Changing our Lives & Communities

Taking pre-determined, systematic breaks during a study session had mood benefits and appeared to have efficiency benefits (i.e., similar task completion in shorter time) over taking self-regulated breaks. Measuring how mental effort dynamically fluctuates over time and how effort spent on the learn …

MeAgainMeds.com, a free AI-powered website, helps clinicians more effectively match patients with the optimal antidepressant using big data.

Many people use ineffective strategies when studying. Fortunately, insights from cognitive science give us a better way. Watch this 9-minute video to learn how you might change your study strategies for the better. Steve Most is Associate Professor of Psychology at the University of New South Wales (UNSW Sydney) and co-author of an award-winning textbook on human cognition (https://pages.oup.com/he/us/cognition-oup). He is passionate about spreading understanding of psychology both within and beyond the university. Get in touch if you would like to arrange and educational workshop at your school or organization.

Listen to this episode from How to Be a Better Human on Spotify. Life can throw curveballs that you feel wholly unprepared for-- just ask Dr. Lucy Hone, a resilience researcher, who tragically lost her 12-year-old daughter in a road accident. While all of us may experience tragedy in our lives, not everyone knows how to manage it. In this episode, Dr. Hone shares the strategies that got her through unimaginable adversity and—in doing so—helped her find meaning through loss. Co-director of the New Zealand Institute of Wellbeing & Resilience, Hone's research is published internationally and her PhD was acknowledged for its outstanding contribution to wellbeing science at the World Congress of Positive Psychology in 2019. Her grief work now encompasses the best-selling book, Resilient Grieving, alongside other engaging online content. Hone's work has been featured in several documentaries by the BBC, Swedish Television, The Bolt Report Australia and TVNZ. To learn more about "How to Be a Better Human," host Chris Duffy, or find footnotes and additional resources, please visit: go.ted.com/betterhuman Lucy's Resilient Grieving course will be published this week here: https://new-zealand-institute-of-wellbeing-resilience.teachable.com

Listen to this episode from That Neuroscience Guy on Spotify. For a lot of us, flying is not a comfortable experience. However, even after the lineups, the expensive goods, and dealing with delays and cancellations, some people are still anxious about the flight itself. Why is that? In today's episode of That Neuroscience Guy, we discuss the neuroscience behind why we become afraid when flying.

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In current society, people with Attention Deficit/Hyperactivity Disorder (ADHD) tend to struggle if not suffer. Despite this, rather than a disorder, ADHD should be thought of as a particular neuro-cognitive profile; that is, a characteristic brain format that results in a different way of literally thinking. With so many people diagnosed with ADHD – and so many more undiagnosed — we must ask, where does ADHD come from and is it truly a problem in and of itself? Salif shares a current hypothesis about ADHD’s root and an alternative perspective – including several benefits of the condition – regarding how we engage with it in our schools, homes and selves. Eisenberg, D. T. A., Campbell, B., Gray, P. B., & Sorenson, M. D. (2008). Dopmaine receptor genetic polymorphisms and body composition in undernourished pastoralists: An exploration of nutrition indices among nomadic and recently settled Ariaal men of northern Kenya. BMC Evolutionary Biology, 8, 173-184. Salif is currently a doctoral student in the Experimental and Applied Psychological Program at USU. On a day-to-day basis he manages Dr. Kerry Jordan’s Multisensory Cognition Lab. His research investigates cognitive and neurophysiological outcomes of exposure to, and immersion in, natural environments. Salif loves long walks in the mountains, hunting, fishing, camping, gardening, and planning his future homestead. Most of all, he loves having no idea whatsoever as to how to parent his two-year-old son, but trying anyway. This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at http://ted.com/tedx

Have ADHD? Know someone with ADHD? Want to learn more? You're in the right place! Most weeks I post a new video with tips, tricks and insights into the ADHD brain. This channel is my ADHD toolbox -- a place to keep all the strategies I've learned about having and living with ADHD. It's also grown into an amazing community of brains (and hearts!) who support and help each other. Anyone looking to learn more about ADHD is welcome here! Support me on Patreon: http://patreon.com/howtoadhd Check out our new website! www.howtoadhd.com You can also follow me on Twitter: http://twitter.com/howtoadhd Facebook: http://facebook.com/howtoadhd Send me things! (no food please :D ) Jessica @ How to ADHD PO BOX 16738 Seattle, WA 98116 COMMENT POLICY +=+=+=+=+ I encourage positive discussion about nearly any topic; however, I have a family-friendly, no-bullying policy and comments that contain insults, triggers or R-rated language may be deleted.

