Podcasts about experimental child psychology

 A recent study from the Journal of Experimental Child Psychology found that people start developing unhealthy perceptions of their own bodies in early childhood. Researchers found that children as young as 7 start to judge their bodies in ways that eventually could lead to an eating disorder. In addition, during this age of filters and AI, the Mental Health Foundation warns that unrealistic body images that flood social media can cause people to strive for “perfection,” an unattainable goal that can lead to mood disorders as well. How much is social media really to blame and what can parents do to help their children have a healthy relationship with food and their bodies? Licensed pediatric occupational therapist Kelly Shoup joined us to discuss!Listen to WBZ NewsRadio on the NEW iHeart Radio app and be sure to set WBZ NewsRadio as your #1 preset!

How many bottles of wine are regifted? What's wrong with giving cash? And should Angela give her husband a subscription to the Sausage of the Month Club? SOURCES:Joel Waldfogel, professor of strategic management & entrepreneurship at the University of Minnesota. RESOURCES:“How to Become a Truly Excellent Gift Giver,” by Eliza Brooke (Vox, 2022).“How to Calculate a Holiday Tip for the Doorman,” by Ronda Kaysen (The New York Times, 2022).“Least Favorite Gifts to Receive for Christmas in the United States in 2022, by Generation,” (Statista, 2022).“(Not) Giving the Same Old Song and Dance: Givers' Misguided Concerns About Thoughtfulness and Boringness Keep Them From Repeating Gifts,” by Julian Givi (Journal of Business Research, 2020).“Does Anyone Really Buy the Giant Car Bows You See in Every Commercial?” by Aditi Shrikant (Vox, 2018).“It's the Motive That Counts: Perceived Sacrifice Motives and Gratitude in Romantic Relationships,” by Mariko L. Visserman, Francesca Righetti, Emily A. Impett, Dacher Keltner, and Paul A. M. Van Lange (Emotion, 2018).“Why Certain Gifts Are Great to Give but Not to Get: A Framework for Understanding Errors in Gift Giving,” by Jeff Galak, Julian Givi, and Elanor F. Williams (Current Directions in Psychological Science, 2016).“The Girl Who Gets Gifts From Birds,” by Katy Sewall (B.B.C. News, 2015).“The Disappointing Gift: Dispositional and Situational Moderators of Emotional Expressions,” by Renée M. Tobin and William G. Graziano (Journal of Experimental Child Psychology, 2011).Scroogenomics: Why You Shouldn't Buy Presents for the Holidays, by Joel Waldfogel (2009).“The Deadweight Loss of Christmas,” by Joel Waldfogel (The American Economic Review, 1993).United States Postal Service Employee Tipping and Gift-Receiving Policy. EXTRAS:“Have a Very Homo Economicus Christmas,” by Freakonomics Radio (2012).

Why do we tell kids that a fairy will give them cash in exchange for their teeth? How should we talk to them about scary things in the world? And is Mike one of the greatest operatic tenors of all time?  SOURCES:Laura Wheatman Hill, journalist.George Lin, Ph.D. student in psychology at the University of Pennsylvania.Melinda Wenner Moyer, journalist and author.Luciano Pavarotti, Italian operatic tenor.Amy Stoeber, clinical psychologist.Jacqueline Woolley, professor of psychology at the University of Texas at Austin. RESOURCES:"Parenting by Lying," by Peipei Setoh, Petrina Hui Xian Low, Gail D. Heyman, and Kang Lee (Current Directions in Psychological Science, 2024)."Should You Always Tell Your Kids the Truth? It Depends," by Laura Wheatman Hill (CNN, 2021)."Parenting by Lying in Childhood Is Associated With Negative Developmental Outcomes in Adulthood," by Peipei Setoh, Siqi Zhao, Rachel Santos, Gail D. Heyman, and Kang Lee (Journal of Experimental Child Psychology, 2020)."The Santa Lie," by Melinda Wenner Moyer (2012). EXTRAS:"When Is It OK to Tell a Lie?" by No Stupid Questions (2021).How to Raise Kids Who Aren't A*******: Science-Based Strategies for Better Parenting — from Tots to Teens, by Melinda Wenner Moyer (2021).Life Is Beautiful, film (1997)."Love at the Five and Dime," song by Nanci Griffith (1986).The Hiding Place, by Corrie ten Boom (1971).

In this episode, I share my experiences and insights on the topic of baby temperament and sleep. I discuss my personal experiences with my two children's sleep patterns and how temperament can play a role in their sleep habits. It's important to understand and respond to a baby's temperament in a positive and nurturing way, rather than labeling them as "bad sleepers." I want to encourage you to consider evidence-based positive parenting techniques and sleep teaching methods to support your child's sleep needs. Sensitive sleepers can still become great sleepers with the right approach. In this episode we share: Misconceptions about babies' sleep The impact of parental stress and lack of knowledge on perceived temperament Nine different dimensions used to measure temperament The interplay between nature, nurture, and temperament in sleep behavior The influence of parental response and environmental factors on sleep challenges Sustainable sleep solutions exist beyond strict schedules and cry-out methods Visit the show notes for this episode: 4. Let's Talk About Bad Sleepers! Resources/Blog Posts Free Night Waking Guide Temperament + Baby Sleep Blog Post Free Sleep Help Resources Connect with Alice: Instagram - @cozybabysleep Facebook - @cozybabysleep TikTok - @cozybabysleep Cozy Baby Sleep Links Website - www.cozybabysleep.com Citations: Atkinson, E., Vetere, A., & Grayson, K. (1995). Sleep disruption in young children. The influence of temperament on the sleep patterns of pre‐school children. Child: care, health and development, 21(4), 233-246. Gilissen, R., Bakermans-Kranenburg, M. J., van IJzendoorn, M. H., & van der Veer, R. (2008). Parent–child relationship, temperament, and physiological reactions to fear-inducing film clips: Further evidence for differential susceptibility. Journal of Experimental Child Psychology, 99(3), 182-195. Goyal, D., Gay, C., & Lee, K. (2009). Fragmented maternal sleep is more strongly...

