make believe and play! It's wonderful to experience and it's vital to their growth and development. BUT we don't have to take on the role of full-time entertainer, and our kids don't need us to (it's also not a crime if our kids are bored!). My guest, Dr. Jody LeVos, explains all of this and talks about how play helps kids develop social emotional skills, cognitive abilities, solve problems, develop physically, and most importantly, make sense of and explore the world around them. The best part about play is that it's FUN! Life is heavy enough and having fun is good for all of us. In this episode, Dr. LeVos and I talk about different kinds of play, how it meets multiple needs for your kiddos, builds connection and creates moments that are remembered for a lifetime. I know you'll love hearing this conversation and Dr. LeVos and I hope you will leave the episode wanting to do something fun with your kids, you'll never regret it! For fun activity pages from BEGIN, you can download them from the Parent Toolbox. www.parent-toolbox.com And check out their website for discount codes! beginlearning.co About Dr. Jody LeVosJody LeVos, Ph.D., currently serves as Chief Learning Officer at BEGiN. She has been designing early learning experiences for children and families, and overseeing the development of curriculum and play-to-learn products (digital apps, toys, books, and movies), for more than a decade. She's had the great honor of working at some of the world's best-known ed-tech, children's media, and toy companies, including LeapFrog, VTech, KidKraft, Mattel, and HOMER. Jody LeVos has a Ph.D. in Developmental Science from the University of Alberta (Edmonton, Canada), focused on children's mathematical and cognitive development. She has extensive experience providing meaningful data-driven insights for parents, crafting informal learning curricula, leading teams of learning design experts, and advocating the importance of learning through play. She has published 19 peer-reviewed papers and chapters and has contributed to numerous panels and channels, including CES Kids@Play, Hallmark's “Home and Family,” and the American Academy of Pediatrics' Screen Time Summit. She co-founded and served a two-year term as Vice President for the Bay Area's chapter of the Children's Media Association, and currently serves as Board Trustee for Explo, an organization focused on helping students from grades 2-12 explore the world, develop agency to pursue their passions, and find their future selves. She lives in the San Francisco Bay Area with her husband and two children, cat, and dog, and enjoys training and participating in endurance sports (triathlons, ultra-marathons) in her spare time.Contact Information:Email: nvelez@5wpr.comSocial Media:Website: beginlearning.com LinkedIn: https://www.linkedin.com/in/jody-sherman-levos-phd-8786901b/Facebook: https://www.facebook.com/learnwithhomer Instagram: @playmattersphd @learnwithhomer Thanks for listening! For more on Robbin, her work and free resources, keep reading! Thanks for listening!It means so much to me that you listened to my podcast! If you resonate with my message and would like my personal help in your parenting journey, I'd love to talk to you. Please visit my website to book a call with me where we can talk about your parenting frustrations and I'll share how I can help you. www.parentingforconnection.comMy intention with my show is to build a community of parents that can have open and honest conversations about parenting without judgement or criticism. We have too much of that!I honor each parent and their path towards...

Tonight's show was not inspired by the novel, 50 Shades of Grey, that sold some 150 million copies and led to a mega-hit movie of the same name; rather, by two local criminal cases. In both cases, couples had been involved in long term relationships that included kinky or even violent sex. One member of the couple later decided that all of this had been non-consensual. The other member of the couple wound up doing a lengthy prison sentence.Tonight, to address whether alternative sexuality come with physical, emotional and, most importantly for our purposes, legal consequences, and can you get in trouble for what goes on between consenting adults in the privacy your own home?Tonight, Host Dean Johnson is joined by guests who have devoted their professional lives to helping people navigate the psychological, social and legal issues surrounding alternative lifestyles, kink, fetishes, and BDSM, Dr. Anna Randall, a Bay Area psychotherapist and sex therapist, and the co-founder and executive director of the alternative sexualities health research alliance (TASHRA), and Dr. Richard Sprott, a research psychologist in Developmental Science and lecturer in the Department of Human Development and Women's Studies at Cal State, East Bay.Questions for Dean and his guests? Please call toll-free at (866) 798-8255.

Dr. Wendy Hoglund, Associate Professor of Developmental Science, Department of Psychology, University of Alberta

There seems to be a growing narrative that mass shooters don't have mental illness. I took a look at an article by CNN from the weekend and debunk the narrative they are portraying. Help me get real information to people. Share my podcast, like it, download them and listen while mowing your lawn, doing the dishes, working on your car, driving your uber, or folding your laundry.  www.healthy-perspectives.com   Other information you may enjoy. This is an interesting article on altruism if you want to dig a little deeper(No link due to a pay to view site -Ebsco) - Steinbeis, Nikolaus. Developmental Science. Jan2018, Vol. 21 Issue 1, pn/a-1. 8p. This is the article discussed in the podcast - https://www.cnn.com/2022/06/18/opinions/mass-murders-pathway-to-violence-bergen-meloy/index.html  

Dans l'épisode de cette semaine, nous verrons ensemble qu'est-ce réellement l'empathie. Quelles sont les origines cérébrales de l'empathie ? Nous verrons aussi les limites du fonctionnement de l'empathie : pourquoi éprouvons-nous plus d'empathie pour notre voisin plutôt que pour une personne à l'autre bout du monde ? Et enfin, ma question fétiche : mais pourquoi Homo Sapiens a développé et conservé cette capacité au fil des millénaires ?Soutenir et s'abonner à NeurosapiensProduction, animation, réalisation et illustration : Anaïs RouxInstagram : https://www.instagram.com/neurosapiens.podcast/neurosapiens.podcast@gmail.comMusique d'intro KEEP ON GOINGMusique proposée par La Musique LibreJoakim Karud - Keep On Going : https://youtu.be/lOfg0jRqaA8Joakim Karud : https://soundcloud.com/joakimkarudSOURCESZaki J, Ochsner KN. The neuroscience of empathy: progress, pitfalls and promise. Nat Neurosci. 2012 Apr 15;15(5):675-80. doi: 10.1038/nn.3085. Erratum in: Nat Neurosci. 2013 Dec;16(12):1907. Ochsner, Kevin [corrected to Ochsner, Kevin N]. PMID: 22504346.Lamm C, Batson CD, Decety J. The neural substrate of human empathy: effects of perspective-taking and cognitive appraisal. J Cogn Neurosci. 2007 Jan;19(1):42-58. doi: 10.1162/jocn.2007.19.1.42. PMID: 17214562.J. Decety et al., Neurodevelopmental changes in the circuits underlying empathy and sympathy from childhood to adulthood, in Developmental Science, publication en ligne, 2010.Warrier, V., Toro, R., Chakrabarti, B. et al. Genome-wide analyses of self-reported empathy: correlations with autism, schizophrenia, and anorexia nervosa. Transl Psychiatry 8, 35 (2018). https://doi.org/10.1038/s41398-017-0082-6Chen C, Martínez RM, Cheng Y. The Developmental Origins of the Social Brain: Empathy, Morality, and Justice. Front Psychol. 2018 Dec 14;9:2584. doi: 10.3389/fpsyg.2018.02584. PMID: 30618998; PMCID: PMC6302010.Singer T, Seymour B, O'Doherty JP, Stephan KE, Dolan RJ, Frith CD. Empathic neural responses are modulated by the perceived fairness of others. Nature. 2006 Jan 26;439(7075):466-9. doi: 10.1038/nature04271. Epub 2006 Jan 18. PMID: 16421576; PMCID: PMC2636868.Danziger N, Faillenot I, Peyron R. Can we share a pain we never felt? Neural correlates of empathy in patients with congenital insensitivity to pain. Neuron. 2009 Jan 29;61(2):203-12. doi: 10.1016/j.neuron.2008.11.023. PMID: 19186163.Morishima Y, Schunk D, Bruhin A, Ruff CC, Fehr E. Linking brain structure and activation in temporoparietal junction to explain the neurobiology of human altruism. Neuron. 2012 Jul 12;75(1):73-9. doi: 10.1016/j.neuron.2012.05.021. PMID: 22794262. Voir Acast.com/privacy pour les informations sur la vie privée et l'opt-out. Become a member at https://plus.acast.com/s/neurosapiens.