SSRIs are the most widely-used treatment for depression, and have been since their introduction to the market in the late 1980s. They were formulated based on the hypothesis that depression is due to low levels of the neurotransmitter serotonin. In this video, I discuss how SSRIs work, along with some questions that have been raised about the serotonin hypothesis since the introduction of SSRIs. TRANSCRIPT: Welcome to 2 minute neuroscience, where I explain neuroscience topics in 2 minutes or less. In this installment I will discuss selective serotonin reuptake inhibitors, or SSRIs. SSRIs were developed in the 1970s with the goal of treating depression by increasing serotonin levels. This goal was formulated based on the serotonin hypothesis of depression, which suggests that depression is caused by low levels of the neurotransmitter serotonin. SSRIs work by inhibiting a mechanism called reuptake. In reuptake, a protein called a transporter transports excess neurotransmitter molecules out of the synaptic cleft, usually back into the neuron that released them. SSRIs inhibit the reuptake of serotonin. By inhibiting the removal of serotonin from the synaptic cleft, this causes levels of serotonin in the synaptic cleft to rise. These increases in serotonin levels have been hypothesized to be the mechanism by which SSRIs can treat the symptoms of depression. There are reasons now, however, to believe that there must be more to the mechanism of SSRIs than just changing serotonin levels. For example, when someone begins taking an SSRI, they generally have to wait about 4 weeks before their symptoms improve. Evidence suggests, however, that their serotonin levels rise as quickly as within an hour after taking the medication. Thus, it seems likely that SSRIs may affect serotonin levels, which then leads to other effects that influence the symptoms of depression. Therefore it’s probable that more than serotonin levels must be changed for SSRIs to work, which suggests that depression isn’t caused only by low serotonin levels. Additionally, evidence has now emerged that questions the effectiveness of SSRIs. Some research has found they do not work much better than placebos, and may only benefit those who are most severely depressed, which is a minority of patients who actually take the drugs. REFERENCES: Invernizzi R, Velasco C, Bramante M, Longo A, Samanin R. Effect of 5-HT1A receptor antagonists on citalopram-induced increase in extracellular serotonin in the frontal cortex, striatum and dorsal hippocampus. Neuropharmacology. 1997 Apr-May;36(4-5):467-73. Kirsch I, Deacon BJ, Huedo-Medina TB, Scoboria A, Moore TJ, Johnson BT. Initial severity and antidepressant benefits: a meta-analysis of data submitted to the Food and Drug Administration. PLoS Med. 2008 Feb;5(2):e45. doi: 10.1371/journal.pmed.0050045.

Our lives involve regular, dramatic changes in the degree to which we are aware of our surroundings and our internal states. While awake, we feel alert ...

No matter what you’re doing--solving homework, playing a video game, simply picking out a shirt--all of your actions and decisions relate to your consciousness. But as frequently as we use it, have you ever stopped to ask yourself: What really is consciousness? In this module, we discuss the different levels of consciousness and how they can affect your behavior in a variety of situations. As well, we explore the role of consciousness in other, “altered” states like hypnosis and sleep.

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Learn about how to avoid implicit bias while completing your course evaluations and how you can provide instructors with constructive, meaningful feedback. ✏ For more resources on writing useful feedback: https://mcgill.ca/mercury/students/feedback ✏ Submit your course evaluation! https://mcgill.bluera.com/mcgill ✏ To learn more about course evaluations at McGill, visit https://mcgill.ca/mercury #mcgill #mcgilluniversity #implicitbias

Professor Daniel Willingham looks at multi-tasking and concludes that even though kids today may like to multi-task, there's no reason to think that they are different than previous generations; they don't *need* to multi-task to be engaged and, like everyone else, kids today can't do two things at once as well as they can do one.

