DOCSLIB.ORG

2018 APS Janet Taylor Spence Award Recipients Observervol

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
2018 APS Janet Taylor Spence Award Recipients Observervol 2018 APS Janet Taylor Spence Award Recipients ObserverVol. 31, No. 5 May/June 2018 T H E M A N Y S H A P E S O F A P P L I E D a publication ofPSYCHOLOGICAL SCIENCE www.psychologicalscience.org/observer Advances in Methods Association for Psychological Science | 30th Annual Convention NEW APS and Practices in JOURNAL Psychological Science FEATURED SPEAKERS NOW AVAILABLE Fred Kavli Keynote Address Bring the Family Address Making and Remaking Memory: The Paradox of Diversity: Past, Present, and Future Promise, Pitfalls, and Advances in Methods and Practices in LYNN NADEL Implications for Racial Progress Psychological Science (AMPPS) The University of Arizona JENNIFER RICHESON Yale University AMPPS, a unique and innovative new journal, presents methodological advances from across all areas in our diverse field of psychological science. Presidential Symposium Memory: From Neurons to Nations AMPPS articles are highly accessible and include: SUPARNA RAJARAM Stony Brook University, • Empirical research that exemplifies scientific The State University of New York (Chair) best practices CHARAN RANGANATH University of California, Davis • Articles that communicate advances in DORTHE BERNTSEN Henry L. Roediger, III, will be the methods, practices, and meta-science featured scientist in this year’s Inside the Aarhus University, Denmark Psychologist’s Studio. He will be interviewed • Tutorials, commentaries, and simulation studies QI WANG by his former student, APS President Suparna for new techniques and research tools Cornell University Rajaram. • Papers that bring advances from a specialized HENRY L. ROEDIGER, III Washington University in St. Louis subfield to a broader audience • Registered Replication Reports, an innovative APS-David Myers Distinguished Lecture On article type originated by APS The Science And Craft Of Teaching Psychological Science Improving the Use of Psychological Science in K-12 Education Check out the first issue now available at: DANIEL T. WILLINGHAM University of Virginia www.psychologicalscience.org/ampps Featured Symposium From Academia to the Tech Industry: Making the Leap CARRIE OTT-HOLLAND MENGYANG CAO SARAH SEMMEL Google Facebook Twitter ERIC RUSSELL JENNIFER SHUSKY Facebook Facebook www.psychologicalscience.org/convention Observer Published 10 times per year by the Association for Psychological Science, ISSN: 1050-4672 the Observer educates and informs the Association on matters affecting © 2018 Association for Psychological Science the research, academic, and applied disciplines of psychology; promotes Federal ID Number: 73-1345573 All rights reserved. the scientific values of APS Members; reports and comments on issues of PUBLISHER Sarah Brookhart national interest to the psychological scientist community; and provides a Contents EDITOR Scott Sleek Observer ASSISTANT MANAGING EDITOR Mariko Hewer vehicle for the dissemination of information on APS. May/June 2018 Volume 31, Number 5 EDITORIAL ASSISTANT Kim Armstrong SENIOR GRAPHIC DESIGNER Candy Ferguson REPRINT PERMISSION: Photocopying OBSERVER FORUM: The Observer APS Board of Directors Observer content for classroom use is welcomes your comments and feedback. PRESIDENT permitted at no charge. Students may not For consideration in the Observer Forum, FEATURES Suparna Rajaram – Stony Brook University be charged more than the actual cost of letters should be sent to apsobserver@ producing the photocopy. Source citation PRESIDENT-ELECT psychologicalscience.org. Unless otherwise Barbara G. Tversky – Teachers College, Columbia University and must indicate that the materials are from the indicated, all correspondence received Stanford University Observer, a publication of the Association for will be considered for publication. The Psychological Science. Observer IMMEDIATE PAST PRESIDENT does not guarantee publication and reserves the right to edit all content Susan Goldin-Meadow – The University of Chicago APS does not assist in copyright requests for length and style. SECRETARY involving artwork obtained from a third Gün R. Semin – ISPA–Instituto Universitário, Portugal; and party. For all other permissions inquiries, SUBMISSIONS: The Observer accepts Utrecht University, The Netherlands including requests to republish material original