On Florida International University Week: Disaster news can trigger post-traumatic stress in kids thousands of miles away. Anthony Dick, professor of psychology, discusses why. Anthony Steven Dick is a Developmental Science and Cognitive Neuroscience Professor at Florida International University. He studies the neurobiology of language and executive function using diffusion-weighted and functional imaging. He is […]

We gravitate to people who are like us; our “tribe”. One factor that we use to assume that others are like us, is by the way they talk. Not just the words they speak, but the accent that they use to communicate. And yes, we all have an accent!  Since the way we speak is central to our identity, do we have control over it by altering our accent or by learning a new language? And what implications does our hidden linguistic bias have in the workplace and for discrimination laws? Pioneering psychologist Katherine Kinzler PhD has spent years researching the way we talk and listen to voices. Katherine is a Professor of Psychology at the University of Chicago and author of the recent book “How You Say It: Why You Talk the Way You Do―And What It Says About You”. We talk with her about linguistic prejudices, and how she advocates for bilingualism, multilingual education and linguistic diversity. If you enjoy this episode, please leave us a quick review on your podcast platform. It really helps other listeners to find our content. You can also help fund our work by contributing to Behavioral Grooves through Patreon. Thank you! Topics  (4:16) Welcome to Katherine and speed round questions. (6:00) Can language be both fixed and malleable at the same time? (10:57) Why Katherine wrote a book about linguistic prejudice and valuing bilingualism. (13:40) How do you define good communication? (17:52) The implications of speech discrimination in the work place. (20:40) Do we gravitate to people who share a similar linguistic pattern to ours? (24:26) The value of multilingual education. (26:11) How young children learn about language having social relevance. (34:26) Our society teaches us to embed our kids with social norms. (39:03) How music from different cultures influences young children. (42:43) Grooving Session - linguistic prejudices and how we can overcome them.   © 2022 Behavioral Grooves Links Dr. Katherine Kinzler PhD: https://psychology.uchicago.edu/directory/katherine-d-kinzler  “How You Say It: Why You Talk the Way You Do―And What It Says About You” by Katherine Kinzler: https://amzn.to/3BNn6BE  Episode 274, Paul Bloom: Why Finding Pleasure in Life is a Painful Journey: https://behavioralgrooves.com/episode/pleasure-is-a-painful-journey/ Spelke ES, Kinzler KD. “Core knowledge” Developmental Science. 2007 Jan;10(1):89-96: https://pubmed.ncbi.nlm.nih.gov/17181705/  Episode 102: Cristina Bicchieri: Social Norms are Bundles of Expectations https://behavioralgrooves.com/episode/cristina-bicchieri-social-norms-are-bundles-of-expectations/ Samuel A. Mehr, Lee Ann Song, Elizabeth S. Spelke, “For 5-Month-Old Infants, Melodies Are Social”: https://journals.sagepub.com/doi/abs/10.1177/0956797615626691  Behavioral Grooves Patreon page: https://www.patreon.com/behavioralgrooves Musical Links  Music with Mr. Dave: https://www.youtube.com/watch?v=Vl1PsQ3ngWo&ab_channel=MrDaveMusic   

Learn about the dark side of likes and shares; how cuttlefish memory stays sharp in old age; and bouba and kiki shapes.  Likes and shares push people to express "moral outrage" by Steffie Drucker  Brady, W. J., McLoughlin, K., Doan, T. N., & Crockett, M. J. (2021). How social learning amplifies moral outrage expression in online social networks. Science Advances, 7(33), eabe5641. https://doi.org/10.1126/sciadv.abe5641 “Likes” and “shares” teach people to express more outrage online. (2021, August 13). YaleNews. https://news.yale.edu/2021/08/13/likes-and-shares-teach-people-express-more-outrage-online  ‌Diaz, J. (2021, May 6). Want To Send A Mean Tweet? Twitter's New Feature Wants You To Think Again. NPR.org. https://www.npr.org/2021/05/06/994138707/want-to-send-a-mean-tweet-twitters-new-feature-wants-you-to-think-again  ‌Mosseri, A. (2019). Instagram's Commitment to Lead Fight Against Online Bullying | Instagram Blog. Instagram.com; Instagram. https://about.instagram.com/blog/announcements/instagrams-commitment-to-lead-fight-against-online-bullying  Cuttlefish memory stays sharp in old age, making them the first animal with this trait by Cameron Duke Cuttlefish retain sharp memory of specific events in old age, unlike humans, study finds. (2021, August 17). EurekAlert! https://www.eurekalert.org/news-releases/925467  Schnell, A. K., Clayton, N. S., Hanlon, R. T., & Jozet-Alves, C. (2021). Episodic-like memory is preserved with age in cuttlefish. Proceedings of the Royal Society B: Biological Sciences, 288(1957), 20211052. https://doi.org/10.1098/rspb.2021.1052  You Probably Know Which Shape Is A Bouba And Kiki by Joanie Faletto Etchells, P. (2016, October 17). The bouba/kiki effect: how do we link shapes to sounds? The Guardian; The Guardian. https://www.theguardian.com/science/head-quarters/2016/oct/17/the-boubakiki-effect-how-do-we-link-shapes-to-sounds  ‌Do Sounds Have Shapes? (2015). Psychology Today. https://www.psychologytoday.com/us/blog/talking-apes/201505/do-sounds-have-shapes Huang, H. (2019, June 28). What's the Neuroscience Behind the Bouba/Kiki Effect? NBB in Paris. https://scholarblogs.emory.edu/nbbparis/2019/06/28/whats-the-neuroscience-behind-the-bouba-kiki-effect/  ‌‌Ramachandran, V. S., & Hubbard, E. M. (2018). Synaesthesia -- A window into perception, thought and language. http://cbc.ucsd.edu/pdf/Synaesthesia%20-%20JCS.pdf  ‌Maurer, D., Pathman, T., & Mondloch, C. J. (2006). The shape of boubas: sound-shape correspondences in toddlers and adults. Developmental Science, 9(3), 316–322. https://doi.org/10.1111/j.1467-7687.2006.00495.x  Follow Curiosity Daily on your favorite podcast app to learn something new every day withCody Gough andAshley Hamer. Still curious? Get exclusive science shows, nature documentaries, and more real-life entertainment on discovery+! Go to https://discoveryplus.com/curiosity to start your 7-day free trial. discovery+ is currently only available for US subscribers. See omnystudio.com/listener for privacy information.

Dr. Claudia Gold practiced general and behavioral pediatrics for over 25 years and now specializes in early childhood mental health. Gold is the director of The Hello It's Me Project, a rural community based-program designed to promote healthy relationships between infants and their caregivers. Gold works as a clinician with FIRST Steps Together, a United States federally funded program for pregnant and parenting women with opioid use disorders, and as an infant-parent mental health consultant at Volunteers in Medicine, Berkshires. Gold has written numerous articles and she presents regularly for audiences of both parents and professionals around the world. Gold has written four books: The Power of Discord with co-author Ed Tronick, forthcoming June 2020, The Developmental Science of Early Childhood(2017), The Silenced Child(2016), and Keeping Your Child in Mind(2011). Gold is also on the faculty of the Infant-Parent Mental Health Fellowship Program at the University of Massachusetts Boston, the Brazelton Institute at Boston Children's Hospital , and the Berkshire Psychoanalytic Institute.

