We all know someone who is convinced their opinion is better than everyone else’s on a topic – perhaps, even, that it is the only correct opinion to have. Maybe, on some topics, you are that person. No psychologist would be surprised that people who are convinced their beliefs are superior think they are better informed than others, but this fact leads to a follow on question: are people actually better informed on the topics for which they are convinced their opinion is superior? This is what Michael Hall and Kaitlin Raimi set out to check in a series of experiments in the Journal of Experimental Social Psychology.
For various reasons, children in many countries are increasingly sedentary and childhood obesity is a growing concern. At the same time, research tells us that physical activity is good for children’s minds and bodies, and that if they develop active habits in their youth, they tend to keep them up into adulthood.
It would surely help if children were more active at school, but with growing academic pressures, teachers will tell you that it is difficult to justify sacrificing vital maths and English lessons for more PE classes or games. A possible solution: make academic lessons more physically active. A new trial of a 6-week intervention comprising 18 ten-minute active maths and English lessons, published in Health Education and Behavior, suggests that such an approach has great potential.
The way parents and teachers praise children is known to influence not only their future performance, but how they feel about the malleability of intelligence. If a child has done well, focusing positive comments on their efforts, actions and strategies (saying, for example, “good job” or “you must have tried really hard”) is preferable to saying “you’re so smart”, in part because process-centred praise is thought to encourage kids to interpret setbacks as opportunities to grow, rather than as threats to their self-concept. In contrast, a kid who’s led to believe she succeeds because she’s “intelligent” may not attempt a difficult challenge, in case she fails.
Now – and somewhat remarkably, given all the praise and growth mindset research conducted on children – a new study, led by Rachael Reavis at Earlham College, Indiana, US, published the Journal of Genetic Psychology, claims to be the first to test the effects of different types of praise on how adults feel after failure.
The learning-by-teaching effect has been demonstrated in manystudies. Students who spend time teaching what they’ve learned go on to show better understanding and knowledge retention than students who simply spend the same time re-studying. What remains unresolved, however, is exactly why teaching helps the teacher better understand and retain what they’ve learned.
For a new study in Applied Cognitive Psychology researchers led by Aloysius Wei Lun Koh set out to test their theory that teaching improves the teacher’s learning because it compels the teacher to retrieve what they’ve previously studied. In other words, they believe the learning benefit of teaching is simply another manifestation of the well-known “testing effect” – the way that bringing to mind what we’ve previously studied leads to deeper and longer-lasting acquisition of that information than more time spent passively re-studying.
Brain science is mysterious and sexy and people are more inclined to believe claims that contain superfluous neuroscience references or neuro-imagery – an effect referred to as “the seductive allure of neuroscience” or “SANE” (that’s the short story, however the literature on the effect is messy, to say the least, with a mix of successful and failed replications).
One context where we might expect the seductive allure of neuroscience to be particularly problematic is in the emerging field of educational neuroscience, which seeks to use findings about the brain to improve educational practice. While the field holds promise, experts have warned about the dangers of neuro-jargon lending a confusing veneer of credibility to educational practices that lack an evidence base (one prominent example would be Brain Gym which has been widely criticised by neuroscientists and psychologists).
Until recently, however, no one had looked to see whether the seductive allure of neuroscience applies specifically in an educational context. A research group at the University of Minnesota has now attempted to plug this gap. They recently reported in the British Journal of Educational Psychology their “major finding” that the public find popular articles about the psychology of learning more credible when they contain extraneous neuroscience.
Some advocates of the learning styles approach argue that the reason for the lack of evidence to date is that students do so much of their learning outside of class. According to this view, psychologists have failed to find evidence for learning styles because they’ve focused too narrowly on whether it is beneficial to have congruence between teaching style and preferred learning style. Instead, they say psychologists should look for the beneficial effects of students studying outside of class in a manner that is consistent with their learning style.
For a new paper in Anatomical Sciences Education, a pair of researchers at Indiana University School of Medicine have conducted just such an investigation with hundreds of undergrads. Once again however the findings do not support the learning styles concept, reinforcing its reputation among mainstream psychologists as little more than a myth.
Can a brief video telling students that it’s possible to improve their intelligence and abilities make much difference to their educational outcomes? And if fostering a “growth mindset” in this way does make a difference, does it benefit all students and schools equally?
Research on growth mindset over the past twenty years has progressed from experiments in a laboratory into real world settings, such as classrooms. This has shown that having a growth mindset leads to a small but positive improvement in grades and better mental health. But to date, little work has examined whether a brief mindset intervention is likely to help some adolescents more than others, especially those at greater risk of poor outcomes later in life.
Keen to rectify this, 23 of the leading researchers in this field, including the likes of Carol Dweck, Angela Duckworth and David Yeager, recently collaborated on a large study which they released briefly as a pre-print (they are now revising the manuscript pending submission to peer review). As a Chartered Psychologist who delivers mindset workshops, I believe the preliminary findings are extremely promising.
The representation of women in STEM fields (science, technology, engineering and maths) is increasing, albeit more slowly than many observers would like. But a focus on this issue has begun throwing up head-scratching anomalies, such as Finland, which has one of the larger gender gaps in STEM occupations, despite being one of the more gender equal societies, and boasting a higher science literacy rate in its girls than boys. Now a study in Psychological Science has used an international dataset of almost half a million participants that confirms what they call the “STEM gender-equality paradox”: more gender-equal societies have fewer women taking STEM degrees. And the research goes much further, exploring the causes that are driving these counterintuitive findings.
Finger counting by young kids has traditionally been frowned upon because it’s seen as babyish and a deterrent to using mental calculations. However, a new Swiss study in the Journal of Cognitive Psychology has found that six-year-olds who finger counted performed better at simple addition, especially if they used an efficient finger counting strategy. What’s more, it was the children with higher working memory ability – who you would expect to have less need for using their fingers – who were more inclined to finger count, and to do so in an efficient way. “Our study advocates for the promotion of finger use in arithmetic tasks during the first years of schooling,” said the researchers Justine Dupont-Boime and Catherine Thevenot at the Universities of Geneva and Lausanne.