Podcasts about meltzoff

☕️ Support me: buymeacoffee.com/gewaltig In dieser Episode Geht ans Eingemachte im Polizeieinsatztraining. Modelllernen, starr und einseitig? Ich finde, dass klassische Nachahmungsmodelle im dynamischen Einsatz scheitern und erkläre, wie kompetenzorientiertes Lernen eine echte Game-Changer-Methode ist. Vom genetischen Lernen als evolutionsbasierter Problemlöser bis hin zum Default Mode Network als unbewusstem Denk-Assistenten – hier wird das Lernen auf links gedreht. Für alle, die von bloßem Vormachen und Nachmachen die Nase voll haben und endlich wissen wollen, wie man Einsatzkräfte wirklich fit für die Straße macht! Literatur Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall. Gopnik, A., Meltzoff, A. N., & Kuhl, P. K. (2000). The scientist in the crib: Minds, brains, and how children learn. New York: William Morrow Paperbacks. Hattie, J., & Donoghue, G. M. (2016). Learning strategies: A synthesis and conceptual model. Educational psychologist, 51(3), 254-270. Xu, J., Moeller, S., & Power, J. (2017). Effective connectivity in resting state and its heritability in educational processes. Frontiers in Neuroscience. __________ Musik im Intro: Home Base Groove von Kevin MacLeod unterliegt der Creative-Commons-Lizenz "Namensnennung 4.0". https://creativecommons.org/licenses/by/4.0/. Quelle: http://incompetech.com/music/royalty-free/index.html?isrc=USUAN1100563, Künstler: http://incompetech.com/⁠ Musik in der Werbung: Bassa Island Game Loop - Latinesque von Kevin MacLeod unterliegt der Lizenz Creative-Commons-Lizenz "Namensnennung 4.0". https://creativecommons.org/licenses/by/4.0/, Quelle: http://incompetech.com/music/royalty free/index.html?isrc=USUAN1100840, Künstler: http://incompetech.com/ Musik im Outro: Eyes Gone Wrong von Kevin MacLeod unterliegt der Creative-Commons-Lizenz "Namensnennung 4.0". ⁠⁠⁠https://creativecommons.org/licenses/by/4.0/⁠⁠⁠, Quelle: http://incompetech.com/music/royalty-free/index.html?isrc=USUAN1100362, Künstler: http://incompetech.com/

Send us a text message- we'd love to hear from you!Can the design of your school counseling office really impact student well-being and performance? Join me, Steph Johnson, on the School for School Counselors Podcast as we unpack the essentials of creating a functional and calming counseling space. Drawing from both personal experiences and cutting-edge research, I guide you through the journey of setting up an environment that will not only support your students but also help you stay focused and calm. Whether you are a new counselor setting up your first office or a seasoned professional looking to refresh your space, you'll find practical advice that can make a significant difference in student engagement.Throughout this episode, we emphasize the importance of intentionality in designing your space, highlighting how clutter can negatively impact focus and anxiety levels. Discover the unique role of school counselors in fostering a regulated environment, distinct from regular classrooms, and learn how to advocate for your true role amidst the challenges of being assigned non-counseling duties. We share inspiring stories and actionable steps to make your counseling office a sanctuary for student support. Plus, don't miss the chance to hear more about our Best Year Ever event coming soon!Mentioned in This Episode:BEST YEAR EVER!!!School Counselor Must-Haves GuideResources:Barrett, P., Zhang, Y., Davies, F., & Barrett, L. (2015). The impact of classroom design on pupils' learning: Final results of a holistic, multi-level analysis. Building and Environment, 89, 118-133. doi:10.1016/j.buildenv.2015.02.013Cheryan, S., Ziegler, S. A., Plaut, V. C., & Meltzoff, A. N. (2014). Designing classrooms to maximize student achievement. Policy Insights from the Behavioral and Brain Sciences, 1(1), 4-12. doi:10.1177/2372732214548677Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of Classroom Management: Research, Practice, and Contemporary Issues (pp. 3-15). Mahwah, NJ: Lawrence Erlbaum Associates.Fisher, A. V., Godwin, K. E., & Seltman, H. (2014). Visual environment, attention allocation, and learning in young children: When too much of a good thing may be bad. Psychological Science, 25(7), 1362-1370. doi:10.1177/0956797614533801Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949-967. doi:10.1111/j.1467-8624.2005.00889.xMartin, S. H. (2002). The classroom environment and its effects on the practice of teachers. Journal of Environmental Psychology, 22(1-2), 139-156. doi:10.1006/jevp.2001.0239Tanner, C. K. (2009). Effects of school design on student outcomes. Journal of Educational Administration, 47(3), 381-399. doi:10.1108/09578230910955809**********************************Our goal at School for School Counselors is to help school counselors stay on fire, make huge impacts for students, and catalyze change for our roles through grassroots advocacy and collaboration. Listen to get to know more about us and our mission, feel empowered and inspired, and set yourself up for success in the wonderful world of school counseling.Hang out in our Facebook groupJump in, ask questions, share your Support the Show.