Shelby Cooley, PhD, is a senior research scientist for the Seattle Public Schools, where she works to better understand student needs and experiences pertaining to racial identity, school climate, academic engagement and more.  In the past, she has worked as the research director at a Seattle-based nonprofit called Community Center for Education Results, focused on improving student achievement and educational equity. Shelby received her B.A. from Scripps College in psychology and Black studies, and  her PhD from the University of Maryland in Developmental Science    where she examined the emergence of anti-Black racism in childhood, how environments shape children's perceptions of fairness and justice, racial identity, and contexts that enable all youth to challenge negative group norms. Her prior professional work focused on early learning access and quality instruction at New York University's INSIGHTS to Children's Temperament Lab, and at Child Trends in Washington, D.C., a nonprofit research center focused on  children, families, and wellbeing.In this episode, we discuss:What do you do as a senior research scientist for the Seattle Public Schools?How does this research get used to improve the learning experiences of students?Where does policy come into play, and are you involved in this step?What are your primary research interests as they pertain to education?When trying to make the education system more equitable, is the agent of change bottom up or top down?What role does research play in systems change?What types of conversations move us closer to antiracism in education, and what conversations have become unproductive?Why did you major in psychology?Why was a PhD a logical step for you?How did your mentors shape you?Why were you interested in identity development, particularly in people of color?Can you describe any experience in grad school that helped you solidified what you wanted to do with your research?Why did you not want to be a professor?Her roles at nonprofit organizationsWhere does change happen?Is it becoming more common for folks with psych backgrounds to enter the education space?What advice do you have for the Psych Mic audience?To submit questions for future speakers and to get even more career tips, follow @psych_mic on Instagram and visit psychmic.com to sign up for the newsletter, where you'll get career tips, grad school resources, and job opportunities straight to your inbox.Music by: Adam Fine 

The stress and trauma that students and their families experienced during the pandemic are increasingly showing up in our classrooms. In this episode, we explore how to we can manage our own pandemic stress, so we can better help students with theirs. Follow on Twitter: @KlikaBart @TirrellCorbin @jonHarper70bd @bamradionetwork Dr. Carlo Panlilio is an Assistant Professor in the Department of Educational Psychology, Counseling, and Special Education, and a faculty member with the Child Maltreatment Solutions Network, at the Pennsylvania State University. He received his Ph.D. in Human Development from the University of Maryland, College Park with a specialization in Developmental Science. His program of research focuses on the dynamic interplay between development and learning for children who experience early maltreatment, and how elucidation of such processes can inform trauma-informed classroom instruction and prevention efforts. J. Bart Klika is the Chief Research Officer with the national organization Prevent Child Abuse America and a research faculty at Florida State University College of Social Work. Prior to joining PCAA, Dr. Klika was an Assistant Professor in the School of Social Work at the University of Montana. His research examines the causes and consequences associated with child abuse and neglect in an effort to prevent its occurrence. In 2011, he was selected for the inaugural cohort of fellows for the Doris Duke Fellowship for the Promotion of Child Well-Being, a national fellowship providing support and mentorship for doctoral students seeking innovations in the prevention of child abuse and neglect. Dr. Klika is on the national Board of Directors for American Professional Society on the Abuse of Children (APSAC) and is the chair of the APSAC prevention and publications committees. He is the senior editor for the APSAC Handbook on Child Maltreatment (4th Ed.) and an Associate Editor for the Journal of Interpersonal Violence. Christy Tirrell-Corbin, PhD, is the Executive Director of the Center for Early Childhood Education and Intervention and the Director of the Early Childhood/Early Childhood Special Education program at the University of Maryland. She has worked extensively with Title I schools to increase family engagement and raise awareness of teacher beliefs and practices relative to race, culture and socioeconomic status. She has also taught courses on culture and community, as well as studied teacher candidates’ beliefs and practices around race and culturally responsive and respectful pedagogy.

Do we really know what implicit bias is, and whether we have it? This is the second episode on our two-part series on implicit bias; the first part was an https://yourparentingmojo.com/captivate-podcast/implicitbias/ (interview with Dr. Mahzarin Banaji), former Dean of the Department of Psychology at Harvard University, and co-creator of the Implicit Association Test. But the body of research on this topic is large and quite complicated, and I couldn't possibly do it justice in one episode. There are a number of criticisms of the test which are worth examining, so we can get a better sense for whether implicit bias is really something we should be spending our time thinking about - or if our problems with explicit bias are big enough that we would do better to focus there first. [accordion] [accordion-item title="Click here to read the full transcript"] References: Banaji, M.R., & Greenwald, A.G. (2002). Blindspot: Hidden biases of good people. New York: Delacorte. Blanton, H., & Jaccard, J. (2008). Unconscious racism: A concept in pursuit of a measure? Annual Review of Sociology 34, 277-297. Blanton, H., Jaccard, J., Strauts, E., Mitchell, G., & Tetlock, P.E. (2015). Toward a meaningful metric of implicit prejudice. Journal of Applied Psychology 100(5), 1468-1481. Brown, E.L., Vesely, C.K., & Dallman, L. (2016). Unpacking biases: Developing cultural humility in early childhood and elementary teacher candidates. Teacher Educators’ Journal 9, 75-96. Cao, J., Kleiman-Weiner, M., & Banaji, M.R. (2017). Statistically inaccurate and morally unfair judgements via base rate intrusion. Nature Human Behavior 1(1), 738-742. Carlsson, R. & Agerstrom, J. (2016). A closer look at the discrimination outcomes on the IAT Literature. Scandanavian Journal of Psychology 57, 278-287. Charlesworth, T.E.S., Kurdi, B., & Banaji, M.R. (2019). Children’s implicit attitude acquisition: Evaluative statements succeed, repeated pairings fail. Developmental Science 23(3), e12911. Charlesworth, T.E.S., Hudson, S.T.J., Cogsdill, E.J., Spelke, E.S., & Banaji, M.R. (2019). Children use targets’ facial appearance to guide and predict social behavior. Developmental Psychology 55(7), 1400. Charlesworth, T.E.S., & Banaji, M. (2019). Patterns of implicit and explicit attitudes: I. Long-term change and stability from 2007-2016. Psychological Science 30(2), 174-192. Chugh, D. (2004). Societal and managerial implications of implicit social cognition: Why milliseconds matter. Social Justice Research 17(2), 203-222. Cvencek, D., Meltzoff, A. N., Maddox, C. D., Nosek, B. A., Rudman, L. A., Devos, T. Dunham, Y., Baron, A. S., Steffens, M. C., Lane, K., Horcajo, J., Ashburn-Nardo, L., Quinby, A., Srivastava, S. B., Schmidt, K., Aidman, E., Tang, E., Farnham, S., Mellott, D. S., Banaji, M. R., & Greenwald, A. G. (in press). Meta-analytic use of Balanced Identity Theory to validate the Implicit Association Test. Personality and Social Psychology Bulletin. Forscher, P.S., Lai, C.K., Axt, J.R., Ebersole, C.R., Herman, M., Devine, P.G., & Nosek, B.A. (2019). A meta-analysis of procedures to change implicit measures. Gawronski, B., & Bodenhausen, G.V. (2017). Beyond persons and situations: An interactionist approach to understanding implicit bias. Psychological Inquiry 28(4), 268-272. Goode, E. (1998). A computer diagnosis of prejudice. The New York Times. Retrieved from https://www.nytimes.com/1998/10/13/health/a-computer-diagnosis-of-prejudice.html Greenwald, A.G., & Lai, C.K. (2020). Implicit social cognition. Annual Review of Psychology 71, 419-445. Greenwald, A.G., & Lai, C.K. (2020). Implicit social cognition. Annual Review of Psychology 71, 419-445. Greenwald, A.G., Banaji, M.R., & Nosek, B.A. (2015). Statistically small effects of the Implicit Association Test can have societally large effects. Journal of Personality and Social Psychology 108, 553-561. Greenwald, A.G., Poehlman,...

