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When It’s Story Time, Animated Books Are Better for Learning

12/20/2019 by Stacy W. Kish

Emilie O’Leary and her son Jack O’Leary reading on Tuesday, Dec. 10, 2019 in the Children’s School

Researchers at Carnegie Mellon University found that digital storybooks that animate upon a child’s vocalization offer beneficial learning opportunities, especially for children with less developed attention regulation. 

“Digital platforms have exploded in popularity, and a huge proportion of the top-selling apps are educational interfaces for children,” said Erik Thiessen, associate professor of Psychology at CMU’s Dietrich College of Humanities and Social Sciences and senior author on the paper. “Many digital interfaces are poorly suited to children’s learning capacities, but if we can make them better, children can learn better.”

The results are available in in the December 19 issue of the journal Developmental Psychology. 

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Posted in Blinding People with Science, Psychology | 1 Comment »

Life experience critical for managing Type 2 diabetes

11/15/2019 by Stacy W. Kish

Vickie Helgeson teaching class_February 19 2015

A team of researchers at Carnegie Mellon University found that age plays a critical role in the well-being of people newly diagnosed with Type 2 diabetes, with younger patients more susceptible to psychological distress resulting in worse health outcomes. 

“We found we can evaluate a patient’s initial stress and predict how they will be doing six months later,” said Vicki Helgeson, professor of psychology at CMU’s Dietrich College of Humanities and Social Sciences and senior author on the paper. “If you can identify people who are facing diabetes distress earlier, you can intervene and prevent their health from declining.”

The results are available in Nov. 15 issue of the Journal of Behavioral Medicine. 

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Posted in Medicine, Nutrition and Health | Tagged , |

Study Finds Brains of Girls and Boys Are Similar, Producing Equal Math Ability

11/15/2019 by Stacy W. Kish

New research at Carnegie Mellon University indicates that there is no gender disparity in how children learn and perform math skills

In 1992, Teen Talk Barbie was released with the controversial voice fragment, “Math class is hard.” While the toy’s release met with public backlash, this underlying assumption persists, propagating the myth that women do not thrive in science, technology, engineering and mathematic (STEM) fields due to biological deficiencies in math aptitude.

Jessica Cantlon at Carnegie Mellon University led a research team that comprehensively examined the brain development of young boys and girls. Their research shows no gender difference in brain function or math ability. The results of this research are available online in the November 8 issue of the journal Science of Learning.

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Posted in Psychology | Tagged , |

Under Pressure: Researchers Search for New Glaucoma Treatments

10/27/2019 by Stacy W. Kish

A team of scientists at University of Utah Health work to develop glaucoma therapies that treat pressure in the front of the eye and prevent damage in the back of the eye.

Barbara Van Asdlan has led an adventurous life. Using quick, active hand gestures, she explains her history as a nurse at Landstuhl Regional Medical Center, Germany. Her time in Europe sparked her love of travel and learning about new cultures and communities. Today in her mid-70s, Barbara has not slowed down, but a diagnosis of glaucoma did give her pause.

“When I was told I had glaucoma, it was shocking and devastating,” Barbara said. “I knew if I didn’t get it treated I was going to go blind. Nothing could be as bad as being blind.”

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Posted in Medicine | Tagged |

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