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,...

On guessing, checking and fighting.   Subscribe at: paid.retraice.com    Details: natural intelligence; you've realized you're dumb; what (natural) intelligence might be; historical candidates for smartish and dumb; the truth comes out; guessing; intelligence and learning might be unconnected; intelligence might be about perception; an absolute measure of intelligence; IQ; checking; Feynman's Cargo Cult Science; side note—for machines, easy is hard and hard is easy; pseudoscience; a shining example of science—and disappointment; he took away the information; reasons to reproduce checks; fighting; fighting for guesses; Darwin's belated fight; science is so recent, but babies aren't; recap. Complete notes and video at: https://www.retraice.com/segments/re10   Air date: Monday, 2nd Nov. 2020, 12 : 00 PM Pacific/US.   Chapters: 00:00 natural intelligence; 01:47 you've realized you're dumb; 06:41 what (natural) intelligence might be; 07:29 historical candidates for smartish and dumb; 13:21 the truth comes out; 14:48 guessing; 16:25 intelligence and learning might be unconnected; 19:37 intelligence might be about perception; 20:21 an absolute measure of intelligence; 24:30 IQ; 25:22 checking; 27:23 Feynman's Cargo Cult Science; 29:08 side note—for machines, easy is hard and hard is easy; 30:00 pseudoscience; 32:44 a shining example of science—and disappointment; 34:54 he took away the information; 37:56 reasons to reproduce checks; 39:55 fighting; 41:32 fighting for guesses; 43:04 Darwin's belated fight; 43:43 science is so recent, but babies aren't; 45:44 recap.   References:     Barlow, H. B. (2004). Guessing and intelligence. (pp. 382–384). In Gregory (2004).      BBC Two (2014). Brian Cox visits the world’s biggest vacuum — Human Universe - BBC. Uploaded 24th Oct. 2014. https://youtu.be/E43-CfukEgs Retrieved 2nd Nov. 2020.      Copi, I. M. (1972). Introduction to Logic. Macmillan, 4th ed. No ISBN. Webpages: https://www.amazon.com/Introduction-Logic-Irving-M-Copi/dp/B000J54UWU https://books.google.com/books/about/Introduction_to_Logic.html?id=sxbszAEACAAJ https://lccn.loc.gov/70171565      Deary, I. J. (2001). Intelligence: A Very Short Introduction. Oxford. ISBN: 978-0192893215. Searches: https://www.amazon.com/s?k=978-0192893215 https://www.google.com/search?q=isbn+978-0192893215 https://lccn.loc.gov/2001269139      Feynman, R. (1974). Cargo cult science. Engineering and Science, 7(37), 10–13. http://calteches.library.caltech.edu/3043/1/CargoCult.pdf Retrieved 20th Mar. 2019.      Goodfellow, I., Bengio, Y., & Courville, A. (2016). Deep Learning. MIT Press. ISBN 978-0262035613. Ebook available at: https://www.deeplearningbook.org/ Searches: https://www.amazon.com/s?k=978-0262035613 https://www.google.com/search?q=isbn+978-0262035613 https://lccn.loc.gov/2016022992      Gopnik, A., Meltzoff, A. N., & Kuhl, P. K. (1999). The Scientist in the Crib: What Early Learning Tells Us About the Mind. Perennial / HarperCollins. ISBN: 0688159885. Searches: https://www.amazon.com/s?k=0688159885 https://www.google.com/search?q=isbn+0688159885 https://lccn.loc.gov/99024247      Gregory, R. L. (Ed.) (2004). The Oxford Companion to the Mind. Oxford University Press, 2nd ed. ISBN: 0198662246. Searches: https://www.amazon.com/s?k=0198662246 https://www.google.com/search?q=isbn+0198662246 https://lccn.loc.gov/2004275127      Hart-Davis, A. (Ed.) (2009). Science: The Definitive Visual Guide. DK. ISBN 978-0756689018. Searches: https://www.amazon.com/s?k=978-0756689018 https://www.google.com/search?q=isbn+978-0756689018      Legg, S., & Hutter, M. (2007). Universal intelligence: A definition of machine intelligence. Minds & Machines, 17(4), 391–444. December 2007. https://arxiv.org/abs/0712.3329 Retrieved ca. 10 Mar. 2019.      Macphail, E. M. (1982). Brain and Intelligence in Vertebrates. Oxford. Book pending receipt by Retraice. ISBN 978-0198545514. Searches: https://www.amazon.com/s?k=978-0198545514 https://www.google.com/search?q=isbn+978-0198545514 https://lccn.loc.gov/82166301      Margin (2020/10/26). Ma7: Reading and Writing. retraice.com. https://www.retraice.com/segments/ma7 Retrieved 27th Oct. 2020.      Retraice (2020/09/07). Re1: Three Kinds of Intelligence. retraice.com. https://www.retraice.com/segments/re1 Retrieved 22nd Sep. 2020.      Retraice (2020/10/28). Re8: Strange Machines. retraice.com. https://www.retraice.com/segments/re8 Retrieved 29th Oct. 2020.      Shettleworth, S. J. (2010). Cognition, Evolution, and Behavior. Oxford, 2nd ed. ISBN: 978-0195319842. Searches: https://www.amazon.com/s?k=978-0195319842 https://www.google.com/search?q=isbn+978-0195319842 https://lccn.loc.gov/2009017840      van Wyhe, J. (2007). Mind the gap: did Darwin avoid publishing his theory for many years? Notes Rec. R. Soc., 61, 177–205. https://royalsocietypublishing.org/doi/10.1098/rsnr.2006.0171 Retrieved 2nd Nov. 2020.      Yudkowsky, E. (2013). Intelligence explosion microeconomics. Machine Intelligence Research Institute. Technical report 2013-1. https://intelligence.org/files/IEM.pdf Retrieved ca. 9th Dec. 2018.   Copyright: 2020 Retraice, Inc. https://retraice.com