My guest today is Dr. Peng Peng, co-author of a recently-published meta-analysis that examined the role of strategy instruction with struggling readers in grades 3-12. The analysis sought to understand which strategies, and which strategy combinations, are most important to prioritize in a time-crunched intervention setting. Later, I'm joined by my colleague Elisha Li for a conversation about practical takeaways for the classroom. ****Read a full transcript of this episode, and learn more about the show at https://www.jenniferserravallo.com/podcast More about Peng Peng's research on working memoryMore on the Effectiveness of Multi Stratergy ReadingDr. Kintsch's ReadingComprehension Model****More about Dr. Peng Peng:Dr. Peng Peng's research aims to bridge cognitive psychology and special education. He is interested in embedding high-level cognitive skills training into academic instructions for children with severe learning difficulties. In particular, he has been working on projects to design instruction that can incorporate cognitive strategy, meta-cognition, and reading skills. Another line of his research is meta-analysis that examines reading and mathematics learning across cultures and languages. Currently, he is working on several meta projects to investigate the bidirectional relation (and mechanism) between general cognition and learning during development.Dr. Peng Peng's work has been published in journals including Psychological Bulletin, Review of Educational Research, Journal of Educational Psychology, Journal of Learning Disabilities, Educational Psychology Review, Learning and Individual Differences, Exceptional Children, Scientific Studies of Reading, Child Development Perspectives, Journal of Special Education, Learning Disability Quarterly, and Journal of Experimental Child Psychology. He is the recipient of 2018 Early Career Award from International Dyslexia Association, the associate editor of Reading and Writing, and serves on the editorial board of Psychological Bulletin, Review of Educational Research, Journal of Educational Psychology, Journal of Learning Disabilities, Learning Disabilities Research and Practice, and Annals of Dyslexia.Special thanks to Alex Van Rose for audio editing this episode. Support this show: https://www.buymeacoffee.com/TotheClassroom (https://www.buymeacoffee.com/TotheClassroom) Support the show

For today's PGCE Research Bite, Tom is joined by Christy Scott from PGCE Primary. Christy has carried out some research for her school about how to create classroom spaces which motivate pupils to read. In this episode, Christy explains to Tom what she found out from her research, and the recommendations she made for her school. You can also watch this discussion on our youtube channel at youtube.com/@cardiffpartnershipThanks to Christy for sharing her work! You can download her infographic here. Christy's six main sources are:Barrett, P., Davies, F., Zhang, Y. and Barrett, L. (2015) ‘The Impact of Classroom Design on Pupils' Learning: Final Results of a Holistic, Multi-level Analysis', Building and Environment, 89(89), pp.118–133. Chou, M.-J., Cheng, J.-C. and Cheng, Y.-W. (2016) ‘Operating Classroom Aesthetic Reading Environment to Raise Children's Reading Motivation', Universal Journal of Educational Research, 4(1), pp.81–97. Oakley, G., Wildy, H. and Berman, Y. (2018) ‘Multimodal Digital Text Creation Using Tablets and Open-ended Creative Apps to Improve the Literacy Learning of Children in Early Childhood Classrooms', Journal of Early Childhood Literacy, 20(4),pp.655-679. Suggate, S., Pufke, E. and Stoeger, H. (2016) ‘The Effect of Fine and Grapho-motor Skill Demands on Preschoolers' Decoding Skill', Journal of Experimental Child Psychology, 141, pp.34–48. Campbell, S. (2021) ‘What's Happening to Shared Picture Book Reading in an Era of Phonics First?', The Reading Teacher, 74(6), pp.757-767. Fisher, A.V., Godwin, K.E. and Seltman, H. (2014) ‘Visual Environment, Attention Allocation, and Learning in Young Children', Psychological Science, 5(7), pp.1362–1370. -----------------------------Recorded in studio B2.16 at Cardiff Metropolitan University's Cyncoed Campus on 24th March 2023

This week we take a fascinating look at how highly gendered languages are dealing with the drive to become more inclusive. Plus, we look at the differences between "simple" and "simplistic" and "backward" and "backwards."Transcript: https://grammar-girl.simplecast.com/episodes/how-gendered-languages-are-changing-jugopop| Subscribe to the newsletter for regular updates.| Watch my LinkedIn Learning writing course.| Peeve Wars card game. | Grammar Girl books. | HOST: Mignon Fogarty| VOICEMAIL: 833-214-GIRL (833-214-4475) or https://sayhi.chat/grammargirl| Grammar Girl is part of the Quick and Dirty Tips podcast network.| Theme music by Catherine Rannus at beautifulmusic.co.uk.| Grammar Girl Social Media Links:https://www.quickanddirtytips.com/podcastshttps://www.tiktok.com/@therealgrammargirlhttp://twitter.com/grammargirlhttp://facebook.com/grammargirlhttp://instagram.com/thegrammargirlhttps://www.linkedin.com/company/grammar-girlReferences for the gendered language segment by Valerie Fridland:Braun, F., Sczesny, S., & Stahlberg, D. (2005). Cognitive Effects of Masculine Generics in German: An Overview of Empirical Findings.  Communications (Sankt Augustin), 30(1), 1-21. Carreiras, M., Garnham, A., Oakhill, J., & Cain, K. (1996). The use of stereotypical gender information in constructing a mental model: evidence from English and Spanish. The Quarterly journal of experimental psychology. A, Human experimental psychology, 49(3), 639–663. DeFranza, D., Mishra, H., & Mishra, A. (2020). How language shapes prejudice against women: An examination across 45 world languages. Journal of Personality and Social Psychology, 119(1), 7–22.Eilers, S., Tiffin-Richards, S. P., & Schroeder, S. (2018). Individual differences in children's pronoun processing during reading: Detection of incongruence is associated with higher reading fluency and more regressions. Journal of Experimental Child Psychology, 173, 250-267.Stahlberg, D., Braun, F., Irmen, L., & Sczesny, S. (2007). Representation of the sexes in language. In K. Fiedler (Ed.), Social communication. A volume in the series Frontiers of Social Psychology.163-187.Moehlman, Lara. (2018) Can Hebrew Be Gender Neutral? https://momentmag.com/can-hebrew-be-gender-neutral/. Accessed 8.7.2022.