Learn about why you shouldn’t add oil to your pasta water; a simple way to help kids think better; and why your dog’s paws smell like corn chips. Here's Why You Shouldn't Add Oil to Your Pasta Water by Ashley Hamer Helmenstein, A. M. (2019). Why Don’t Oil and Water Mix? ThoughtCo. https://www.thoughtco.com/why-oil-and-water-dont-mix-609193  ‌Corriher, S. (2007, April 10). Cooking Pasta Properly. FineCooking; FineCooking. https://www.finecooking.com/article/cooking-pasta-properly  ‌Pantry Raid I: Use Your Noodle Transcript. (2010). Goodeatsfanpage.com. http://www.goodeatsfanpage.com/season1/pasta/pastatranscript.htm  This Reminder Brings Out Flexible Thinking in Kids by Alison Jones Jones-Duke, A. (2019, July 5). This reminder brings out flexible thinking in kids. Futurity. https://www.futurity.org/reminders-children-roles-flexible-thinking-2099002-2/  ‌Gaither, S. E., Fan, S. P., & Kinzler, K. D. (2019). Thinking about multiple identities boosts children’s flexible thinking. Developmental Science, 23(1). https://doi.org/10.1111/desc.12871  Here's why your dog's paws smell like corn chips by Grant Currin Reactions. (2020). Why Do My Dog’s Paws Smell Like Fritos? [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=30_QRAC6XOU&feature=youtu.be  Dove, L.L. (2016, November 14). Why Your Dog’s Paws Smell Gloriously Like Corn Chips. HowStuffWorks. https://animals.howstuffworks.com/pets/why-dog-paws-smell-fritos-corn-chips.htm   Soniak, M. (2010, July 12). Why Do Your Dog’s Feet Smell Like Popcorn? Mentalfloss.com. https://www.mentalfloss.com/article/25030/why-do-your-dogs-feet-smell-popcorn  Subscribe to Curiosity Daily to learn something new every day with Cody Gough and Ashley Hamer. You can also listen to our podcast as part of your Alexa Flash Briefing; Amazon smart speakers users, click/tap “enable” here: https://www.amazon.com/Curiosity-com-Curiosity-Daily-from/dp/B07CP17DJY  See omnystudio.com/listener for privacy information.

This episode of the “Mad in the Family” podcast discusses the role of human interaction in child development. Specifically, how conflict and miscommunication between parent and child is not only O.K., but crucial to a young person’s social and emotional development. According to our guest, Dr. Claudia Gold, the “messiness” of our relationships is exactly what helps us build trust, resilience, and a solid sense of self in the world. That is the subject of her latest book, which she discusses with us. Claudia Gold, M.D., is a pediatrician, infant-parent mental health specialist, author, teacher, and speaker based in western Massachusetts. Dr. Gold practiced general and behavioral pediatrics for more than 25 years, focusing on a preventative model, and now specializes in early childhood mental health. She’s also the director of The Hello It’s Me Project, a rural community-based program designed to promote healthy relationships between infants and their caregivers. In addition, she works as a clinician with FIRST Steps Together, a federally funded program for pregnant and parenting women with opioid-use disorders, and as an infant-parent mental health consultant at Volunteers in Medicine, Berkshires. Dr. Gold serves on the faculty of the Infant-Parent Mental Health Fellowship Program at the University of Massachusetts—Boston, the Brazelton Institute at Boston Children’s Hospital, and the Berkshire Psychoanalytic Institute. She is the author of four books on child psychology and development: Keeping Your Child in Mind, The Silenced Child, The Developmental Science of Early Childhood, and most recently, The Power of Discord, written with Dr. Ed Tronick and published in June 2020. Claudia is the author of numerous articles, including Mad in America blogs, presents regularly for audiences of both parents and professionals around the world.

This week, we tackle the history of racism in our specific developmental science fields. We believe that Black Lives Matter. We believe it's our job to do the anti-racist work within our own departments and fields. In thinking about actionable steps we can each take to work be anti-racist in the academy, we first acknowledge that we are two white women who can not speak to the lived experiences of Black, Indigenous and People of Color in the academy. See the rest of the show notes for excellent readings and voices to listen to about how to do anti-racist work. In this episode, we use our platform to shine light on what may be hidden to many researchers in developmental science, the white-supremacist history that underlies both behavior genetics and statistics. Increasing our own understanding and sharing the history of these fields is part of our own anti-racist work. We hope this episode will encourage you to start to study the history of your own specific subsection of the field. Some of our favorite readings and a listening list from this episode: The Scaffolded Anti-Racist document that Jessica mentioned. Books: Superior by Angela Saini (*NOTE Sara accidentally remembered this title as Inferior). The Lady Tasting Tea by David Salsburg. So you want to talk about Race, by Ijeoma Oluo. (we suggest you order these books from Black owned bookstores)! Syllabus: Thinking about re-working the syllabus, read Approaches for Multicultural Curriculum Reform by James A. Banks. Podcasts: Acadames Podcast episode Sara mentioned. Twitter: Follow the #BlackintheIvory hashtag for stories directly from Black scholars. Remember to #CiteASista in your own work. To support the Black Lives Matter movement, check out this link: bit.ly/BlackLivesAction Connect with the podcast on twitter @within_between, or email us letters about developmental science at withinandbetweenpod@gmail.com Follow Dr. Hart on twitter @Saraannhart Follow Dr. Logan on twitter @Jarlogan More episodes and podcast information at WithinandBetweenPod.com Our theme music was composed by Jason Flowers. Our logo was created by Nathan Archer. This is Episode 3. It was recorded on June 15th, 2020.

