Showing posts with label Tumblr. Show all posts
Showing posts with label Tumblr. Show all posts

TAKE YOUR FISH OIL, PEOPLE

This Supplement May Reduce Risk of Psychotic Disorders:

First study to show a positive effect of this supplement on serious mental illness.

Omega-3 fatty acids have been shown for the first time to reduce the long-term risk of developing psychotic disorders.

The conclusion comes from a study of 13-25 year-olds in Australia.

The young people in the study were all deemed at risk of developing psychotic disorders later in life.

Half took a 3-month course of omega-3 and the remainder took a placebo.

They were originally followed up for over a year.

In the omega-3 group only 2 of 41 young people had developed a psychotic disorder in comparison to 11 of 41 in the placebo group.

In the study’s latest instalment, the two groups have been followed up 7 years later.

The results are still encouraging.

Just four people originally in the omega-3 group have gone on to develop a psychotic disorder in the intervening 7 years.

In the control group, 16 have developed a psychotic disorder since the study began.

Early treatment of psychotic disorders like schizophrenia is key.

This study provides one way to help some people who are at high-risk to avoid anti-psychotic medication, which has considerable side-effects.

The study was published in the journal Nature Communications (Amminger et al., 2015).

By Jeremy Dean at PsyBlog


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Filed under: Writing Tagged: science, Tumblr
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A four-day school week increases performance

Four day workweeks, because think of the children! (The four day workweek might be good for grownups too.)


 

A four-day school week increases young children’s academic performance, a new study finds.

Researchers were surprised to discover that a four-day week did not have any detrimental effects on academic performance.

Dr Mary Beth Walker, one of the study’s authors, said:

“What interested me about our results is they were completely opposite to what we anticipated.

We thought that especially for the younger, elementary school kids, longer days on a shorter school week would hurt their academic performance because their attention spans are shorter.

Also, a longer weekend would give them more opportunity to forget what they had learned.”

Instead, though, math scores were higher for fourth- and fifth-grade students.

Reading scores were unaffected by a switch to a four-day-week.

Some schools in rural areas of the US already operate on four-day weeks to lower costs.

Typically, though, for the four-day week the school day was longer to meet minimum teaching requirements.

Dr Walker said:

“We thought the longer days might give teachers an opportunity to use different kinds of instructional processes.

We also speculated that a four-day school week lowered absenteeism, so students who had dentist’s appointments or events might be able to put those off until Friday and not miss school.

We thought there might be less teacher absenteeism.

My own personal hypothesis is teachers liked it so much–they were so enthusiastic about the four-day week–they did a better job.

There’s some evidence in other labor studies that four-day work weeks enhance productivity.”

The research was published in the journal Education Finance and Policy (Anderson & Walker, 2015).

This Tweak To School Week Actually Improves Academic Performance:

By Jeremy Dean at PsyBlog

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Filed under: Science Tagged: four day school week, four day work week, Jeremy Dean, PsyBlog, science, Tumblr
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18-to-29-year-olds are the most skilled liars.

How do lying skill and frequency change through life, from childhood to old age?

Young adults – defined here as people aged 18 to 29 – are the most skilled liars, while teens are the most prolific. That’s according to a new study published in Acta Psychologica that claims to be the first ever to investigate lying behaviour across the entire lifespan.

The research involved members of the public who were visitors at the Science Centre NEMO in Amsterdam. In all, 1005 people took part, aged from 6 to 77. To test lying ability, Evelyne Debey and her colleagues presented the participants with simple general knowledge questions (e.g. “Can pigs fly?”). These questions had to be answered as quickly as possible, either truthfully or dishonestly, depending on the colour of the YES/NO response options. Taking the pig question as an example, the idea is that a skilled liar ought to be able to answer “yes” very quickly, whereas a poor liar will be delayed when answering dishonestly, or they might even give a reflex honest answer.

Young adults showed the fastest reaction times and lowest error rates on this test of lying. Overall, lying proficiency showed an inverted U-shaped curve through the lifespan, improving through childhood, peaking in young adulthood and then gradually declining into old age. This meant that lying proficiency was the same in the youngest children (aged 6 to 8) as it was in the eldest participants (aged 60 plus).