Dziś cztery książki, które uporządkowały, rozjaśniły, a także czasem obaliły moja wiedzę o ludzkim mózgu."Naukowiec w kołysce. Czego o umyśle uczą nas małe dzieci" Alison Gopnik , Andrew N. Meltzoff , Patricia K. Kuhl, Media Rodzina"Sen Alicji, czyli jak działa mózg" Vetulani Jerzy, Mazurek Maria, Wierzchowski Marcin (ilustr.), "Mózg. 41 największych mitów" Christian Jarret, Wydawnictwo Naukowe PWN"12 sposobów na supermózg" John Medina, Prószyński i S-kaW tym odcinku wspominam o serii książek wydawnictwa Publicat. https://publicat.pl/seria/publicat/1076%2Cto-o-czym-dorosli-ci-nie-mowia

Host Jessica Rolph welcomes Rebecca Parlakian to this episode to talk about the power of touch between infants and parents.    Few moments are more tender in those first weeks of life than when your baby reaches out and takes your finger while in your arms. It’s the all-important language of touch at work! Social connection is not the only connection at work in that moment; there are neural connections forming as your baby makes contact with that finger. In today’s episode, Jessica and Rebecca examine the importance of touch for both baby and parent.   Rebecca Parlakian is a senior director program at Zero to Three, a national nonprofit organization that focuses on the healthy development of infants, toddlers, and families. Much of her work at Zero to Three is connected to the work of Dr. Andrew Meltzoff at the University of Washington Institute for Learning and Brain Sciences.    Key Takeaways: [1:27] Rebecca talks about Dr. Meltzoff’s research, and how physical touch helps to develop a baby’s sense of self and other. [3:03] When do babies know that they have hands? [3:58] How important is skin-to-skin contact between a parent and a baby? [5:32] Rebecca discusses how parents can incorporate touch after the hospital — with infants and toddlers. [6:12] What is Rebecca’s opinion of the research that indicates babies don't get the same benefit by being hugged by a friendly stranger as they do by a loved one?  [7:32] Is there any research that supports skin-to-skin contact after the hospital?  [9:09] What role can massage play in enhancing that bond between a parent and a child?  [11:10] The nine elements of temperament. [12:34] Some children love to get their hands messy and other children have an aversion to touching things. What causes this range in sensory preferences? [13:40] The characteristics of sensory-aversive and sensory-seeking children. [15:02] Why is sensory play important for a child’s development [16:25] Why is mouthing natural and important? [18:03] Is sucking a thumb or finger positive for a baby’s development? [20:01] What is the earliest memory of touch? [21:15] Jessica shares the highlights of her conversation with Rebecca.   Mentioned in this episode: Brought to you by Lovevery.com ZERO TO THREE