manuscripts, announcements, and TREASURER in another work, please contact Copyright Their scientific work calendar items for publication; manuscripts Carnegie Mellon University Clearance Center at 222 Rosewood Drive, Roberta L. Klatzky – must be original and should not have been has contributed to safer EXECUTIVE DIRECTOR Danvers, MA 01983, call +1 978.750.8400, or visit www.copyright.com. published or scheduled to be published skies, less stressful indoor Sarah Brookhart – Association for Psychological Science elsewhere. The Observer editorial calendar MEMBERS-AT-LARGE environments, more ADVERTISING: TheObserver accepts is at the discretion of the editor, and the Deanna Barch – Washington University in St. Louis Observer does not guarantee publication. Dorthe Berntsen – Aarhus Universitet, Denmark employment and commercial advertising. engaging children’s toys, Submissions should be sent via email to Stacey Sinclair – Princeton University Information, rates, and calendar are available Simine Vazire – University of California, Davis by calling +1 202.293.9300 or going online to [email protected]. and much more. Meet six Observer Howard M. Weiss – Georgia Technical University www.psychologicalscience.org/advertise. The reserves the right to edit all content for length and style. psychological scientists who Cindy Yee-Bradbury – University of California, Los Angeles have carved out innovative FOUNDING EXECUTIVE DIRECTOR Alan G. Kraut – Association for Psychological Science careers in applied research. Send address changes to: Past Presidents Association for Psychological Science 1800 Massachusetts Ave, NW Suite 402 . Washington, DC 20036-1218 USA T H E C. Randy Gallistel 2015-2016 Susan T. Fiske 2002-2003 Nancy Eisenberg 2014-2015 John Darley 2001-2002 [email protected] Elizabeth A. Phelps 2013-2014 Robert A. Bjork 2000-2001 www.psychologicalscience.org/members (click Update Profile) M A N Y S H A P E S Joseph E. Steinmetz 2012-2013 Elizabeth D. Capaldi 1999-2000 Douglas L. Medin 2011-2012 Elizabeth Loftus 1998-1999 Mahzarin R. Banaji 2010-2011 Kay Deaux 1997-1998 O F 17 Linda Bartoshuk 2009-2010 Sandra Scarr 1996-1997 Walter Mischel 2008-2009 Richard F. Thompson 1995-1996 John T. Cacioppo 2007-2008 Marilynn B. Brewer 1993-1995 Morton Ann Gernsbacher 2006-2007 Gordon H. Bower 1991-1993 Michael S. Gazzaniga 2005-2006 James L. McGaugh 1989-1991 A P P L I E D Robert W. Levenson 2004-2005 Janet T. Spence 1988-1989 Presidential Column Henry L. Roediger, III 2003-2004 Charles A. Kiesler 1988 PSYCHOLOGICAL SCIENCE APS Staff Minds for Business On Spanning the Borders Executive Director Sarah Brookhart Senior Director for Operations Aime M. Ballard-Wood Director of News and Information Scott Sleek In her final column as APS President, Suparna Rajaram celebrates the new Associate Director for News and Information Anna Mikulak 5 Science Writer Joe Dawson scientific perspectives and advances resulting from the organization’s ongoing Senior Graphic Designer Candy Ferguson Assistant Managing Editor, Observer Mariko Hewer international expansion. Editorial Assistant Kim Armstrong Assistant Director for Policy K. Andrew DeSoto Manager of Policy and Programs Gabriela M. Galeano Director of Publications Torrance Gloss Managing Editor, Journals Brian P. Winters Managing Editor, Journals Rodney Atkins Peer Review Manager Amy Drew Peer Review Coordinator Ami Getu Director of Meetings Nathalie L. Rothert APS Fellow Kristina Olson Senior Meetings Manager Elaine V. Watson Project Manager, Meetings Emily Proppe Project Manager, Meetings Allie Levy Receives Nation’s Top Honor Project Manager, Meetings Derica Clarke Senior Director of Marketing and Membership Christina Garneski Senior Manager, Marketing Lucy Hyde for Early-Career Scientists Exhibits and Advertising Sales Manager Rochelle Shaffer Senior Manager, Membership Recruitment & Retention Natasha Bethea Olson is the first psychological scientist to receive Membership Manager Lisa Lockman Membership Assistant Nicquiya Falu the National Science Foundation’s Alan T. Waterman Marketing and Advertising Assistant Calli Levine Internal Affairs Manager Sarah L. Schroeder Award, established in 1975. Director, Digital and Technical Operations Asa Boy Finance and Administration Coordinator Marilyn Talley Finance and Administration Assistant Siobhan A. DeLoatch A BLOG ON THE SCIENCE Association for Psychological Science OF WORK AND LEADERSHIP +1 202.293.9300; Fax: +1 202.293.9350 [email protected] www.psychologicalscience.org/minds www.psychologicalscience.org/observer 7 Contents (cont.) Observer 5 May/June 2018 PRESIDENTIAL COLUMN Photo credit: Jeanne Neville 2018 Janet Taylor Spence Award 12 Recipients On Spanning APS honors six early-career scientists whose research areas the Borders include goal-pursuit, cooperation, environmental effects on behavior, and more. As psychological scientists, we gain something more when we span locations. The subject matter we study is, by its Bridging the Lab and the Real World 26 very nature, enriched by context. Advances in technology and methodologies are enabling Suparna Rajaram psychological scientists to bridge the divide between the lab and APS President the world at large in research on infant development,
Load more

Recommended publications
  • Benefits of Immediate Repetition Versus Long Study Presentation On
    Neuropsychology In the public domain 2010, Vol. 24, No. 4, 457–464 DOI: 10.1037/a0018625 Benefits of Immediate Repetition Versus Long Study Presentation on Memory in Amnesia Mieke Verfaellie and Karen F. LaRocque Suparna Rajaram Memory Disorders Research Center, VA Boston Healthcare Stony Brook University System, and Boston University School of Medicine Objective: This study aimed to resolve discrepant findings in the literature regarding the effects of massed repetition and a single long study presentation on memory in amnesia. Method: Experiment 1 assessed recognition memory in 9 amnesic patients and 18 controls following presentation of a study list that contained items shown for a single short study presentation, a single long study presentation, and three massed repetitions. In Experiment 2, the same encoding conditions were presented in a blocked rather than intermixed format to all participants from Experiment 1. Results: In Experiment 1, control participants showed benefits associated with both types of extended exposure, and massed repetition was more beneficial than long study presentation, F(2, 34) ϭ 14.03, p Ͻ .001, partial ␩2 ϭ .45. In contrast, amnesic participants failed to show benefits of either type of extended exposure, F Ͻ 1. In Experiment 2, both groups benefited from repetition, but did so in different ways, F(2, 50) ϭ 4.80, p ϭ .012, partial ␩2 ϭ .16. Amnesic patients showed significant and equivalent benefit associated with both types of extended exposure, F(2, 16) ϭ 5.58, p ϭ .015, partial ␩2 ϭ .41, but control participants again benefited more from massed repetition than from long study presentation, F(2, 34) ϭ 23.74, p Ͻ .001, partial ␩2 ϭ .58.
    [Show full text]
  • The Similarity Structure of Real-World Memories
    bioRxiv preprint doi: https://doi.org/10.1101/2021.01.28.428278; this version posted January 30, 2021. The copyright holder for this preprint (which was not certified by peer review) is the author/funder, who has granted bioRxiv a license to display the preprint in perpetuity. It is made available under aCC-BY 4.0 International license. The Similarity Structure of Real-World Memories Tyler M. Tomita1, Morgan D. Barense 2;3 & Christopher J. Honey1 1Department of Psychological & Brain Sciences, Johns Hopkins University, Baltimore, MD, USA 2Department of Psychology, University of Toronto, Toronto ON, Canada 3Rotman Research Institute, Baycrest Hospital, Toronto ON, Canada How do we mentally organize our memories of life events? Two episodes may be connected because they share a similar location, time period, activity, spatial environment, or social and emotional content. However, we lack an understanding of how each of these dimensions contributes to the perceived similarity of two life memories. We addressed this question with a data-driven approach, eliciting pairs of real-life memories from participants. Participants annotated the social, purposive, spatial, temporal, and emotional characteristics of their memories. We found that the overall sim- ilarity of memories was influenced by all of these factors, but to very different extents. Emotional features were the most consistent single predictor of overall memory similarity. Memories with dif- ferent emotional tone were reliably perceived to be dissimilar, even when they occurred at similar times and places and involved similar people; conversely, memories with a shared emotional tone were perceived as similar even when they occurred at different times and places, and involved dif- ferent people.