To measure lying frequency, the researchers asked their participants to report the number of lies they had told during the preceding 24 hours to different people in different situations (e.g. to a stranger or relative; face to face or online), and to describe those lies. Overall, the participants reported telling an average of two lies during that time, which is consistent with past research. Teens admitted to telling more lies (an average of 2.8) than any of the other age groups. Again there was an inverted U-shaped relationship between age and lying such that lying frequency increased during childhood, peaked in adolescence, then decreased through life, so that the oldest group lied with the same frequency as the youngest participants.

The researchers have a theory that the reason lying skill and frequency show this pattern through the lifespan is because of age-related changes in inhibitory control – the idea being that to lie successfully you need to be able suppress the truth, and that young adults have the most inhibitory control.

To test this, the researchers had the same participants complete what’s known as a “stop-signal task” – this involved pressing a button to indicate as fast as possible whether an X or an O had appeared on-screen. Crucially, on 25 per cent of these trials a tone sounded that told them to cancel their response. The later this tone sounded, the harder it is to withhold a response. Participants with greater inhibitory control can usually cancel their response even when the stop signal is given very late.

The participants’ ability on this stop-signal task increased through childhood and peaked in young adulthood. However, performance after this age remained relatively stable. Moreover, performance on the stop-signal task did not correlate strongly with lying proficiency. This appears to undermine the researchers’ theory about inhibitory control, but they argued that there are different types of inhibitory control and that perhaps a different measure of a different kind of inhibition (such as the Stroop Test, which measures the ability to deal with interfering mental demands) would have correlated more strongly with lying ability.

In a field that so often relies on student research participants, this study stands out for its involvement of the general public across wide range of ages. However, as the researchers acknowledge, the findings come with many caveats. Among these is the fact the study was cross-sectional – it doesn’t tell us anything about how the same people’s propensity for, and ability to, lie changes as they age. Also, the test of lying ability was artificial and involved none of the emotional consequences of real-life lies. Note too that, as shown in past research, lying frequency was highly skewed so that half the participants reported telling no lies in the previous 24 hours, and over 50 per cent of the lies were told by prolific liars who made up just 9 per cent of the sample.

_________________________________ ResearchBlogging.org

Debey, E., De Schryver, M., Logan, G., Suchotzki, K., & Verschuere, B. (2015). From junior to senior Pinocchio: A cross-sectional lifespan investigation of deception Acta Psychologica, 160, 58-68 DOI: 10.1016/j.actpsy.2015.06.007

Post written by Christian Jarrett (@psych_writer) for the BPS Research Digest.


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Filed under: College Misery, Science Tagged: BPS, College Misery, deception, I knew it, liars, science, Tumblr
from 18-to-29-year-olds are the most skilled liars.

How To Feel Good About Making Mistakes

Reviewing and revising helps you feel better about mistakes. This might be a good approach to revising writing.


Sometimes we need to make mistakes in order to learn and grow.

The reward areas of the brain activate when people learn from their mistakes, a new study finds.

People normally feel bad about mistakes and try to avoid them in future.

But sometimes we need to make mistakes in order to learn and improve.

Now neuroscientists have found that if people are given the opportunity to reflect, they could feel good about their mistakes.

Dr Giorgio Coricelli, one of the study’s authors, said:

“We show that, in certain circumstances, when we get enough information to contextualize the choices, then our brain essentially reaches towards the reinforcement mechanism, instead of turning toward avoidance.”

So, after reflecting positively on mistakes, people may not be so averse to trying something new.

In the research, people answered questions which they either got right or wrong.

Naturally, people felt bad when they got them wrong and the areas of the brain related to avoidance activated.

Subsequently, though, people were given a chance to review their mistakes.

Scientists found that people’s brain responded positively when reflecting.

Brain scans revealed the ‘reward circuit’ activating during the review.

This suggested that even mistakes can feel rewarding, given time for reflection.

The study was published in the journal Nature Communications (Palminteri et al., 2015).

– See more at: http://bit.ly/1PZHiRU

How To Feel Good About Making Mistakes:

By Jeremy Dean at PsyBlog


Filed under: Science!, Writing Tagged: Jeremy Dean, mistakes, psychology, science, Tumblr
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