Können sich Kinder bereits im Alter von anderthalb Jahren altruistisch, also selbstlos und rücksichtsvoll, verhalten? Wir stellen eine im letzten Monat veröffentlichte Studie vor, die genau das untersucht hat. Das Ergebnis sagt unter anderem etwas darüber aus, wie ähnlich (oder unähnlich?) wir Schimpansen sind. Quellen: Barragan, R. C., Brooks, R., & Meltzoff, A. N. (2020). Altruistic food sharing behavior by human infants after a hunger manipulation. Scientific Reports, 10(1), 1-9. https://www.nature.com/articles/s41598-020-58645-9

Andrew N. Meltzoff es Catedrático Job and Gertrud Tamaki de la Universidad de Washington y Co-Director del Institute for Learning & Brain Sciences de dicha Universidad. El profesor Meltzoff se licenció por la Harvard University y obtuvo su grado de doctor en la Oxford University. Es considerado un experto internacional en el desarrollo de bebés y niños. Sus descubrimientos sobre la imitación infantil han revolucionado la comprensión de la cognición temprana, la personalidad y el desarrollo del cerebro. El Dr. Meltzoff ha sido galardonado con el MERIT Award del National Institute of Health y, en el año 2005, recibió el premio a la investigación de excelencia de la Society for Developmental and Behavioral Pediatrics así como el Kenneth Craik Award in Psychology de la Cambridge University. El Dr. Meltzoff es miembro de la American Academy of Arts & Sciences, la American Association for the Advancement of Science, la American Psychological Association y la American Psychological Society.

Andrew N. Meltzoff es Catedrático Job and Gertrud Tamaki de la Universidad de Washington y Co-Director del Institute for Learning & Brain Sciences de dicha Universidad. El profesor Meltzoff se licenció por la Harvard University y obtuvo su grado de doctor en la Oxford University. Es considerado un experto internacional en el desarrollo de bebés y niños. Sus descubrimientos sobre la imitación infantil han revolucionado la comprensión de la cognición temprana, la personalidad y el desarrollo del cerebro. El Dr. Meltzoff ha sido galardonado con el MERIT Award del National Institute of Health y, en el año 2005, recibió el premio a la investigación de excelencia de la Society for Developmental and Behavioral Pediatrics así como el Kenneth Craik Award in Psychology de la Cambridge University. El Dr. Meltzoff es miembro de la American Academy of Arts & Sciences, la American Association for the Advancement of Science, la American Psychological Association y la American Psychological Society.