人一生下来就会哭、会呼吸，男孩子到了青春期就会长胡子，这些能力和成长毫无疑问都是与生俱来的。那么其他一些重要的知识和能力是否也是先天就有的呢？譬如知道红色和蓝色是不同的，明白5块小饼干和10块小饼干不一样多，以及能区分行为的善恶，这些知识和认知能力从何而来呢？你或许会觉得这些都是需要学习的，人之初就如洛克所说的白板一样，什么都没有，一切都要靠后天学习和塑造。想要解决这些知识和认知能力的先天与后天之争，小婴儿是很好的研究对象，毕竟TA们刚刚来到这个世界。小婴儿看起来什么都不懂，什么也不会做，我们很难想象TA能明白数量的差异，育儿专家也会说如果小婴儿看不见妈妈就会以为妈妈消失了从而哭闹，甚至还有专门为“看不见颜色”的小婴儿设计的黑白色卡…… 但是小婴儿们真的什么知识和认知能力都没有吗？这种对婴儿的看法会不会是人类难以摆脱的偏见？抑或是我们缺乏了解婴儿心智的研究方式？ Wang, J., & Feigenson, L. (2019). Is empiricism innate? Preference for nurture over nature in people's beliefs about the origins of human knowledge. Open Mind, 3, 89-100. 【嘉宾】 Jinjing(Jenny) Wang，Rutgers大学New Brunswick校区心理学系助理教授 【支持我们】 欢迎大家在Patreon和爱发电上支持我们的节目。 Patreon: https://www.patreon.com/jzyd 爱发电:https://afdian.net/@jzyd-cn 【关注我们】 大家可以在y2intelligences.com看到我们的最新消息、文献链接和相关资料，也可以关注我们的微信公众号《午后的笛卡尔》。我们的节目目前可以在Apple Podcasts, Google Podcasts, Spotify, Castbox, Pocket Casts, AnchorFM等平台收听到。相关平台的登录页面也可以在我们的网站首页的链接找到。 【内容提要】 [00:04:40] 1岁的小婴儿已经可以把数数和数量联系起来(Wang & Feigenson, 2019b)。婴儿对数量的基本概念可能是今后学习复杂数学概念的基石。 [00:17:07] 两三个月大的婴儿就已经有了对重力的基本认识，TA们知道物体没有支撑物就会往下掉。但是孩子对于重力的理解是随着年龄逐渐完善的(Baillargeon, 1994)。 [00:21:20] 物体恒常性(object permanence)指的是一个物体被藏起来以后，仍然存在，没有消失。皮亚杰(Piaget)开启了婴儿理解物体恒常性的研究，并认为婴儿要在18-24个月才能理解物体恒常性。但是Baillargeon(1985, 1987)通过聪明的实验说明婴儿在半岁之前就已经对物体恒常性有了很好的理解。 [00:29:48] 通过调查网民、研究者以及参观科技馆的孩子，王老师发现一般人都认为人类的很多知识和认知能力是比较大了以后才获得的，而且通常是学会的。(Wang & Feigenson, 2019) 。但是教育经历似乎可以一定程度矫正这个看法。 [00:46:07] 为什么要争论先天与后天(Nature vs. Nurture)这个问题？ [00:53:10] 了解对于婴儿知识和认知能力的偏见，对我们的生活有什么用？ 【更多参考文献】 Baillargeon, R. (1987). Object permanence in 3½-and 4½-month-old infants. Developmental psychology, 23(5), 655. Baillargeon, R., Spelke, E. S., & Wasserman, S. (1985). Object permanence in five-month-old infants. Cognition, 20(3), 191-208. Baillargeon, R. (1994). How do infants learn about the physical world?. Current Directions in Psychological Science, 3(5), 133-140. Wang, J., & Feigenson, L. (2019b). Infants recognize counting as numerically relevant. Developmental Science, 22(6), e12805. Xu, F., & Spelke, E. S. (2000). Large number discrimination in 6-month-old infants. Cognition, 74(1), B1-B11. --- Support this podcast: https://anchor.fm/jzyd/support

This episode of Books and Ideas is an interview with David Shariatmadari author of "Don't Believe a Word: The Surprising Truth About Language." We explore some of the common myths about language. This includes a follow up of our recent discussion on Brain Science about the evidence against the assumption that language is an instinctive. Links and References: Don't Believe a Word: The Surprising Truth About Language by David Shariatmadari Cognitive Gadgets: The Cultural Evolution of Thinking by Cecilia Heyes Interviewed in Brain Science 168 Pullum, GK and Schultz, BC, (2002) Empirical assessment of stimulus of poverty arguments. The Linguistic Review, 19, ?. Hsu, H J, and Bishop, DV (2014) Sequence-specific procedural learning deficits in children with specific language impairment. Developmental Science,17(3), 352-365. Tomblin, J B, Shribirg, L , Murray, J, Patil, S, and Williams, C. (2004). Speech and Language characteristics associated with a 7/13 translocation involving FOXP2. American Journal of Medical Genetics, Part B, Neuropsychiatric Genetics, 130, 97-?. Both books have extensive references. For more please see show notes of BS 168. Announcements: Coming in early May 2020: new expanded edition of re You Sure? The Unconscious Origins of Certainty by Virginia "Ginger" Campbell, MD. Sign up for Brain Science Newsletter for updates. Send email to docartemis@gmail.com or post voice feedback at http://speakpipe.com/docartemis. Books and Ideas is going on hiatus until November 2020 so that Dr. Campbell can work on her neuroscience writing project. Please subscribe in your favorite podcasting app so that you don't miss the next episode. Connect on Social Media: Twitter: @docartemis Facebook page: http://www.facebook.com/booksandideas

What is "serve and return"? What does it mean to have a "responsive relationship" with a child? How do responsive relationships support healthy brain development? And what can parents and caregivers do in their day-to-day lives to build these sorts of relationships? This episode of The Brain Architects podcast addresses all these questions and more! Contents Podcast Panelists Additional Resources Transcript Fortunately, there are many quick, easy, and free ways to create responsive relationships with children of any age. To kick off this episode, Center Director Dr. Jack Shonkoff describes the science behind how these interactions—known as "serve and return"—work. This is followed by a discussion among a panel of scientists and practitioners including Dr. Phil Fisher, the Philip H. Knight Chair and Professor of Psychology at the University of Oregon, and director of the Center for Translational Neuroscience; Patricia Marinho, founder and CEO of Tempojunto and co-founder of Programa BEM; and Sarah Ryan, director of Life Skills at Julie's Family Learning Program. The panelists discuss what it looks like to serve and return with children on a daily basis, and how to encourage these interactions. Panelists Dr. Phil Fisher Patricia Marinho Sarah Ryan Additional Resources Resources from the Center on the Developing Child Working Paper 1: Young Children Develop in an Environment of Relationships Serve & Return Interaction Shapes Brain Circuitry 5 Steps for Brain-Building Serve and Return How-to Video: 5 Steps for Brain-Building Serve and Return Play in Early Childhood: The Role of Play in Any Setting Building Babies' Brains Through Play: Mini Parenting Master Class FIND: Filming Interactions to Nurture Development Articles Beecher, Michael D. & Burt, John M. (2004). The role of social interaction in bird song learning. Current Directions in Psychological Science, 13(6), 224-228. Kok, R., Thijssen, S., Bakermans-Kranenburg, M. et al. (2015). Normal variation in early parental sensitivity predicts child structural brain development. Journal of the American Academy of Child and Adolescent Psychiatry, 54(10), 824–831. Kuhl, P.K., Ramírez, R.R., Bosseler, A., Lin, J.L. & Imada, T. (2014). Infants' brain responses to speech suggest analysis by synthesis. Proceedings of the National Academy of Sciences. 111(31), 11238-11245. Levy, J., Goldstein, A. & Feldman, R. (2019). The neural development of empathy is sensitive to caregiving and early trauma. Nature Communications, 10, 1905. Marler, Peter (1970). Birdsong and speech development: Could there be parallels?. American Scientist, 58(6), 669-673. Ramírez-Esparza, N., García-Sierra, A. & Kuhl, P.K. (2014). Look who's talking: Speech style and social context in language input to infants is linked to concurrent and future speech development. In press: Developmental Science, 17(6), 880-91. Rifkin-Graboi, A., Kong, L., Sim, L.W. et al. (2015). Maternal sensitivity, infant limbic structure volume and functional connectivity: A preliminary study. Translational Psychiatry, 5, e668. Romeo, R.R., Leonard, J.A., Robinson, S.T., et al. (2018). Beyond the 30-million-word gap: Children's conversational exposure is associated with language-related brain function. Psychological Science, 29(5), 700-710. Sethna, V., Pote, I., Wang, S. et al. (2017). Mother–infant interactions and regional brain volumes in infancy: An MRI study. Brain Structure and Function, 222, 2379–2388. Yu, C. & Smith, L.B. (2013). Joint attention without gaze following: Human infants and their parents coordinate visual attention to objects through eye-hand coordination. PLoS One, 8(11), e79659. Resources from Our Panelists Dr. Phil Fisher The FIND Program Patricia Marinho Tempojunto (in Portuguese) Progama BEM (video in Portuguese with English subtitles) Transcript Sally: Welcome to The Brain Architects,

Science helps us to explain many things in the natural world. When it comes to psychology, it may even be able to help us understand why we think, behave, and believe the way that we do. Sometimes people fear these explanations, and even psychology itself, because of the perceived potential to be used to explain away their belief in God. Experimental psychologist Justin Barrett joins Jim Stump in this episode to discuss why he believes in the opposite. He also tells all about the new project he’s directing, the TheoPsych Project which aims to bring theology into contact with the mind sciences by bringing theologians and psychologists together to learn and think and talk with each other. Justin L. Barrett is the Thrive Professor of Developmental Science and Director of the Thrive Center for Human Development at Fuller Theological Seminary. He came to Fuller from the University of Oxford, where he taught and served as senior researcher for Oxford’s Centre for Anthropology and Mind. This episode is the first in a three part series we’re calling TheoPsych. These episodes were made possible in part by the TheoPsych Project, hosted by Fuller Seminary’s office of Science, Theology, and Religion. Find more information about the TheoPsych Project here. If you want to hear more from Justin, there’s another resource from him on our website. Find a conversation about this episode at the BioLogos Forum. Original music in this episode is by Carp.