------------------Support the channel------------ Patreon: https://www.patreon.com/thedissenter PayPal: paypal.me/thedissenter PayPal Subscription 3 Dollars: https://tinyurl.com/ybn6bg9l PayPal Subscription 5 Dollars: https://tinyurl.com/ycmr9gpz PayPal Subscription 10 Dollars: https://tinyurl.com/y9r3fc9m PayPal Subscription 20 Dollars: https://tinyurl.com/y95uvkao This show is sponsored by Enlites, Learning & Development done differently. Check the website here: http://enlites.com/ Dr. Gabrielle Principe is Professor and Chair of the Department of Psychology at the College of Charleston. Her research has been federally funded by the National Institutes of Health and she has published her research in numerous scientific journals including Psychological Science, Journal of Experimental Child Psychology, and Cognition and Development. She has a lifelong fascination with the implications of evolutionary ideas on cognitive development and a serious interest in translating the latest scientific research about human development into information that parents and teachers can use to better rear and educate children. She is the author of Your Brain on Childhood: The Unexpected Side Effects of Classrooms, Ballparks, Family Rooms, and the Minivan (Prometheus, 2011). In this episode, we talk about how memory develops in children and how it works. We start with some basics about memory development. We Talk about how we rewrite our memories every time we recall them, and memory sharing and memory-sharing styles. We discuss the existence of repressed memories, and how false memories can be engendered. We introduce a bit of an evolutionary perspective, to try to understand why our memories fail in these domains. We also talk about autobiographical memory and its relation with the “self”. Finally, we discuss some of the problems with eyewitness testimonies. -- A HUGE THANK YOU TO MY PATRONS/SUPPORTERS: KARIN LIETZCKE, ANN BLANCHETTE, PER HELGE LARSEN, LAU GUERREIRO, JERRY MULLER, HANS FREDRIK SUNDE, BERNARDO SEIXAS, HERBERT GINTIS, RUTGER VOS, RICARDO VLADIMIRO, BO WINEGARD, CRAIG HEALY, OLAF ALEX, PHILIP KURIAN, JONATHAN VISSER, ANJAN KATTA, JAKOB KLINKBY, ADAM KESSEL, MATTHEW WHITINGBIRD, ARNAUD WOLFF, TIM HOLLOSY, HENRIK AHLENIUS, JOHN CONNORS, PAULINA BARREN, FILIP FORS CONNOLLY, DAN DEMETRIOU, ROBERT WINDHAGER, RUI INACIO, ARTHUR KOH, ZOOP, MARCO NEVES, MAX BEILBY, COLIN HOLBROOK, SUSAN PINKER, THOMAS TRUMBLE, PABLO SANTURBANO, SIMON COLUMBUS, PHIL KAVANAGH, JORGE ESPINHA, CORY CLARK, MARK BLYTH, ROBERTO INGUANZO, MIKKEL STORMYR, ERIC NEURMANN, SAMUEL ANDREEFF, FRANCIS FORDE, TIAGO NUNES, BERNARD HUGUENEY, ALEXANDER DANNBAUER, OMARI HICKSON, PHYLICIA STEVENS, FERGAL CUSSEN, YEVHEN BODRENKO, HAL HERZOG, NUNO MACHADO, DON ROSS, JOÃO ALVES DA SILVA, JONATHAN LEIBRANT, JOÃO LINHARES, OZLEM BULUT, NATHAN NGUYEN, STANTON T, SAMUEL CORREA, ERIK HAINES, MARK SMITH, J.W., JOÃO EIRA, TOM HUMMEL, SARDUS FRANCE, DAVID SLOAN WILSON, YACILA DEZA-ARAUJO, IDAN SOLON, ROMAIN ROCH, DMITRY GRIGORYEV, TOM ROTH, DIEGO LONDOÑO CORREA, YANICK PUNTER, ADANER USMANI, CHARLOTTE BLEASE, MIRAN B, NICOLE BARBARO, ADAM HUNT, PAWEL OSTASZEWSKI, MAX BEILBY, AL ORTIZ, NELLEKE BAK, KATHRINE AND PATRICK TOBIN, GUY MADISON, GARY G HELLMANN, AND SAIMA AFZAL! A SPECIAL THANKS TO MY PRODUCERS, YZAR WEHBE, JIM FRANK, ŁUKASZ STAFINIAK, IAN GILLIGAN, SERGIU CODREANU, LUIS CAYETANO, TOM VANEGDOM, CURTIS DIXON, BENEDIKT MUELLER, VEGA GIDEY, AND NIRUBAN BALACHANDRAN! AND TO MY EXECUTIVE PRODUCERS, MICHAL RUSIECKI, ROSEY, JAMES PRATT, AND MATTHEW LAVENDER!

Episode 8: Let's talk about some of the influencing factors that affect the doers' and the viewers' perspective of sport karate. This is discussed through episode expert vs. novice knowledge, propagated information, and the actions within the game. How do all these contribute to what is regarded as a sport and what is regarded as a spectacle? Elyse Gorrell PhD Candidate; MPC (CSPA-ACPS) www.embodiedmentalperformance.com Facebook — https://www.facebook.com/ElysesPoint Youtube — https://www.youtube.com/channel/UCKh_eedyxP0eilONX-7yjgw Follow on: instagram.com/embodiedmp (Karate; Sport Karate; Sport Martial Arts; Martial Arts; Point Fighting; Point Sparring) ----more---- References Bok, S. (1978). Lying: Moral choice in public and private life. New York: Vintage Books. Chi, M. T. H. (1978). Knowledge structures and memory development. In R. Siegler (Ed.), Children's thinking: What develops? (pp. 73-96). Hillsdale, NJ: Erlbaum. Chi, M. T. H., Glaser, R., & Rees, E. (1982). Expertise in problem solving. In R. Sternberg (Ed.), Advances in the psychology of human intelligence (Vol. 1, pp. 17-76). Hillsdale, NJ: Erlbaum. Feltz, D. L. (1988). Self-confidence and sports performance. Exercise and Sport Science Reviews, 16(1), 423-457. Gustini, R. (2011, April 12). How Point Shaving Works: An explainer after two players and an ex-coach are charged with fixing games. The Atlantic. Retrieved from https://www.theatlantic.com/culture/archive/2011/04/how-point-shaving-works/349575/ Kessel, A. (2013, December 19). Katie Ledecky: ‘Gosh, I'm at the Olympics… what's this, I'm winning?'. The Guardian. Retrieved from https://www.theguardian.com/sport/2013/dec/19/katie-ledecky-london-2012-olympics Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121-1134. Longman, J. (2020, January 18). Technology Throws a Curveball to a Sport Built on Deceit. Or Is It Gamesmanship? The New York Times. Retrieved from https://www.nytimes.com/2020/01/18/sports/sign-stealing.html Mazer, S. (1998). Professional Wrestling Sport and Spectacle. University Press of Mississippi. McPherson, S. L., & Thomas, J. R. (1989). Relation of knowledge and performance in boys' tennis: Age and expertise. Journal of Experimental Child Psychology, 48, 190-211. Olympic. (2012, August 3). Katie Ledecky wins Olympic Gold - Women's 800m Freestyle | London 2012 Olympic Games. [Video]. YouTube. https://www.youtube.com/watch?v=JHbNKX3VkIM Vigdor, N. (2020, July 16). The Houston Astros' Cheating Scandal: Sign-Stealing, Buzzer Intrigue and Tainted Pennants. The New York Times. Retrieved from https://www.nytimes.com/article/astros-cheating.html ----more---- Music for Podcast Time Out - Atch https://soundcloud.com/atch-music Creative Commons — Attribution 3.0 Unported — CC BY 3.0 Free Download / Stream: http://bit.ly/l-time-out Music promoted by Audio Library https://youtu.be/NPnLxESfv50 contact@atchmusic.com Spotify: https://spoti.fi/3c8YciV Apple Music: https://apple.co/3c6TeTS SoundCloud: https://soundcloud.com/atch-music Instagram: https://instagram.com/atchmusic YouTube: https://www.youtube.com/atchmusic