  Self-Esteem When I first started researching this episode I thought it would be a bit of a slam-dunk.  Self-esteem is a good thing, right? I was really surprised to find that there’s little evidence that self-esteem helps children to do better in school, or even be happier, so there’s a good deal of disagreement among psychologists about whether encouraging self-esteem is necessarily a good thing. This episode digs into these issues to understand (as much as scientists currently can) the benefits of self-esteem – and what qualities parents might want to encourage in their children in place of self-esteem to enable better outcomes.  It also touches on our self-esteem as parents – because don’t we all want to think that our child is just a little bit special, so we know we’re good parents? References Bachman, J.G. & O’Malley, P.M. (1986). Self-concepts, self-esteem, and educational experiences: The frog pond revisited (again). Journal of Personality and Social Psychology 50, 35-46. Baumeister, R.F., Campbell, J.D., Krueger, J.I., & Vohs, K.D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science in the Public Interest 4(1), 1-44. DOI: 10.1111/1529-1006.01431 Beggan, J.K. (1992). On the social nature of nonsocial perception: The mere ownership effect. Journal of Personality and Social Psychology 62(2), 229-237. DOI: 10.1037/0022-3514.62.2.229 Bretherton, I. (1992). The origins of attachment theory: John Bowlby and Mary Ainsworth. Developmental Psychology 28(5), 759-775. Retrieved from: http://cmapspublic2.ihmc.us/rid=1LQX400NM-RBVKH9-1KL6/the%20origins%20of%20attachment%20theory%20john%20bowlby%20and_mary_ainsworth.pdf Brummelman, E., Thomaes, S., Orobio de Castro, B., Overbeek, G., & Bushman, B.J. (2014). “That’s not just beautiful – that’s incredibly beautiful!”: The adverse impact of inflated praise on children with low self-esteem. Psychological Science Online, 1-8. DOI: 10.1177/0956797613514251 California State Department of Education (1990). Toward a state of esteem: The final report of the California task force to promote self-esteem and personal and social responsibility. Full report available at: http://files.eric.ed.gov/fulltext/ED321170.pdf Coleman, P.K. & Karraker, K.H. (1997). Self-efficacy and parenting quality: Findings and future applications. Developmental Review 18, 47-85. DOI: 10.1006/drev.1997.0448 Cvencek, D., Greenwald, A.G., & Meltzoff, A.N. (2016). Implicit measures for preschool children confirm self-esteem’s role in maintaining a balanced identity. Journal of Experimental Social Psychology 62, 50-57. DOI: 10.1016/j.jesp.2015.09.015 Dweck, C. (2007). Mindset: The new psychology of success. New York: Ballantine. Forsyth, D.R., & Kerr, N.A. (1999, August). Are adaptive illusions adaptive? Poster presented at the annual meeting of the American Psychological Association, Boston, MA. Guindon, M.H. (2010). Self-esteem across the lifespan. New York: Routledge. Harter, S. (1993). Causes and consequences of low self-esteem in children and adolescents. In R.F. Baumeister (Ed.), Self-esteem: The puzzle of low self-regard. New York: Plenum. James, W. (1983). The principles of psychology. Cambridge, MA: Harvard University Press. (Original work published 1890) Joslin, K.R. (1994). Positive parenting from A to Z. New York: Ballantine. Kutob, R.M., Senf, J.H., Crago, M., & Shisslak, C.M. (2010). Concurrent and longitudinal predictors of self-esteem in elementary and middle school girls. Journal of School Health 80(5), 240-248. DOI: 10.1111/j.1746-1561.2010.00496.x Mruk, C.J. (2006). Self-esteem, research, theory, and practice (3rd Ed.). New York: Springer. Neff, K.D. (2011). Self-compassion, self-esteem, and well-being. Social and Personality Psychology Compass 5(1), 1-12. DOI:...

A British tabloid article about kids, brains, and spatial skills somehow provokes the biggest argument ever on the podcast. Dave and Tamler get into it about gender, toys, properly rounded brains, and balanced "play diets." Is Dave a sanctimonious toe-the-line academic liberal?  Is Tamler a Fox-News watching, mysoginist genetic determinist? Do they actually disagree about anything? Plus Dave takes Tamler back after his fling with Partially Examined Life,  and we discuss whether the new documentary The Unbelievers the atheist version of God is Not Dead?LinksThe Partially Examined Life podcast, and Tamler's Precognition of Ep. 93. [partiallyexaminedlife.com]Girls and boys DO have different brains – should they have different toys? by Rachel Carlyle [express.co.uk]The Unbelievers [unbelieversmovie.com]My Growing Disappointment with the New Atheist Movement: A Review of the The UnBelievers.  Ami Palmer.  [missiontotransition.blogspot.com]Nosek, B. A., Banaji, M. R., & Greenwald, A. G. (2002). Math= male, me= female, therefore math≠ me. Journal of personality and social psychology, 83, 44. [briannosek.com]Cvencek, D., Meltzoff, A. N., & Greenwald, A. G. (2011). Math–gender stereotypes in elementary school children. Child development, 82, 766-779. [washington.edu]

The big bang in human learning happens in childhood. The big bang has two components: (a) critical periods for learning certain material that are time sensitive, and (b) the social environment that provides “brain food” to build a brain. We’ll describe the essential components that make early childhood learning a big bang that no child should miss and society can’t ignore. Patricia K. Kuhl Andrew N. Meltzoff

Andrew Meltzoff (Univ of Washington) describes new research on the origins of ‘social cognition’ -- the mechanisms by which infants come to understand other people and interpret their actions and intentions before language -- and its implications for understanding children with autism spectrum disorders. Series: "CARTA - Center for Academic Research and Training in Anthropogeny" [Science] [Show ID: 24820]

Andrew Meltzoff (Univ of Washington) describes new research on the origins of ‘social cognition’ -- the mechanisms by which infants come to understand other people and interpret their actions and intentions before language -- and its implications for understanding children with autism spectrum disorders. Series: "CARTA - Center for Academic Research and Training in Anthropogeny" [Science] [Show ID: 24820]