    [Show full text]
  • The Curious Complexity Between Confidence and Accuracy In
    4 The Curious Complexity between Confi dence and Accuracy in Reports from Memory HENRY L. ROEDIGER III, JOHN H. WIXTED, AND K. ANDREW DESOTO Th e relation between the probability of remembering an event and one’s confi dence in it seems obvious: Th e more confi dent a person is in remember- ing an event, the more accurate he or she will be (and vice versa). Imagine giv- ing people a series of events to remember every day for a week, say 10 per day. Th e events could be sentences such as “Th e hippie touched the debutante in the park” or “Th e policeman arrested the homeless woman near the movie theater.” Th en, on the seventh day, people could be asked to recall (or recognize) all the sentences that had been presented that seventh day, and those from the third day of the experiment, and to rate the confi dence of each reported memory. It would surprise no one to learn that people would correctly remember more sentences from the seventh day than from the third day; surely they would be more accurate for the recent memories. In addition, there is no doubt that their confi dence would track their accuracy if confi dence were measured on, say, a 7-point rating scale (from 7 = sure the event happened to 1 = sure the event did not happen). People would be much more confi dent for the recently presented sentences than for those heard 4 days previously. Th e reason people can intuit the result of this experiment so accurately is that we essentially live this exper- iment every day of our lives.
    [Show full text]
  • The Digital Expansion of the Mind: Implications of Internet Usage For
    Journal of Applied Research in Memory and Cognition 8 (2019) 1–14 Contents lists available at ScienceDirect Journal of Applied Research in Memory and Cognition journa l homepage: www.elsevier.com/locate/jarmac The Digital Expansion of the Mind: Implications of Internet Usage for Memory and Cognition a,∗ b Elizabeth J. Marsh , Suparna Rajaram a Duke University, United States b Stony Brook University, United States The internet is rapidly changing what information is available as well as how we find it and share it with others. Here we examine how this “digital expansion of the mind” changes cognition. We begin by identifying ten properties of the internet that likely affect cognition, roughly organized around internet content (e.g., the sheer amount of information available), internet usage (e.g., the requirement to search for information), and the people and communities who create and propagate content (e.g., people are connected in an unprecedented fashion). We use these properties to explain (or ask questions about) internet-related phenomena, such as habitual reliance on the internet, the propagation of misinformation, and consequences for autobiographical memory, among others. Our goal is to consider the impact of internet usage on many aspects of cognition, as people increasingly rely on the internet to seek, post, and share information. Keywords: Memory, Cognition, Internet, External memory, Metacognition, Social memory General Audience Summary The internet is rapidly changing what information is available to us as well as how we find that information and share it with others. Here we ask how this “digital expansion of the mind” may change cognition.
    [Show full text]
  • A Mathematical Model of Forgetting and Amnesia
    ORIGINAL RESEARCH ARTICLE published: 28 February 2013 doi: 10.3389/fpsyg.2013.00076 A mathematical model of forgetting and amnesia Jaap M. J. Murre*, Antonio G. Chessa and Martijn Meeter Department of Psychology, University of Amsterdam, Amsterdam, Netherlands Edited by: We describe a mathematical model of learning and memory and apply it to the dynamics Oliver Hardt, McGill University, of forgetting and amnesia. The model is based on the hypothesis that the neural systems Canada involved in memory at different time scales share two fundamental properties: (1) repre- Reviewed by: Florentin Wörgötter, University sentations in a store decline in strength (2) while trying to induce new representations in Goettingen, Germany higher-level more permanent stores. This paper addresses several types of experimental Marco Steinhauser, Catholic and clinical phenomena: (i) the temporal gradient of retrograde amnesia (Ribot’s Law), (ii) University of Eichstätt-Ingolstadt, forgetting curves with and without anterograde amnesia, and (iii) learning and forgetting Germany curves with impaired cortical plasticity. Results are in the form of closed-form expres- *Correspondence: Jaap M. J. Murre, Department of sions that are applied to studies with mice, rats, and monkeys. In order to analyze human Psychology, University of Amsterdam, data in a quantitative manner, we also derive a relative measure of retrograde amnesia Weesperplein 4, Amsterdam 1018 XA, that removes the effects of non-equal item difficulty for different time periods commonly Netherlands. found with clinical retrograde amnesia tests. Using these analytical tools, we review stud- e-mail: [email protected] ies of temporal gradients in the memory of patients with Korsakoff’s Disease, Alzheimer’s Dementia, Huntington’s Disease, and other disorders.