You are not a visual learner — learning styles are a stubborn myth. Part of this video is sponsored by Google Search. Special thanks to Prof. Daniel Willingham for the interview and being part of this video. Special thanks to Dr Helen Georigou for reviewing the script and helping with the scientific literature. Special thanks to Jennifer Borgioli Binis for consulting on the script. MinutePhysics video on a better way to picture atoms -- https://ve42.co/Atom ▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀ References: Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological science in the public interest, 9(3), 105-119. — https://ve42.co/Pashler2008 Willingham, D. T., Hughes, E. M., & Dobolyi, D. G. (2015). The scientific status of learning styles theories. Teaching of Psychology, 42(3), 266-271. — https://ve42.co/Willingham Massa, L. J., & Mayer, R. E. (2006). Testing the ATI hypothesis: Should multimedia instruction accommodate verbalizer-visualizer cognitive style?. Learning and Individual Differences, 16(4), 321-335. — https://ve42.co/Massa2006 Riener, C., & Willingham, D. (2010). The myth of learning styles. Change: The magazine of higher learning, 42(5), 32-35.— https://ve42.co/Riener2010 Husmann, P. R., & O'Loughlin, V. D. (2019). Another nail in the coffin for learning styles? Disparities among undergraduate anatomy students’ study strategies, class performance, and reported VARK learning styles. Anatomical sciences education, 12(1), 6-19. — https://ve42.co/Husmann2019 Snider, V. E., & Roehl, R. (2007). Teachers’ beliefs about pedagogy and related issues. Psychology in the Schools, 44, 873–886. doi:10.1002/pits.20272 — https://ve42.co/Snider2007 Fleming, N., & Baume, D. (2006). Learning Styles Again: VARKing up the right tree!. Educational developments, 7(4), 4. — https://ve42.co/Fleming2006 Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2015). Matching learning style to instructional method: Effects on comprehension. Journal of educational psychology, 107(1), 64. — https://ve42.co/Rogowskyetal Coffield, Frank; Moseley, David; Hall, Elaine; Ecclestone, Kathryn (2004). — https://ve42.co/Coffield2004 Furey, W. (2020). THE STUBBORN MYTH OF LEARNING STYLES. Education Next, 20(3), 8-13. — https://ve42.co/Furey2020 Dunn, R., Beaudry, J. S., & Klavas, A. (2002). Survey of research on learning styles. California Journal of Science Education II (2). — https://ve42.co/Dunn2002 ▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀ Special thanks to Patreon supporters: Mike Tung, Evgeny Skvortsov, Meekay, Ismail Öncü Usta, Paul Peijzel, Crated Comments, Anna, Mac Malkawi, Michael Schneider, Oleksii Leonov, Jim Osmun, Tyson McDowell, Ludovic Robillard, Jim buckmaster, fanime96, Juan Benet, Ruslan Khroma, Robert Blum, Richard Sundvall, Lee Redden, Vincent, Marinus Kuivenhoven, Alfred Wallace, Arjun Chakroborty, Joar Wandborg, Clayton Greenwell, Pindex, Michael Krugman, Cy 'kkm' K'Nelson, Sam Lutfi, Ron Neal ▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀ Research and Writing by Derek Muller and Petr Lebedev Animation by Ivy Tello Filmed by Emily Zhang and Trenton Oliver Edited by Trenton Oliver Music by Epidemic Sound https://epidemicsound.com Additional video supplied by Getty Images ▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀▀

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Dual coding and learning styles sound similar, but are not quite the same thing. While dual coding has scientific evidence backing its use, learning styles has been repeatedly tested and shown not to improve learning. As I’ve mentioned in a previous post ( see here ), I have been working …

This is the third in a 4-part series of short videos helping students to make the successful transition to college level work. In this video, we discuss how to become a self-regulated learner.

David Myers, best-selling introductory psychology author from Worth Publishers, talks about how to make things memorable and study more effectively through the "Testing Effect."

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Visit www.samford.edu to learn more.

In this month's office hours Dr Carolina Kuepper-Tetzel discusses a recently accepted paper that she wrote together with a colleague from the University of Mannheim, Dr Meike Kroneisen. The paper looks at how retrieval practice (particularly delayed retrieval practice) interacts with sleep.

Universities examine their transfer policies to make sure capable community college students aren’t inadvertently derailed.