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.
Across the globe, ADHD prevalence is estimated around 5 per cent. It’s a figure that’s been rising for decades. For example, Sweden saw ADHD diagnoses among 10-year olds increase more than sevenfold from 1990 to 2007. Similar spikes have been reported from other countries, too, including Taiwan and the US, suggesting this may be a universal phenomenon. In fact, looking at dispensed ADHD medication as a proxy measure of ADHD prevalence, studies from the UK show an even steeperincrease.
Does this mean that more people today really have ADHD than in the past? Not necessarily. For example, greater awareness by clinicians, teachers or parents could have simply captured more patients who had previously had been “under the radar”. Such a shift in awareness or diagnostic behaviour would inflate the rate of ADHD diagnoses without necessarily more people havingclinical ADHD. However, if this is not the true or full explanation, then perhaps ADHD symptoms really have become more frequent or severe over the years. A new study in The Journal of Child Psychology and Psychiatry from Sweden with almost 20,000 participants has now provided a preliminary answer.
Historically, the kind of false memories induced in volunteers by psychologists have been relatively mundane. For example, a seminal study used leading questions and the encouragement to confabulate, to apparently implant in participants the memory of getting lost in a shopping mall as a child. This reliance on mundane false memories has been problematic for experts who believe that false memories have critical real world consequence, from criminal trials involving false murder confessions, to memories of child abuse “recovered” during therapy using controversial techniques.
The discrepancy between psychologists’ lab results and their real world claims vanished abruptly in 2015 when Julia Shaw (based then at the University of Bedfordshire) and Stephen Porter (University of British Columbia) shocked the memory research community with their staggering finding that, over several interview sessions, and by using false accounts purportedly from the participants’ own caregivers, they had successfully implanted false memories of having committed a crime as a teenager in 70 per cent of their participants, ranging from theft to assault with a weapon. But now other experts have raised doubts about these claims.
It’s hard to imagine a crueller fate than when a child receives a diagnosis of an illness as difficult as cancer. A young human being, still not fully formed, is suddenly and irrevocably thrown into a situation that many adults are unable to cope with. Each year, around 160,000 children and youngsters worldwide are diagnosed with cancer, and this trend is growing in industrialised societies. Faced with such facts, it is particularly important to understand how children cope. What traces of the experience remain in their psyche if they manage to survive?
Partial answers to these questions come from a trio of Australian researchers in their systematic review and meta-analysis of existing research into the psychological effects of cancer on children, published recently in Psycho-Oncology. Their findings give us reason for some optimism. It turns out children and adolescents affected by cancer are no more likely to develop post-traumatic stress symptoms than their healthy peers. In fact, several studies have found that children affected by cancer go on to experience greater than usual adjustment and quality of life and lower anxiety and post-traumatic stress symptoms. In psychology, we refer to this as the post-traumatic growth (PTG) effect, which can arise from the struggle with highly challenging life circumstances or trauma.
Video games do not enjoy the best of reputations. Violent games in particular have been linked with aggression, antisocial behaviour and alienation among teens. For example, one study found that playing a mere 10 minutes of a violent video game was enough to reduce helping behaviour in participants.
However, some experts are sceptical about whether games really cause aggression and, even if the games are to blame, it remains unclear what drives their harmful effects. Earlier studies identified empathy as a key trait that may be affected by violent gameplay. Now a study by Laura Stockdale at Loyola University Chicago and her colleagues in Social Affective and Cognitive Neuroscience has taken a closer look at how gamers and non-gamers differ at a neural level, uncovering evidence that suggests chronic violent gameplay may affect emotional brain processing, although more research is needed to confirm this.
When you see someone laughing hysterically, do you often find yourself laughing too? Laughter is usually extremely contagious. In fact, we are up to 30 times more likely to laugh with someone else than when alone. It’s a powerful bonding tool: we enjoy seeing other people happy, we enjoy laughing with them, and this brings us closer together.
But is this equally true for everyone, or is laughter more contagious for some people than others? For a paper in Current Biology, a team of researchers at UCL, led by Elizabeth O’Nions and César F. Lima, has investigated whether adolescent boys at risk of psychopathy are less likely to find laughter catching.
Dr. Seuss wrote “the more that you read, the more things you will know. The more that you learn, the more places you’ll go”. The trouble is, we forget so much of what we read. Is there a way to read that makes it more likely we’ll remember things?
Keen to answer this question, researchers Noah Farrin and Colin MacLeod, from the University of Waterloo in Ontario Canada, ran a study published in Memory. Their results shed new light on how to study more effectively.
According to the World Health Organization (WHO), physical inactivity is the fourth-leading risk factor for global mortality, causing an estimated 3.2 million deaths around the world annually. Readers of this blog need no convincing that it’s important to be active every day. But is spending more time on it enough to reduce the risk of early death? Not necessarily. How we perceive this activity turns out to be just as important. We learn of this from the authors of an intriguing study in Health Psychology devoted to physical activity and mortality.
Spreading information about the benefits of exercise – including how it reduces the risk of chronic diseases and improves mental health and wellbeing, from sleep quality to self-esteem – hasn’t been enough to change people’s behaviour. Only 30 to 40 per cent of adults in the UK say they get the recommended amount of physical activity per week, and this figure drops to just 5 per cent when using accelerometers to measure movement. It’s a similar story even for people who have made the effort to join a gym – in a recent poll, a third of members reported visiting their gym three times a year or less. It seems we need to get more creative to persuade people to get active.
To test out some innovative psychological approaches, a new study published in the Journal of Behavioral and Experimental Economics selected 181 infrequent gym-goers at the University of West Chester, who went on average less than once a week before the experiment. All students at the university have free access to the fitness centre, and their attendance is automatically recorded when they swipe in.
Surveys and opinion polls are notoriously bad at predicting election results, as a chain of rather unexpected events last year demonstrated. These instruments usually ask people about their explicit attitudes and opinions. Often, however, these “external” proxies are not entirely representative of what a person is really thinking. For example, severalstudies have shown that implicit attitudes – that is, subtle preferences or biases outside the realm of our consciousness – can be more useful in predicting our future choices.
As scary as this may sound, there is also mounting evidence that our physiological responses can be even more accurate in revealing how we’re likely to vote. In a new paper in Social Cognitive and Affective Neuroscience, researchers from Kingston University and the University of Essex have taken a closer look at a voting outcome in the UK that, last year, came as a surprise to a lot of people. Their findings suggest that people’s brain responses to statements about the EU were a more accurate predictor of they way they went on to vote in the Brexit referendum than their stated intentions.