    [Show full text]
  • Letter from the Chair
    PsychologiCALPsychologiCAL WINTERFALL 2014 2015 Psychologi Letter From the Chair Greetings, finalized, we are now turning to what may be the trickier Our students are just part of the planning process, working out the details arriving back on campus for the different programs. Psychology has special after winter break, and challenges given our need for space in which to conduct we’re gearing up for experiments, provide clinical services and training, another semester. and have highly interactive labs. To date, it’s been a lot I’m also “re- of information-gathering, surveying the Psychology orienting” in a sense, community to figure out the priorities of faculty, staff, as this semester will be and students, and hearing presentations from the my last as Department architects who are educating us on 21st-century building Chair. I use the quotes concepts to promote collaboration in university and because there is just so much sprouting up around industrial settings. the Department that I haven’t had a moment to start Not what I had anticipated doing with my PhD thinking about life beyond my office in 3210 Tolman, in cognitive psychology. But a very interesting process, nor how to begin the transition to our incoming chair, and one that will truly end up being translational as our Ann Kring. new building rises up from a parking lot over the coming The main task at hand remains planning for the years. new building, or what we call the Berkeley Way Project. Funding fell into place when the Governor signed the Best wishes for the new year, State budget last June authorizing the university to Rich commit part of its annual allocation to a building that will house large parts of Psychology, Public Health, and Education.
    [Show full text]
  • UC Merced Proceedings of the Annual Meeting of the Cognitive Science Society
    UC Merced Proceedings of the Annual Meeting of the Cognitive Science Society Title Workshop: The Psychology of Negotiation: When, Why and How Permalink https://escholarship.org/uc/item/20s8493w Journal Proceedings of the Annual Meeting of the Cognitive Science Society, 33(33) ISSN 1069-7977 Authors Feldman, Laurie Beth Van Hell, Janet Kroll, Judith et al. Publication Date 2011 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Workshop: The Psychology of Negotiation: When, Why and How Keynote Speaker: Hannah Riley Bowles Kennedy School Harvard University Laurie Beth Feldman ([email protected]) Janet van Hell ([email protected]) Department of Psychology; SS 369 619 Moore Building The University at Albany, SUNY Department of Psychology Albany, NY 12222, USA The Pennsylvania State University University Park, PA 16802 USA Judith Kroll ([email protected]) Suparna Rajaram ([email protected]) 641 Moore Building Department of Psychology Department of Psychology Stony Brook University The Pennsylvania State University Stony Brook, NY 11794-2500 USA University Park, PA 16802 USA Keywords: professional development; negotiation; start up Stuhlmacher & Walters, 1999). Further, gender based packages. differences around willingness to negotiate are not restricted Economic conditions are placing unprecedented pressures to people with lower levels of education. In fact, recent male on universities and funding agencies. For young scholars, this PhDs are almost three times more likely than recent female translates into fewer postdoctoral and faculty lines. For PhDs to initiate financial negotiations in their first highly experienced senior scholars, it emerges as fewer professional position. Finally, the pattern is as common opportunities for new programs of research and among twenty year olds as among 40 year olds (Babcock & collaborations, and this in turn limits the options available to Laschever, 2003), and gender differences are observed both senior scientists for training young scientists.
    [Show full text]
  • Abstracts (PDF)
    Abstracts of the Psychonomic Society — Volume 4 — November 1999 40th Annual Meeting — November 18–21, 1999 — Los Angeles, California Posters 1–6 Thursday Evening Papers and Posters Presented at the 40th Annual Meeting of the Psychonomic Society Century Plaza Hotel, Los Angeles, California November 18–21, 1999 POSTER SESSION I other animal forms (e.g., birds, cats, horses). We will also report vari- California Showroom, Thursday Evening, 7:00–8:30 ations across these displays in the orientation specificity of sensitiv- ity, discussing possible implications for accounts of biological mo- •PERCEPTION • tion perception. (1) (4) Deficits of Complex Form Perception and Attention in a Patient Representing the “What” and the “Where” of Undetected With Partial Achromatopsia. RACHEL E. SHOUP, University of Change. IAN M. THORNTON, Nissan Cambridge Basic Research, California, Davis, & JAMIE A. MAZER & JACK L. GALLANT, & DIEGO FERNANDEZ-DUQUE, University of Oregon—Studies of University of California, Berkeley—Physiological studies in non- change blindness demonstrate that we are seldom aware of everything human primates suggest that cortical area V4 is important for the per- that is before our eyes. However, these studies may be telling us more ception of both color and form. Cells in V4 are also modulated by at- about the limits of visual awareness than about the limits of visual rep- tention. Because humans with V4 lesions typically exhibit severe resentation. Specifically, we have suggested that the explicit reports achromatopsia, most studies of these patients have focused on color used for most change blindness tasks underestimate the visual system’s vision. We assessed form vision and attention in a patient, A.R., with ability to represent change.