Problembaserat lärande (PBL) är en populär undervisningsform som utgår från att eleverna, med mer eller mindre hjälp, själva ska lösa ett problem. Men hur bra fungerar det egentligen? Vad behöver man tänka på för att det ska fungera bättre? I detta avsnitt hamnar vi även i en flippad diskussion om det så kallade flippade klassrummet – och vad detta betyder för PBL. De som var med idag är: Betty Tärning, forskare i Educational Technology Group vid Lunds universitet, och doktor i kognitionsvetenskap, med specialisering inom digitala läromedel. Björn Sjödén, lektor i utbildningsvetenskap vid Högskolan i Halmstad och doktor i kognitionsvetenskap. Han undervisar på lärarutbildningen och forskar om digitalt lärande. Kalle Palm, gymnasielärare i fysik, filosofi och matematik samt kognitionsvetare. Tekniker och producent var Trond A. Tjøstheim. Varje avsnitt är granskat av Agneta Gulz, professor i kognitionsvetenskap vid Lunds och Linköpings universitet. Tillsammans bidrar vi med vetenskapliga referenser till varje avsnitt, för den som vill veta mer. Referenser Arena, D. & Schwartz, D. (2013). Experience and explanation: Using videogames to prepare students for formal instruction in statistics. Journal of Science Education and Technology, 23(4), 538-548. Blikstein, P., & Wilensky, U. (2010). MaterialSim: A constructionist agent-based modelling approach to engineering education. In M. J. Jacobson & P. Riemann (Eds.), Designs for learning environments of the future: International perspectives from the learning sciences (pp. 17-60). New York: Springer. Bonawitz, E., Shafto, P., Gwen, H., Goodman, N. D., Spelke, E., & Schultz, L. (2011). The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery. Cognition, 120(3), 322-330. DeCaro, M.S., & Rittle-Johnson, B. (2012). Exploring mathematics problems prepares children to learn from instruction. Journal of Experimental Child Psychology, 113(4), 552-568. Michael, A., Klee, T., Bransford, J., & Warren, S. (1993). The transition from theory to therapy: Test of two instructional methods. Applied Cognitive Psychology, 7(2), 139-154. Schwartz, D., & Bransford, J. (1998). A time for telling. Cognition and Instruction, 16(4), 475-522. Schwartz, D. L., Tsang, J. M., & Blair, K. P. (2016). The ABCs of how we learn: 26 scientifically proven approaches, how they work, and when to use them, kap J. WW Norton & Company.

This parachute answers the question of how to get your child to sit and eat. Also, I have a minor cold so please excuse the sniffles:) References: van der Horst, K., Ferrage, A., & Rytz, A. (2014). Involving children in meal preparation. Effects on food intake. Appetite, 79, 18–24. https://doi.org/10.1016/j.appet.2014.03.030 Yang, Tian-Xiao, et al. “The Development of Multitasking in Children Aged 7–12 Years: Evidence from Cross-Sectional and Longitudinal Data.” Journal of Experimental Child Psychology, vol. 161, 2017, pp. 63–80., doi:10.1016/j.jecp.2017.04.003. Rymanowicz, Kylie. “Monkey See, Monkey Do: Model Behavior in Early Childhood.” MSU Extension, 3 Oct. 2018, www.canr.msu.edu/news/monkey_see_monkey_do_model_behavior_in_early_childhood#:~:text=Whether%20or%20not%20they%20demonstrate,of%20reinforcement%20those%20behaviors%20receive. --- Send in a voice message: https://anchor.fm/parachutesforparents/message

Holly Joseph is a developmental cognitive psychologist at the University of Reading who specialises in reading development and difficulties. During this podcast she chats to Sue about a piece of work looking at how children learn new words they encounter during reading, and how some children find this more difficult than others.You can follow Holly on Twitter here.The paper discussed in this episode is: Joseph, H., & Nation, K. (2018). Examining incidental word learning during reading in children: The role of context. Journal of Experimental Child Psychology, 166, 190-211.

Children told lies by parents subsequently lie more as adults and may face greater psychosocial difficulties including behavior problems, feelings of guilt and shame, as well as selfish and manipulative character – from the Journal of Experimental Child Psychology

------------------Support the channel------------ Patreon: https://www.patreon.com/thedissenter SubscribeStar: https://www.subscribestar.com/the-dissenter PayPal: paypal.me/thedissenter PayPal Subscription 1 Dollar: https://tinyurl.com/yb3acuuy PayPal Subscription 3 Dollars: https://tinyurl.com/ybn6bg9l PayPal Subscription 5 Dollars: https://tinyurl.com/ycmr9gpz PayPal Subscription 10 Dollars: https://tinyurl.com/y9r3fc9m PayPal Subscription 20 Dollars: https://tinyurl.com/y95uvkao ------------------Follow me on--------------------- Facebook: https://www.facebook.com/thedissenteryt/ Twitter: https://twitter.com/TheDissenterYT Dr. David F. Bjorklund is a Professor of Psychology at Florida Atlantic University where he teaches graduate and undergraduate courses in developmental and evolutionary psychology. He served as Associate Editor of Child Development (1997-2001) and is currently serving as Editor of the Journal of Experimental Child Psychology. His books include The Origins of Human Nature: Evolutionary Developmental Psychology (with Anthony Pellegrini), Origins of the Social Mind: Evolutionary Psychology and Child Development (edited with Bruce Ellis), Why Youth is Not Wasted on the Young: Immaturity in Human Development, Child and Adolescent Development: An Integrative Approach (with Carlos Hernández Blasi), and Children's Thinking: Cognitive Development and Individual Differences, now in its fifth edition. His current research interests include children's cognitive development and evolutionary developmental psychology. In this episode, we talk about evolutionary developmental psychology. We discuss the role that development plays in biology; the importance of the field of evolutionary psychology; the current state of the art of human epigenetics; behavioral genetics and the nature-nurture debate; what is “innate” in human psychology; behavioral plasticity; our long period of development as a species and what we acquire through it; some species-typical mental abilities, like imitation, theory of mind and culture; the importance of play; and implicit knowledge. We wrap up the interview by talking about evolutionary mismatch and how we are not adapted to certain aspects of our modern environment, and the problems that might bring; and also how we can apply this knowledge to develop better education systems. -- Follow Dr. Bjorklund's work: Faculty page: https://bit.ly/2UeCwMs Academia.edu profile: https://bit.ly/2D0sdBg Articles on Researchgate: https://bit.ly/2IIHBYk Books on Amazon: https://amzn.to/2TWi1PB -- A HUGE THANK YOU TO MY PATRONS: KARIN LIETZCKE, ANN BLANCHETTE, SCIMED, PER HELGE HAAKSTD LARSEN, LAU GUERREIRO, RUI BELEZA, MIGUEL ESTRADA, ANTÓNIO CUNHA, CHANTEL GELINAS, JIM FRANK, JERRY MULLER, FRANCIS FORD, HANS FREDRIK SUNDE, BRIAN RIVERA, ADRIANO ANDRADE, YEVHEN BODRENKO, SERGIU CODREANU, ADAM BJERRE, JUSTIN WATERS, ŁUKASZ STAFINIAK AND AIRES ALMEIDA! A SPECIAL THANKS TO MY FIRST PRODUCER, Yzar Wehbe!