Do you want to know who is sexting?  Your kids and/or their peers most likely are.  As of 2010-2011, 69% of teens have sexted with people they know offline.  Imagine what that number is now.  What do you need to know about your teen and sexting?  We discuss the law, apps and other details you need to know.    Is it even legal?  Nope, it is not legal. It is scary because it is so easy to send or forward a picture. Because it is so easy, our kids are not even going to think about it. Our goal is to help you talk to your kids about sexting before they start or have any negative consequences. If you tell them what is okay and not okay, or even better yet, have them tell you; they will begin to think twice. Helping them understand these limits helps brain development!   How do you talk to your teens about it?  If you ask them directly, they will likely lie to you. Newsflash! All teens lie. They might do it avoid trouble. They might do it to avoid our emotional backlash.  Here are some strategies to get them talking.  Don’t ask them about themselves, but ask them if they know anyone that sexts? Try asking about the topic, over asking about their actions. Once they start talking, you sit. Don’t move. Don’t worry about having the right words. You can ask questions as long as you are calm. Just listen and be with them! The key is to do it before the kids have gotten in trouble.    What apps are teens using?   Jax and Renae discuss apps that teens are using right now that you might not even be aware of. We go over what the apps intended function, what teens are using them for, and the safety risks for each app. For example, did you know that you can FaceTime and send private messages on Instagram?    How can I protect my kids from others and themselves?  Renae and Jax discuss ways to set up your devices to keep you safe. Did you know that the iPhones are much harder to set up to protect your kids? There are options to prevent their children from being able to use and download applications and/or ways to browse. We also discuss ways to allow your children to have and explore the apps in a way that you can still monitor them.    Should I be monitoring my kid's phones?  Yes, absolutely, but not all of the time. If you are on your kid's devices and/or in their apps all of the time. Or if you approach them every time they post something that makes you nervous, they will find a way to hide their activity to you. Remember to choose your battles with them. Remember to consider your child’s age before you react. For example, it is normal for 13-year-olds to take way more selfies than you ever thought possible.   What do I do if I know my kids are sexting? Jax and Renae want to remind you to really monitor your feelings. If you are finding yourself reacting instead of responding, consider what fear you are reacting to. Is it about you or them? Growing up now is completely different than growing up when we were kids. So what you did may not apply to your teen's situation. Once you are calm set your expectations and boundaries ahead of time so that your child knows what your expectations are. If kids know expectations and don’t feel “harassed” about them, they will respond to what you said. Also, make sure your teen knows what the consequences will be if they break the boundaries. Remember your teen’s phone is their entire social life. There should be limitations, but those limitations must be clear, time-limited, and related to the crime.   What do I do if I struggle with my own sexual history? Stay calm. Lots of parents have histories that will make them more sensitive to their child’s sexual behavior. Take heart! You are not alone! If you find yourself reacting and/or making assumptions about your teen based on your history, there are lots of things you can do. Reach out! Find someone who is safe if your life that can help give you a reality check if needed. See a counselor! Jax and Renae believe everyone needs a counselor to stay sane as a parent. Seeing someone could help reduce your sensitivity to your teen's behavior!   Resources https://www.washingtonpost.com/lifestyle/2019/07/19/is-teen-sexting-cause-concern-or-no-big-deal-how-help-kids-stay-safe-online/   https://www.nytimes.com/2018/03/12/well/family/teens-are-sexting-now-what.html   https://www.criminaldefenselawyer.com/crime-penalties/juvenile/sexting.htm   https://www.plannedparenthood.org/learn/teens/bullying-safety-privacy/all-about-sexting   Scholarly Resources   Casas, J.A..; Ojeda, M.; Elipe, P.; & Del Rey, R. (2019). Exploring which factors contribute to teens' participation in sexting. Computers in Human Behavior, 100, 60-69.  Holoyda, B.; Landess, J.; Sorrentino, R.; & Friedman, S. (2018). Trouble at teens fingertips. Youth sexting and the law. Behavioral Sciences & the Law, 36(2), 170-181. Rice, E.; Craddock, J.; Hemler, M.; Rusow, J.; Plant, A.; Montoya, J.; & Kordic, T. (2018). Associations between sexting behaviors and sexual behaviors among mobile phone‐owning teens in Los Angeles. Child Development, 89(1), 110-117.  Wachs, S.; Wright, M. F.; & Wolf, K.D. (2017). Psychological correlates of teen sexting in three countries-Direct and indirect associations between self-control, self-esteem, and sexting International Journal of Developmental Science, Vol 11, 109-120.

Imagine that the two drawings below are called Kiki and Bouba in some alien language.  If you had to guess which one was Kiki and which one was Bouba - without any other information, which one would be Kiki, and which one would be Bouba?   If you are like most people, the sharp angular shape (on the left) would be named Kiki while the curvier rounded shape (on the right) would be named Bouba.  This effect is called the Bouba/Kiki effect which highlights how we map sounds to visual shapes and was first observed by Wolfgang Kohler in the late 1920s and then refined in the early 2000s by Vilayanure Ramachandran and Edward Hubbard.   In experiments, over 95% of respondents selected the curvy shape as Bouba and the jagged one as Kiki.  The effect shows that words that have softer, rounded sounds (i.e., oo’s and ah’s) are associated with rounder shapes, while sounds that have more angular, sharp sounds (i.e., k’s and I’s) are associated with more pointed shapes.  While this effect focused on speech and visuals, my colleague and co-host of Behavioral Grooves, Tim Houlihan and I have started to use it as a way to describe how we think.  Some of us think with a “Kiki” like a brain.  Others of us think with a “Bouba” like a brain.  While not perfect, it does help in understanding the differences in how our brains process, retain, and regurgitate information.  For instance, a “Kiki brain” is precise and sharp and can remember specific names, dates, and titles.  While a more “Bouba brain” retains information about the general concepts and impacts but is less precise and more holistic in the combination of ideas and thoughts.   So while Tim can typically recall the name of a behavioral science study, the year it was published, and the author(s) (very much a Kiki brain), Kurt can usually only recall the concept that the study explored, how that concept can be applied, and how it interacts with other behavioral science concepts (more of a Bouba brain).    Often times during the podcast, my Bouba mind will be at a loss for the name of a study or a particular researcher, however, Tim’s Kiki brain will have those names readily available.  On the other side of the coin, Tim will be reciting a specific study and my Bouba brain will instantly go to the nuances of the application of how this works and implications for the people involved.  Of course, like most other ways of describing ourselves, this is not an either/or situation.  I would argue that we all have aspects of Kiki thinking AND Bouba thinking depending on the topic, situation, and other factors (i.e., how much sleep we had the night before).  And no brain is just Kiki or Bouba – we shift between the two on a regular basis.  Like personalities, these descriptions are just the tendencies for the way we think.  For instance, I’m not always at a loss for remembering a study name or researcher nor do I not understand the subtleties or connections from those studies that I do remember.  We fluctuate on a continuum and we often move easily between the thinking styles.  In general, my notion is that Kiki brains are more admired.  Those are the people that I don’t like getting into debates with, because they will bring in facts and figures and names at lightning speed and I’m just trying to stay up and connect the dots.   I need to be on my phone looking up references and facts, while they are seemingly pulling them out of the air.  People with KikI brains come across as smarter and more informed – because they can recall these details whereas people with Bouba brains are left talking about the general proposition.  Kiki brains are not fumbling to remember people’s names, the exact figure for the organization’s budget or the year that the Challenger exploded.  At this point, there is no research that is on this or supports this crazy theory.  However, by naming these types of thinking styles, I think we can better interact with each other and contribute to our work.  The power of this is in helping us understand how we communicate with others and understanding how we process and remember information.       Notes Image:  Monochrome version 1 June 2007 by Bendž Vectorized with Inkscape  Maurer, Pathman, and Modloch (2006), The shape of Boubas: sound-shape correspondences in toddlers and adults.  Developmental Science. Ramachandran, V.S. & Hubbard, E.M. (2001). "Synaesthesia: A window into perception, thought and language" (PDF). Journal of Consciousness Studies.   © 2019 Behavioral Grooves

