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17 Apr 09

Social websites harm children's brains: Chilling warning to parents from top neuroscientist | Mail Online

Social networking websites are causing alarming changes in the brains of young users, an eminent scientist has warned.

Sites such as Facebook, Twitter and Bebo are said to shorten attention spans, encourage instant gratification and make young people more self-centred.

The claims from neuroscientist Susan Greenfield will make disturbing reading for the millions whose social lives depend on logging on to their favourite websites each day.

www.dailymail.co.uk/...ng-parents-neuroscientist.html - Preview

psychology children science news

03 Jun 08

Study: Sad children out-perform happy children in attention-to-detail tasks

  • Psychologists at the University of Virginia and the University of Plymouth (United Kingdom) have conducted experimental research that contrasts with the belief that happy children are the best learners. The findings, which currently appear online in the journal Developmental Science ( www.blackwell-synergy.com/doi/full/10.1111/j.1467-7687.2008.00709.x ), and will be printed in the June issue, show that where attention to detail is required, happy children may be at a disadvantage.


28 May 08

Harsh discipline makes aggressive children worse

  • Parents should avoid harsh, combative ways of disciplining their aggressive children. That's according to psychologists whose new research shows that harsh parenting makes children more aggressive in the long run.
  • Crucially, unlike aggressive parenting, the greater use of calmer reasoning techniques for disciplining children was not associated with a subsequent increase in the children's aggression (although it didn't reduce aggression either).
22 May 08

The Influence of Children on Their Parents’ Values

  • Many parents report that their values are influenced by their children. However, few studies provide direct evidence regarding child–parent value transmission. We review this evidence and propose five main processes of child influence: (i) Passive child influences, causing change in parental values by the mere presence or development of children; (ii) Active child influences, due to children directly attempting to influence their parents’ opinions or providing parents with relevant information; (iii) Differentiation, the emergence of a distinction between parents’ own personal values and their socialization values; (iv) Reciprocal influences; in which parents’ and children’ influences are intertwined; and (v) Counter-influences, in which parental values change in a direction opposite to that of children's values. A study on child influence illustrates some of these processes. The roles of migration, aging, and parent and child characteristics in child-to-parent influences are discussed.
15 May 08

Adolescents' values can serve as a buffer against behaving violently at school

  • Researchers in Israel have found that teenagers’ values helped determine whether or not they engaged in violent behavior at school, especially in schools where violence was common.
09 May 08

After Divorce, Stable Families Help Minimize Long-term Harm To Children

  • Results showed that young adults who grew up in stable post-divorce families had similar chances of attending college and living in poverty compared to those from always married families.  But they fared less well on measures of the highest degree obtained, occupational prestige and income.


    However, the young adults who lived in unstable family situations after their parents divorced did worse on all measures.  In fact, they fared more than twice as poorly on most measures compared to their peers who had stable family situations.

20 Sep 07

Psychotechnology Research Institute

  • Psychotechnologies - systems for achieving direct access to the unconscious mind. - farrider on 2007-09-20
11 Sep 06

Life Before Birth: Early Memory and Learning

  • In a famous experiment by Anthony DeCasper and colleagues at the University of North Carolina, Greensboro, mothers read the Dr. Seuss story, The Cat In the Hat, at regular intervals before birth. At birth, babies were hooked up to recordings which they could select by sucking on a non-nutritive nipple. After a few trials, babies cleverly sucked at whatever speed was necessary to obtain their mother's voice reading "The Cat in the Hat. Similarly, in utero, musical passages repeated regularly--such as theme music for the British soap opera Neighbors or the bassoon passage from Peter and the Wolf--are identified and preferred immediately after birth. In a recent experiment, French mothers repeated a children's rhyme each day from week 33 to week 37 of gestation. At the end of this time (still inside the womb) the babies showed memory and learning for this particular rhyme as opposed to similar rhymes they had not heard.
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