We should protect our children from risks, right?  Isn’t that our job as parents? This episode comes mid-way in an extended series on the importance of play for children.  The interview with Dr. Scott Sampson (https://yourparentingmojo.com/wildchild/) who wrote the book How to Raise a Wild Child, which had tons of practical advice for getting kids outside more, as well as getting outside more with your kids. Today we move on to the topic of risky play.  We’ll define it, and discuss its benefits and drawbacks, as well as things we as parents can do to encourage more risky play if we decide we want to do that. Because it turns out that insulating our children from risk may not be such a good thing after all.   Other episodes referenced in this show What is the value of play? (https://yourparentingmojo.com/play/) The benefits of outdoor play (https://yourparentingmojo.com/outdoor/) How to Raise a Wild Child (https://yourparentingmojo.com/wildchild/) Free to Learn (https://yourparentingmojo.com/freetolearn/) Grit (https://yourparentingmojo.com/grit/)   References Brackett-Milburn, K., & Harden, J. (2004). How children and their families construct and negotiate risk, safety, and danger. Childhood 11(4), 429-447. Brussoni, M., Brunelle, S., Pike, I., Sandseter, E.B.H., Herrington, S., Turner, H., Belair, S., Logan, L., Fuselli, P., & Ball, D.J. (2015). Can child injury prevention include healthy risk promotion? Injury Prevention 21, 344-347. Brussoni, M., Ishikawa, T., Brunelle, S., & Herrington, S. (2017). Landscapes for play: Effects of an intervention to promote nature-based risky play in early childhood centres. Journal of Environmental Psychology 54, 139-150. Christensen, P., & Mikkelsen, M.R. (2008). Jumping off and being careful: Children’s strategies of risk management in everyday life. Sociology of Health & Illness 30(1), 112-130. Hill, A., & Bundy, A.C. (2012). Reliability and validity of a new instrument to measure tolerance of everyday risk for children. Child: Care, Health, and Development 40(1), 68-76. Leviton, M. (2016, February). The kids are all right: David Lancy questions our assumptions about parenting. The Sun. Retrieved from https://www.thesunmagazine.org/issues/482/the-kids-are-all-right (https://www.thesunmagazine.org/issues/482/the-kids-are-all-right) Little, H., Wyver, S., & Gibson, F. (2011). The influence of play context and adult attitudes on young children’s physical risk-taking during outdoor play. European Early Childhood Education Research Journal 19(1), 113-131. Niehues, A.N., Bundy, A., Broom, A., Tranter, P., Ragen, J., & Engelen, L. (2013). Everyday uncertainties: Reframing perceptions of risk in outdoor free play. Journal of Adventure Education & Outdoor Learning 13(3), 223-237. Norton, C., Nixon, J., & Sibert, J.R. (2004). Playground injuries to children. Archives of Disease in Childhood 89(2), 103-108. Plumert, J.M., & Schwebel, D.C. (1997). Social and temperamental influences on children’s overestimation of their physical abilities: Links to accidental injuries. Journal of Experimental Child Psychology 67, 317-337. Poultona, R., Menziesb, R.G., Craskec, M.G., Langleyd, J.D., & Silvaa, P.Aa. (1999). Water trauma and swimming experiences up to age 9 and fear of water at age 18: A longitudinal study. Behavior Research and Therapy 37(1), 39-48. Sandseter, E.B.H. (2007). Categorizing risky play – how can we identify risk-taking in children’s play? European Early Childhood Education Research Journal 15(2), 237-252. Sandseter, E.B.H. (2009). Characteristics of risky play. Journal of Adventure Education & Outdoor Learning 9(1), 3-21. Sandseter, E.B.H. (2009). Children’s expressions of exhilaration and fear in risky play. Contemporary issues in early childhood 10(2), 92-106. Sandseter, E.B.H. (2010). “It tickles my...

The creator of The Simpsons, Matt Groening, once described Homer Simpson as “a loving father but he's ruled by his impulses”.  Homer often comes across more of a juvenile adult than a parent; never quite equipped to handle Bart's bratty behaviors or Lisa's intellectual curiosity. In spite of being endowed, the virtuous, talented, and sensitive middle child Lisa is often ignored in the Simpsons household. As it is, parenting is hard but it's even harder to tailor it to an individual child's needs. Today, my guest, Dr. Stephanie Carlson, in her second interview will expatiate on how certain type of parenting can be instrumental in raising autonomous children who learn to temper their behaviors and emotions into resiliency.About Stephanie Carlson, Ph.D.Stephanie is currently a Distinguished McKnight University Professor and Director of Research at the Institute of Child Development, University of Minnesota, and Co-founder and CEO of Reflection Sciences, Inc. Dr. Carlson is a developmental psychologist and internationally recognized leader in the measurement of executive function in preschool children. She conducts research on ways to promote the healthy development of EF in children and their caregivers. Her work has received continuous funding since 2002 from federal agencies and non-profit foundations, including the National Institutes of Health, Institute of Education Sciences, John Templeton Foundation, and the Character Lab. Dr. Carlson's research is highly cited and has been featured in several media outlets, including Time, New York Times Magazine, and National Public Radio.EducationB.A. (summa cum laude) with Honors in Psychology, Bucknell University (1991)Ph.D. in Experimental Psychology, University of Oregon (1997)Organizations & MembershipsDr. Carlson is a Fellow of the American Psychological Association and the Association for Psychological Science. She has served on several editorial boards, as Vice President of the Jean Piaget Society, and as an advisor to Transforming Education, the Minnesota Children's Museum, Sesame Workshop, Playworks.org, and Understood.org. She has been nominated as a “Favorite Professor” by undergraduates and is frequently invited to speak at national and international meetings.WebsitesReflection SciencesInstitute of Child DevelopmentBooksSera, M., Maratsos, M., & Carlson, S. M. (Eds.) (2016). Culture and developmental systems. New York: Wiley.ArticlesCarlson, S. M., Claxton, L. J., & Moses, L. J. (2015). The relation between executive function and theory of mind is more than skin deep. Journal of Cognition and Development. 16, 186-197. doi: 10.1080/15248372.2013.824883Lee, W. S. C., & Carlson, S. M. (2015). Knowing when to be “rational:” Economic decision-making and executive function in preschool children. Child Development, 86, 1434-1448. doi: 10.1111/cdev.12401Meuwissen, A. S., & Carlson, S. M. (2015). Fathers matter: The role of father parenting in preschool children's executive function. Journal of Experimental Child Psychology, 140, 1-15.White, R. E., Prager, E. O., Schaefer, C., Kross, E., Duckworth, A. L., & Carlson, S. M. (2017). The “Batman Effect:” Improving perseverance in young children. Child Development. Online DOI: 10.1111/cdev.1Support the show (https://mailchi.mp/7c848462e96f/full-prefrontal-sign-up)