Justin L. Barrett joined the School of Psychology in 2011 as Thrive Professor of Developmental Science and served as director of the Thrive Center for Human Development from 2011 to 2014. He is currently the chief project developer for the Office for Science, Theology, and Religion Initiatives (STAR) and, from January to September 2018, also… Read more about Justin Barrett: This is Your Brain on God – Cognitive Science and the Naturalness of Belief

Professor David Olds, Ph.D., Professor of Pediatrics and Director, Prevention Research Center for Family and Child Health, University of Colorado Department of Pediatrics, talks to freelance journalist Jo Carlowe about his career and the Family-Nurse Partnership. David is the Keynote Speaker at the [**Emanuel Miller Memorial Lecture and National Conference**](https://www.acamh.org/event/miller19/) - 'Attachment & Early Intervention: Improving emotional wellbeing and relationships in the family, and at school.' The title of his talk is 'Using Randomized Clinical Trials of the Family-Nurse Partnership to Inform Policy, Practice, and Developmental Science.' David says of his discussion: 'I will use our experience in developing, testing, and replicating the Nurse-Family Partnership to address the following questions. How can we design early parental interventions to maximize their likelihood of working? How can we design research to build a strong evidence-base for early-intervention?How can we scale evidence-based early interventions to maximize their societal impact?'

April 09, 2018 Discussion on the book "The Developmental Science of Early Childhood" by Dr. Farid Holakouee

The topic of anxiety in the preschool child is continued with an interview with Dr. Claudia Gold. She is a pediatrician and a writer and currently specializes in early childhood mental health. She is the author of The Silenced Child: From Labels, Medication and Quick-Fix Solutions to Listening, Growth and Lifelong Resilience, Keeping Your Child in Mind: Overcoming Defiance, Tantrum and other Everyday Behavior Problems by Seeing the World Through Your Child's Eyes and most recently The Developmental Science of Early Childhood: Clinical Applications of Infant Mental Concepts from Infancy Through Adolescence. More information about Dr Gold can be found on her website: claudiagoldmd.com  

How social groups are formed has profound implications for what we teach our children about our culture. Professor Yarrow Dunham of Yale University tells us how we all group people in our heads according to criteria that we think are important – in many cases it’s a valuable tool that allows us to focus our mental energy.  But when we look at ideas like race and gender, we see that we tend to classify people into these groups based on criteria that may not actually be useful at all. This episode will shed further light on Episode 6, “Wait, is my toddler racist?” and will lay the groundwork for us to study groupings based on gender in an upcoming episode. References Baron, A.S. & Dunham, Y. (2015). Representing “Us” and “Them”: Building blocks of intergroup cognition. Journal of Cognition and Development 16(5), 780-801. DOI: 10.1080/15248372.2014.1000459 (http://dx.doi.org.library.capella.edu/10.1080/15248372.2014.1000459) Baron, A.S., Dunham, Y., Banaji, M., & Carey, S. (2014). Constraints on the acquisition of social category concepts. Journal of Cognition and Development 15(2), 238-268. DOI: 10.1080/15248372.2012.742902 Dunham, Y., Baron, A.S., & Carey, S. (2011). Consequences of “minimal” group affiliations in children. Child Development 82(3), 793-811. DOI: 10.1111/j.1467-8624.2011.01577.x Dunham, Y., Chen, E.E., & Banaji, M.R. (2013). Two signatures of implicit intergroup attitudes: Developmental invariance and early enculturation. Psychological Science Online First. DOI: 10.1177/0956797612463081 Dunham, Y., Stepanova, E.V., Dotsch, R., & Todorov, A. (2015). The development of race-based perceptual categorization: Skin color dominates early category judgments. Developmental Science 18(3), 469-483. DOI: 10.1111/desc.12228 Rhodes, M., Leslie, S-J, Saunders, K., Dunham, Y., & Cimpian, A. (In Press). How does social essentialism affect the development of inter-group relations? Developmental Science. Retrieved from: https://www.researchgate.net/publication/306482087_How_does_social_essentialism_affect_the_development_of_inter-group_relations (https://www.researchgate.net/publication/306482087_How_does_social_essentialism_affect_the_development_of_inter-group_relations) Richter, N., Over, H., & Dunham, Y. (2016). The effects of minimal group membership on young preschoolers’ social preferences, estimates of similarity, and behavioral attribution. Collabra 2(1), p.1-8. DOI: : 10.1525/collabra.44   (#) Transcript Jen:                                      (https://www.temi.com/editor/t/rNRJM6iMdGZApNZh77eT3rLIeydhUdUEffiopmGKbHR8t1NoYu3IHNcUDiLKC8xWT0knxlvR-AOALmzpj-oABsW--XI?loadFrom=DocumentDeeplink&ts=30.08)                    Hello and welcome to the Your Parenting Mojo podcast. We’ve already talked quite a bit about the development of racism on Your Parenting Mojo and if you missed it, you might want to go back to episode six, which was called Wait, Is My Toddler Racist, and in that episode we talked about some of the unconscious psychological processes that are at work in all of us that can lead our children to develop racist attitudes and we learned that some of the concepts we might hold to be true if we hadn’t specifically learned about them – things like the fact that children just don’t notice racial differences unless they’re pointed out and the children won’t become racist if they aren’t explicitly taught to be – really aren’t true at all. Today I’m joined by an expert in social group formation who’s going to help us to understand how social groups form and specifically how we formulate our ideas about racial groups and will give us some practical tools we can use in our attempts to raise children who aren’t racist. Yarrow Dunham is Assistant Professor in the Department of Psychology at Yale University. He received his...

There's been a lot of interest in how media is affecting the brain during adolescence, but there still isn’t enough data for researchers to determine whether or not it’s beneficial or harmful to the teenage brain. UCLA’s Adriana Galván is an expert on adolescent brain development and says that’s in part because the media itself is still relatively new. "And so we don’t have the long-term data over many years to determine what it’s doing to the brain, but certainly we do know that it’s another form of teenagers having more social interactions, having great reactions emotionally to things that they see on media or read about, but we don’t really know what it’s doing to their brain yet – but stay tuned, a lot of people are doing that research." Adolescent neurobiology generates so much interest because the teen years are such a key period of developmental transition. UCLA is even leading the UC system's multi-campus, multi-disciplinary Consortium on the Developmental Science of Adolescence.