    [Show full text]
  • Working with Distraction
    HIGHLIGHTS HIGHLIGHT ADVISORS ALLAN BASBAUM ATTENTION UNIVERSITY OF CALIFORNIA SAN FRANCISCO, CA, USA RANDY BUCKNER Working with distraction WASHINGTON UNIVERSITY, MO, USA The interaction between attention DAVID CLAPHAM (the ability to focus on certain stimuli HARVARD MEDICAL SCHOOL, to the detriment of others) and work- MA, USA ing memory (the ability to hold and PIETRO DE CAMILLI manipulate information in mind) is a YALE UNIVERSITY SCHOOL OF complex subject. It has been suggested MEDICINE, CT, USA that working memory might be cru- BARRY EVERITT cial in selective attention, and this idea UNIVERSITY OF CAMBRIDGE, received some much needed experi- UK mental support from a recent paper GORDON FISHELL from a team led by Nilli Lavie show- SKIRBALL INSTITUTE, NY, USA ing a causal role for working memory MARY KENNEDY in the control of selective attention. CALIFORNIA INSTITUTE OF Lavie had proposed that because triggered in the visual cortex. As During periods of high working TECHNOLOGY, CA, USA selective attention depends on active expected, subjects were slower to clas- memory demand, the subjects were LYNN NADEL maintenance of stimulus priorities in sify names paired with incongruent less able to filter out the distracting UNIVERSITY OF ARIZONA, working memory, a high working faces than those paired with congru- faces to focus on the task of classifying AZ, USA memory load should result in greater ent faces, and the presence of distrac- the written names. The distractor DENNIS O’LEARY processing of irrelevant (low priority) tor faces enhanced activity in areas of faces produced greater interference THE SALK INSTITUTE FOR distractors. J. W.de Fockert and col- visual cortex that selectively respond during the naming task and greater BIOLOGICAL STUDIES, CA, USA leagues examined this issue using to faces.
    [Show full text]
  • Making Connections: Teaching and the Human Brain
    DOCUMENT RESUME ED 335 141 PS 019 761 AUTHOR Caine, Renate Nummela; Caine, Geoffrey TITLE Making Connections: Teaching a4d the Human Brain. INSTITUTION Association for Supervision and Curriculum Development, Alexandria, Va. PUB DATE 91 NOTE 201p. AVAILABLE FROM Association for Supervision and Curriculum Development, 11141 Georgia Avenue, Suite 200, Wheaton, MD 20902 (ASCD Stock No. 611-910251 $15.95). PUB TYPE Books (010) EDRS PRICE MF01 Plus Potage. PC Not Available from EDRS. DESCRIPTORS *Cognitive Processes; Cognitive Style; Creativity; *Educational Practices; *Educational Principles; Elementary Secondary Education; Emotional Experience; Helplessness; Higher Education; Integrated Curriculum; *Learning Processes; Locational Skills (Social Studies); Memory; Self Motivation; Stress Variables; Student Evaluation; *Student Projects; *Teaching Methods IDENTIFIERS *Brain Based Learning; Brain Functions; Brain Research; *Natural Knowledge ABSTRACT This book adds to the growing body of knowledge and research suggesting that educators need to move beyond simplistic, narrow approaches to teaching and learning. In Part I, "Accessing the Brain's Potential," current educational practices are examined in light of critical findings of brain researchers. In Part II, "Facts and Theories about the Human Brain," topics, theories, and models of brain functions that seem to address current issues in education and provide implications for curriculum restructuring and designare considered. Major aspects of research are reorganized for thepurpose of eliciting a useful and practical set of general principles. In Part III, "Brain-Based Schooling," elements of instruction thatare believed to cause students to use the brain's capacitymore fully to learn are discussed. Citations number 218. (RH) ******************r**************************14************************* Reproductions supplied by EDRS are the best thatcan be made from the original document.