When, “What to Expect When You're Expecting” hit the bookstores in 1984, authors Heidi Murkoff and Sharon Mazel had no idea that their book would become a bible for expectant parents and it would top the Best Seller's list for years to come. Even though the parents' search to figure out the mysteries of parenting does not dwindle once the baby is born; it surely gets complicated and there is no single book that guides parent to raise self-disciplined children. Today, my guest Dr. Stephanie Carlson, will demystify Executive Function and children's capacities to successfully self-regulate their thoughts, feelings, and actions to function autonomously and independently by pausing for reflection.About Stephanie Carlson, Ph.D.Stephanie is currently a Distinguished McKnight University Professor and Director of Research at the Institute of Child Development, University of Minnesota, and Co-founder and CEO of Reflection Sciences, Inc. Dr. Carlson is a developmental psychologist and internationally recognized leader in the measurement of executive function in preschool children. She conducts research on ways to promote the healthy development of EF in children and their caregivers. Her work has received continuous funding since 2002 from federal agencies and non-profit foundations, including the National Institutes of Health, Institute of Education Sciences, John Templeton Foundation, and the Character Lab. Dr. Carlson's research is highly cited and has been featured in several media outlets, including Time, New York Times Magazine, and National Public Radio.EducationB.A. (summa cum laude) with Honors in Psychology, Bucknell University (1991)Ph.D. in Experimental Psychology, University of Oregon (1997)Organizations & MembershipsDr. Carlson is a Fellow of the American Psychological Association and the Association for Psychological Science. She has served on several editorial boards, as Vice President of the Jean Piaget Society, and as an advisor to Transforming Education, the Minnesota Children's Museum, Sesame Workshop, Playworks.org, and Understood.org. She has been nominated as a “Favorite Professor” by undergraduates and is frequently invited to speak at national and international meetings.WebsitesReflection SciencesInstitute of Child DevelopmentBooksSera, M., Maratsos, M., & Carlson, S. M. (Eds.) (2016). Culture and developmental systems. New York: Wiley.ArticlesCarlson, S. M., Claxton, L. J., & Moses, L. J. (2015). The relation between executive function and theory of mind is more than skin deep. Journal of Cognition and Development. 16, 186-197. doi: 10.1080/15248372.2013.824883Lee, W. S. C., & Carlson, S. M. (2015). Knowing when to be “rational:” Economic decision-making and executive function in preschool children. Child Development, 86, 1434-1448. doi: 10.1111/cdev.12401Meuwissen, A. S., & Carlson, S. M. (2015). Fathers matter: The role of father parenting in preschool children's executive function. Journal of Experimental Child Psychology, 140, 1-15.White, R. E., Prager, E. O., Schaefer, C., Kross, E., Duckworth, A. L., & Carlson, S. M. (2017). The “Batman Effect:” Improving perseverance in young children. Child Development. Online DOI: 10.1111/cdev.12695Support the show (https://mailchi.mp/7c848462e96f/full-prefrontal-sign-up)

“I don’t want to play with you.” “You’re not my friend.” “We’re playing families.  If you want to play, you have to be the dog.” Seems like everyone can remember a time when something like this happened to them as a child, and how much it hurt.  Children still say these things to each other – and we see how much it hurts them, too.  When researchers ask them, every child can remember a time when they were excluded – yet no child ever reports being the excluder! One of my listeners recommended that I read the book You Can’t Say You Can’t Play, in which the author (who is a teacher) proposes and then introduces a rule that you can’t say “you can’t play.”  A few researchers (including Professor Jamie Ostrov, with whom we’ll talk today) have since tested the approach: does it work?  If not, what should we do instead? Since most of these situations occur in preschool and school, teacher Caren co-interviews Professor Ostrov with me: we have some great insights for teachers as well as lots of information for parents on how to support both children and teachers in navigating these difficult situations.   References Allen, S.S. (2014). Narratives of women who suffered social exclusion in elementary school. Unpublished Ph.D dissertation. Antioch University, Culver City, CA DeVooght, K., Daily, S., Darling-Churchill, K., Temkin, D., Novak, B.A., & VanderVen, K. (2015, August). Bullies in the block area: The early childhood origins of “mean” behavior. Child Trends. Retrieved from https://www.childtrends.org/wp-content/uploads/2015/08/2015-31BulliesBlockArea.pdf (https://www.childtrends.org/wp-content/uploads/2015/08/2015-31BulliesBlockArea.pdf) Haney, M., & Bissonnette, V. (2011). Teachers’ perceptions about the use of play to facilitate development and teach prosocial skills. Creative Education 2(1), 41-46. Helgeland, A., & Lund, I. (2016). Children’s voices on bullying in kindergarten. Early Childhood Education Journal 45(1), 133-141. Ostrov, J.M., Gentile, D.A., & Crick, N.R. (2006). Media exposure, aggression and prosocial behavior during early childhood: A longitudinal study. Social Development 15(4), 612-627. Ostrov, J.M, Godleski, S.A., Kamper-DeMarco, K.E., Blakely-McClure, S.J., & Celenza, L. (2015). Replication and extension of the early childhood friendship project: Effects on physical and relational bullying. School Psychology Review 44(4), 445-463. Ostrov, J.M., Murray-Close, D., Godleski, S.A., & Hart, E.J. (2013). Prospective associations between forms and functions of aggression and social and affective processes during early childhood. Journal of Experimental Child Psychology 116(1), 19-36. Perry, K.J., & Ostrov, J.M. (2017). Testing a bifactor model of relational and physical aggression in early childhood. Journal of Psychopathology & Behavioral Assessment. Online first. doi 10.1007/s10862-017-9623-9 Swit, C. S., McMaugh, A. L., & Warburton, W. A. (2017). Teacher and parent perceptions of relational and physical aggression during early childhood. Journal of Child and Family Studies, 1-13. DOI:  10.1007/s10826-017-0861-y (http://dx.doi.org/10.1007/s10826-017-0861-y) Werner, N. E., Eaton, A. D., Lyle, K., Tseng, H., & Holst, B. (2014). Maternal social coaching quality interrupts the development of relational aggression during early childhood.  Social Development 23, 470-486.  doi: 10.1111/sode.12048 Weyns, T., Verschueren, K., Leflot, G., Onghena, P., Wouters, S., & Colpin, H. (2017).  The role of teacher behavior in children’s relational aggression development: A five-wave longitudinal study.  Journal of School Psychology 64, 17-27.  doi: 10.1007/s10826-017-0861-y   (#) Transcript Jen:...