When I started talking with people about the idea for this podcast, one theme that came up consistently was the idea of supporting our children’s growth and development. A friend of mine summed it up most concisely and articulately by asking “how do I know when to lead and when I should step back and let my daughter lead?” This episode covers the concept of “scaffolding,” which is a method parents can use to observe and support their children’s development by providing just enough assistance to keep the child in their “Zone of Proximal Development.” This tool can help you to know you’re providing enough support…but not so much that your child will never learn to be self-sufficient. References Berk, L.E., & Winsler, A. (1995). Scaffolding children’s learning: Vygotsky and Early Childhood Education. Washington, D.C.: National Association for the Education of Young Children. Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher 18(4), 32-42. Courtin (2000). The impact of sign language on the cognitive development of deaf children: The case of theories of mind. Journal of Deaf Studies and Deaf Education 5,3 266-276. Retrieved from: http://jdsde.oxfordjournals.org/content/5/3/266.full.pdf (http://jdsde.oxfordjournals.org/content/5/3/266.full.pdf) Greenough, W.T., Black, J.E., & Wallace, C.S. (1987). Experience and Brain Development. Child Development 58, 539-559. Full article available at: https://www.researchgate.net/profile/James_Black11/publication/20116762_Experience_and_Brain_Development/links/552b9d830cf21acb091e4d90.pdf (https://www.researchgate.net/profile/James_Black11/publication/20116762_Experience_and_Brain_Development/links/552b9d830cf21acb091e4d90.pdf) Hirsh-Pasek, K. & Golinkoff, R.M. (2003). Einstein never used flash cards. Emmaus, PA: Rodale. Johnson, J.S. & Newport, E.L. (1989). Critical period effects in second language learning: The influence of maturational stage on the acquisition of English as a second language. Cognitive Psychology 21, 60-99. Full article available at: http://www.psy.cmu.edu/~siegler/JohnsnNewprt89.pdf (http://www.psy.cmu.edu/~siegler/JohnsnNewprt89.pdf) Lancy, D.F. (2015). The Anthropology of Childhood: Cherubs, Chattel, Changelings. Cambridge: Cambridge University Press McCarthy, E.M. (1992). Anatomy of a teaching interaction: The components of teaching in the ZPD. Paper presented at the annual meeting of the American Educational Research Association, April, San Francisco, CA. Pratt, M.W., Green, D., MacVicar, J., & Bountrogianni, M. (1992). The mathematical parent: Parental scaffolding, parent style, and learning outcomes in long-division mathematics homework. Journal of Applied Developmental Psychology 13, 17-34. Retrieved from: http://www.sciencedirect.com/science/article/pii/019339739290003Z Roberts, R.N. & Barnes, M.L. (1992). “Let momma show you how”: Maternal-child interactions and their effects on children’s cognitive performance. Journal of Applied Developmental Psychology 13, 363-376. Retrieved from: http://www.sciencedirect.com/science/article/pii/019339739290036H Thompson, R.A., & Nelson, C. (2001). Developmental science and the media: Early brain development. American Psychologist 55(1) 5-15. Full article available at: https://www.researchgate.net/publication/12089227_Developmental_Science_and_the_Media_Early_Brain_Development   (#) Transcript When I started talking with people about the idea for this podcast series, one theme that came up consistently was the idea of supporting our children’s growth and development.  A friend of mine summed it up most concisely and articulately by asking “how do I know when to lead and when I should step back and let my daughter lead?” I’ve taken quite a journey on my learning on this topic and wanted to share a bit of

I’m so excited to welcome my first guest on the Your Parenting Mojo podcast: Professor Tara Callaghan of St. Francis Xavier University in Nova Scotia.   Professor Callaghan has spent a great number of years studying the emergence of artistic ability in young children and she shares some of her insights with us.  This is a rather longer episode than usual so here are some places you might want to skip ahead to if you have specific interest: [3:55]: The connection between individuality and creativity, especially in Western cultures [9:00]: What is “symbolic representation” and why is the development of symbolic representation an important milestone for young children? [12:10]: Is it helpful for parents to ask a child “What are you drawing?” [15:25]: When do children understand symbols? [31:15]: What can parents do to support children’s development of symbolic representation in particular and artistic ability in general? References Brownlee, P. (2016). Magic Places. Good Egg Books: Thames, NZ (must be ordered directly from the publisher in New Zealand; see: http://penniebrownlee.weebly.com/books.html (http://penniebrownlee.weebly.com/books.html) ) Callaghan, T.C., Rackozy, H., Behne, T., Moll, H, Lizkowski, U., Warneken, F., & Tomasello, (2011). Early social cognition in three cultural contexts. Monographs of the Society for Research in Child Development, 76(2), Serial Number 299. h ttp://onlinelibrary.wiley.com/doi/10.1111/mono.2011.76.issue-2/issuetoc (http://onlinelibrary.wiley.com/doi/10.1111/mono.2011.76.issue-2/issuetoc) Callaghan, T. & Corbit, J. (2015). The development of symbolic representation. In Vol. 2 (L. Liben & U. Muller, Vol. Eds.) of the 7th Edition (R. Lerner, Series Ed) of the Handbook of Child Psychology and Developmental Science (pp. 250-294). New York: Wiley. Callaghan, T., & M. Rankin (2002). Emergence of graphic symbol functioning and the question of domain specificity: A longitudinal training study. Child Development, March/April 2002, 73:2, 359-376. Callaghan, T., P. Rochat & J. Corbit (2012). Young children’s knowledge of the representational function of pictoral symbols: Development across the preschool years in three cultures.  Journal of Cognition and Development, 13:3, 320-353. Available at: http://www.psychology.emory.edu/cognition/rochat/lab/CALLAGHAN,%20ROCHAT,%20&%20CORBIT,%202012.pdf (http://www.psychology.emory.edu/cognition/rochat/lab/CALLAGHAN,%20ROCHAT,%20&%20CORBIT,%202012.pdf) DeLoache, J. S., (2004).  Becoming symbol-minded. Trends in Cognitive Sciences, 8, 66-70. Retrieved from: http://www.sciencedirect.com/science/article/pii/S1364661303003346 (http://www.sciencedirect.com/science/article/pii/S1364661303003346) Frith, C., & Frith, U. (2005). Theory of mind. Current Biology 15(17), R644.R645. Full article available at: http://www.sciencedirect.com/science/article/pii/S0960982205009607 Ganea, P.A., M.A. Preissler, L. Butler, S. Carey, and J.S. DeLoache (2009). Toddlers’ referential understanding of pictures. Journal of Experimental Child Psychology 104(3):283-295. Full article available at: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2865246/ (http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2865246/) Golomb, C. (2003). The child’s creation of a pictoral world. London: Psychology Press. Jolley, R.P. (2010). Children and pictures: Drawing and understanding. Wiley-Blackwell, Cichester, England. Jolley, R. P. & S. Rose (2008). The relationship between production and comprehension of representational drawing. In Children’s understanding and production of pictures, drawings, and art (C. Milbrath & H.M. Trautner (Eds)). Boston, MA, Hogrefe Publishing.  Chapter available at: http://www.staffs.ac.uk/personal/sciences/rj2/publications/Jolley%20and%20Rose%20chapter.pdf...

Traditionally viewed as a poor verbal practise, the ums and ers uttered by parents may in fact play a critical role in helping toddlers to learn new words, as Rochester University researcher Richard Aslin, publishing in the journal Developmental Science, discovered recently... Like this podcast? Please help us by supporting the Naked Scientists

Traditionally viewed as a poor verbal practise, the ums and ers uttered by parents may in fact play a critical role in helping toddlers to learn new words, as Rochester University researcher Richard Aslin, publishing in the journal Developmental Science, discovered recently... Like this podcast? Please help us by supporting the Naked Scientists

Developing successful learners who are prepared for success in college or further study and for employment and citizenship in a global environment requires us to think outside the box -- the cognitive box, that is. The science of learning and child development is rarely used in classrooms, and research has demonstrated that we can maximize learning when educators apply developmental principles effectively. In this episode of the Whole Child Podcast, we explore the key principles of developmental science that can affect the way teachers teach and the way students learn.