    [Show full text]
  • 2018 Cracking the Memory Code Since 1983
    2018 Cracking the Memory Code since 1983 Copyright © 2018 Center for the Neurobiology of Learning and Memory, University of California, Irvine. Qureshey Research Lab, Irvine CA 92697-3800. Back cover art - McGaugh Hall photograph by Ian Parker. Copyright © 2016 All Rights Reserved. 2018 Contents Director’s Message . 5 UCI Brain: A Bold Vision for the Future . 6 UCI Hosts International Brain Initiative Workshop . 9 The International Conference on Learning and Memory . 10 The Brain Explorer Academy . 16 Scientist Spotlight: Sunil Gandhi . 18 Alumnus Spotlight: Navid Ghaffari . 21 UCI Opens New Sleep Laboratory and Clinic . 22 Why Our Brains Love Story . 24 Ten Minutes of Light Exercise Enhances Memory . 26 Rare Gene Mutation Affects Brain Development . 27 In-Home Therapy Transforms Stroke Rehabilitation . 28 Restoring Memory Creation in Damaged Brains . 29 Imaging Provides Clues About Memory Loss in Older Adults . 30 Olfactory Enrichment Improves Memory in Older Adults . 32 BRAIN Initiative Grant to Elucidate Hippocampal Circuits . 34 AASM Grant to Study Sleep Apnea and Alzheimer’s Disease . 35 NINDS U19 Grant to Study Mechanisms of Rapid Learning . 35 DARPA L2M Contract to Build New Machine Intelligence . 36 Junior Scholar Awards . 38 CNLM Ambassadors Set New Standard For Outreach . 40 Brains and Mind Benders at Homecoming 2018 . 43 Miguel Nicolelis Delivers Distinguished Lecture . 44 James McGaugh Delivers Inaugural McGaugh-Gerard Lecture . 46 Introducing the Norman Weinberger Graduate Award . 48 Shark Tank for Research . 48 Supporting the CNLM . 49 Friends of the CNLM . 50 2017-2018 Gifts Received . 51 2018-in-Pictures . 52 3 Center for the Neurobiology of Learning and Memory University of California, Irvine Director Michael Yassa Associate Director Sunil Gandhi Director of Outreach and Education Manuella Yassa Administrative Support Michael Gomez Faculty Fellows UCI Fellows External Fellows Michael Alkire Frances Leslie Pierre Baldi Linda Levine Ted Abel, Univ of Iowa Tallie Z.
    [Show full text]
  • 1 August 2018 Vita Name Randi C. Martin Address Department Of
    1 August 2018 Vita Name Randi C. Martin Address Department of Psychology, MS-657 Rice University P.O. Box 1892 Houston, Texas 77251 e-mail: [email protected] Phone 713-348-3417 Personal Citizenship - U.S.A. Education B.A. University of Oregon (general social science, mathematics) 1971 M. A. Portland State University (psychology) 1975 M.S. Johns Hopkins University (psychology) 1977 Ph.D. Johns Hopkins University (psychology) 1979 Other training: Functional Magnetic Resonance Imaging (fMRI): An Introductory Course, Medical College of Wisconsin, Oct. 2000. Professional Societies Member: Academy of Aphasia, American Psychological Association, American Psychological Society, Psychonomic Society, Sigma Xi, American Association for the Advancement of Science, Society for Cognitive Neuroscience, Society of Experimental Psychologists, Women in Cognitive Science Offices: Elected Member-at-large of the Executive Committee of Division 3 (Experimental Psychology) of APA. APA/BSA liaison to the AAAS Psychology Section Steering Committee, American Association for the Advancement of Science, 2018-2020. Member-at-large, Psychology Section Steering Committee, American Association for the Advancement of Science, 2015-2018. Immediate Past Chair of the Governing Board, Academy of Aphasia, 2015-2017. Chair of the Governing Board, Academy of Aphasia, 2012-2014. Governing Board, Academy of Aphasia, 2009-2011. Executive Committee, Council of Graduate Departments of Psychology (COGDOP), 2002-2005. American Psychological Association: Member, Publications and Communications Board (2000- 2005). Chair: 2002. Women in Cognitive Science – co-organizer of meetings in association with the Psychonomic Society, 2002-2006. Member of Advisory Panel, 2006-present. Psychonomic Society - Secretary/Treasurer (1993-1995), Governing Board (1997-2002), Chair of Membership Committee (1999) Federation of Behavioral, Psychological and Cognitive Sciences - Secretary/Treasurer (1997-1999) Honors Invited address, Annual Meeting of the Association for Psychological Science, May 2018.
    [Show full text]