I can’t play any instruments (unless the recorder counts?).  I certainly can’t sing.  But my daughter really enjoys music, and there are a whole host of studies showing how playing music benefits children’s brain development.  So what’s a non-music playing, non-singing parent to do? Dr. Wendell Hanna’s new book, the Children’s Music Studio: A Reggio-Inspired Approach (http://amzn.to/2oFC7AP)  (Affiliate link), give us SO MANY ways to interact with music with our children.  I tried one of her ‘provocations’ with my daughter’s daycare class and I was blown away.  Give this episode a listen, and be inspired.   Other episodes referenced in this episode 027: Is a Reggio Emilia-inspired preschool right for my child? (https://yourparentingmojo.com/reggio/) To hear my interview with math tutor Wes Carroll, go to www.yourhomeschoolingmojo.com (http://www.yourhomeschoolingmojo.com) , click any of the “sign up” buttons on that page, scroll down to see the curriculum of the course, and look for the interview with Wes which is available as a free preview.   References Allsup, R.E., & Benedict, C. (2008). The problems of band: An inquiry into the future of instrumental music education. Philosophy of Music Education Review 16(2), 156-173. Anvari, S.H., Trainor, L.J., Woodside, J., & Levy, B.A. (2002). Relations among musical skills, phonological processing, and early reading ability in preschool children. Journal of Experimental Child Psychology 83, 111-130. Bilhartz, T.D., Bruhn, R.A., & Olson, J.E. (2000). The effect of early music training on child cognitive development. Journal of Applied Developmental Psychology 20(4), 616-636. Catterall, J.S., & Rauscher, F.H. (2008). Unpacking the impact of music on intelligence. In W. Gruhn & F. Rauscher, Neurosciences in Music Pedagogy (pp.171-201). Happague, NY: Nova Science Publishers. Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education 28(3), 269-289. Hanna, W. (2016). The children’s music studio: A Reggio-inspired approach. (http://amzn.to/2oFC7AP) New York, NY: Oxford. (Affiliate link) Heuser, F. (2011). Ensemble-based instrumental music instruction: Dead-end tradition or opportunity for socially enlightened teaching. Music Education Research 12(3), 293-305. Kirschner, S., & Tomasello, M. (2010). Joint music making promotes prosocial behavior in 4-year-old children. Evolution and Human Behavior 31, 354-364. Morehouse, P.G. (2013). Toddlers through grade 2: The importance of music making in child development. YC Young Children 68(4), 82-89. Rauscher, F.H. (1993). Music and spatial task performance. Nature 365(6447), 611. Rauscher, F.H., Shaw, G.L., & Ky, K.N. (1995). Listening to Mozart enhances spatial-temporal reasoning: towards a neuropsychological basis. Neuroscience Letters 185, 44-47. Rauscher, F.H., & Zupan, M.A. (2000). Classroom keyboard instruction improves kindergarten childrne’s spatial-temporal performance: A field experiement. Early Childhood Research Quarterly 15(2), 215-228. Rauscher, F.H. (2003). Can music instruction affect children’s cognitive development? ERIC Digest EDO-PS-03-12. Rauscher, F.H., & Hinton, S.C. (2006). The Mozart effect: Music listening is not music instruction. Educational Psychologist 41(4) 233-238. Schlaug, G., Norton, A., Overy, K., & Winner, E. (2005). Effects of music training on the child’s brain and cognitive development. Annals of the New York Academy of Sciences 1060, 219-230. Scott, S. (2011). Contemplating a constructivist stance for active learning within music education. Arts Education Policy Review 112(4), 191-198. SEGMeasurement (n.d.). Effectiveness of ABC Music & Me on the development of language and literacy...

We talked a while ago about sharing (https://yourparentingmojo.com/ep-002-why-doesnt-my-toddler-share/) , and how you can understand the developmental processes that your child needs to go through before s/he truly understands what it means to share. One of the inputs to sharing behavior is an understanding of what is fair, and Drs. Peter Blake and Katie McAuliffe talk us through what we know about what children understand about fairness.  This episode will help you to understand how much of the idea of fairness is naturally culturally transmitted to children and what you can do to encourage a sense of fairness in your child, which is important for their own social well-being and for the benefit of our society – this has implications for ideas like the development of perceptions about race and gender that we’ll be talking more about in upcoming episodes. References Blake, P.R., Corbit, J., Callaghan, T.C., & Warneken, F. (2016). Give as I give: Adult influence on children’s giving in two cultures. Journal of Experimental Child Psychology 152, 149-160. DOI: 10.1016/j.jecp.2016.07.010 Blake, P.R., McAuliffe, K., Corbit, J., Callaghan, T.C., Barry, O, Bowie, A., Kleutsch, L., Kramer, K.L., Ross, E., Vongsachang, H., Wrangham, R., & Warneken, F. (2015). The ontogeny of fairness in seven societies. Nature 528, 258-261. DOI:10.1038/nature15703 Blake, P.R., Rand, D.G., Tingley, D., & Warneken, F. (2015). The shadow of the future promotes cooperation in a repeated prisoner’s dilemma for children. Scientific Reports 5, Article number 14559. DOI: 10.1038/srep14559 Blake, P.R., & McAuliffe, K. (2011). “I had so much it didn’t seem fair”: Eight-year-olds reject two forms of inequity. Cognition 120, 215-224. DOI: 10.1016/j.cognition.2011.04.006 Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press. Chernyak, N., & Kushnir, T. (2013). Giving preschoolers choice increases sharing behavior. Psychological Science 24, 1971-1979. Jordan, J.J., McAuliffe, K., & Warneken, F. (2014). Development of in-group favoritism in children’s third-party punishment of selfishness. Proceedings of the National Academy of Sciences. 111(35), 12710-12715. DOI: 10.1073/pnas.1402280111 McAuliffe, K., Blake, P.R., Steinbeis, N., & Warneken, F. (2017). The developmental foundations of human fairness.  Nature (Human Behavior) 1 (Article 00042), 1-9. McAuliffe, K., Jordan, J.J., & Warneken, F. (2015). Costly third-party punishment in young children. Cognition 134, 1-10. DOI: 10.1016/j.cognition.2014.08.013 (http://dx.doi.org/10.1016/j.cognition.2014.08.013) Schmuckler, M.A. (2001). What is ecological validity? A dimensional analysis. Infancy 2(4), 419-436. Full article available at: http://utsc.utoronto.ca/~marksch/Schmuckler%202001.pdf   (#) Transcript Jen:                                      (https://www.temi.com/editor/t/qSLZEVOQlc3TUbth_4EfSGSZ2v5HD-h27VDTuqsUXiG7BOysubgRmKx1J1LywsRzYzwQMatrBetI_w3ihXSvQQvtdTw?loadFrom=DocumentDeeplink&ts=30.421)                    Hello and welcome to today’s episode of Your Parenting Mojo, which is called What Do Children Understand About Fairness? And I have two very special guests with me to discuss this topic. Dr Peter Blake earned has doctorate in education at Harvard University and is currently an Assistant Professor at Boston University’s Department of Psychological and Brain Sciences. His research focuses on three important foundations of human life, cooperation, fairness and ownership, and so he asks questions in his research like when should you share and when should you compete for resources? Is equal always fair or can you sometimes keep more for yourself? And how do you know when a toy is owned and what does that mean? Right now he’s working on extending projects, the different cultures, so we can...

  (Believe it or not, this is Carys’ “I freaking love homemade spinach ravioli with broccoli” face!)   I was sitting in a restaurant recently with half an eye on a toddler and his parents at the next table. The parents were trying to get the toddler to eat some of his broccoli before he ate the second helping of chicken that he was asking for. All of a sudden a line from Pink Floyd’s album “The Wall” popped into my head: If you don’t eat yer meat, you can’t have any pudding. How can you have any pudding if you don’t eat yer meat? This is the way I was raised; you finish everything on your plate and you certainly don’t get dessert if you don’t finish your meal. But as is the custom with the Your Parenting Mojo podcast, I want to use this episode to question why we do this and find out what scientific research has to say about it all. We want our toddlers to eat a balanced diet, and we assume we have to teach them what a balanced diet means. But do we really? Or can we trust that our children will eat the foods that they need to be healthy? These are some of the questions we’ll set out to answer in this episode. References Benton, D. (2004). Role of parents in the determination of the food preferences of children and the development of obesity. International Journal of Obesity 28, 858-869. DOI: 10.1038/sj.ijo.0802532 Birch LL. (1980). Effects of peer models’ food choices and eating behaviors on preschoolers’ food preferences. Child Development 51, 489–496. Birch, LL., Marlin, D.W., & Rotter, J. (1984). Eating as the ‘means’ activity in a contingency: Effects on young children’s food preferences. Child Development 55, 432-439. Retrieved from: https://www.jstor.org/stable/1129954?seq=1#page_scan_tab_contents Birch, L.L., & Fisher, J.O. (1998). Development of eating behaviors among children and adolescents. Pediatrics 101 Issue supplement 2. Retrieved from: http://pediatrics.aappublications.org/content/101/Supplement_2/539 Birch, L.L., Fisher, J.O., Grimm-Thomas, K., Markey, C.N., Sawyer, R., & Johnson, S.L. (2001). Confirmatory factor analysis of the Child Feeding Questionnaire: A measure of parental attitudes, beliefs and practices about child feeding and obesity proneness. Appetite 36, 201-210. DOI: 10.1006/appe.2001.0398 Davis, C.M. (1939). Results of the self-selection of diets by young children. Canadian Medical Association Journal 41, 257-61. Full article available at: (http://www.pubmedcentral.nih.gov/picrender.fcgi?artid=537465&blobtype=pdf) Fisher, J.O., & Birch, L.L. (1999). Restricting access to foods and children’s eating. Appetite 32(3), 405-419. DOI: 10.1006/appe.1999.0231 Hughes, S.O., Power, T.G., Orlet Fisher, J., Mueller, S., & Nicklas, T.A. (2005). Revisiting a neglected construct: Parenting styles in a child feeding context. Appetite 44(1), 83-92. DOI: 10.1016/j.appet.2004.08.007 (http://dx.doi.org/10.1016/j.appet.2004.08.007) Jansen, E., Mulkens, S., & Jansen, A. (2007). Do not eat the red food!: Prohibition of snacks leads to their relatively higher consumption in children. Appetite 49(3), 572-577. DOI: 10.1016/j.appet.2007.03.229 Jansen, E., Mulkens, S., Emond, Y., & Jansen, A. (2008). From the Garden of Eden to the land of plenty: Restriction of fruit and sweets intake leads to increased fruit and sweets consumption in children. Appetite 51(3), 570-575. DOI: 10.1016/j.appet.2008.04.012 Newman, J., & Taylor, A. (1992). Effect of a means-end contingency on young children’s food preferences. Journal of Experimental Child Psychology, 64, 200-216. DOI: 10.1016/0022-0965(92)90049-C Pink Floyd (1979). Another brick in the wall – Part 2. London, Metro-Goldwyn-Mayer. Lyrics retrieved from: http://www.pink-floyd-lyrics.com/html/another-brick-2-wall.html (http://www.pink-floyd-lyrics.com/html/another-brick-2-wall.html) Savage, J.S., Fisher, J.O., & Birch, L.L....

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...

The weird science of attraction. We hear about the work of three research teams who dared to pose curious questions, tested their hypotheses on peculiar populations, and discovered that unusual investigations can yield back to front results. Also, I interview Michelle Heron-Delaney of The University of Queensland about her recent work on whether babies can tell an attractive from an unattractive adult. Download the MP3Rate me! Rate, review, or listen in iTunes or in Stitcher. Can babies tell an attractive from an unattractive face? Joanna Malinkowska/freestocks.orgThe articles covered in the show:Michniewicz, K. S., & Vandello, J. A. (in press). The attractive underdog: When disadvantage bolsters attractiveness. Journal of Social and Personal Relationships. Read summaryHeron-Delaney, M., Quinn, P. C., Lee, K., Slater, A. M., & Pascalis, O. (2013). Nine-month-old infants prefer unattractive bodies over attractive bodies. Journal of Experimental Child Psychology, 115(1), 30-41. Read summaryYonemura, K., Ono, F., & Watanabe, K. (2013). Back view of beauty: a bias in attractiveness judgment. Perception, 42(1), 95-102. Read summary