Tag Archives: APA

FEATURES

Stephen Ceci awarded APA's highest honor for developmental psychology

Stephen Ceci, the Helen L. Carr Professor of Developmental Psychology in the Department of Human Development, will receive the American Psychological Associations’ G. Stanley Hall award for distinguished contributions to developmental science at APA’s August 2018 meeting in San Francisco.


PRYDE forum focuses on youth and social media

More than 50 Cornell Cooperative Extension educators and 4-H program leaders, youth service providers from community agencies and Cornell faculty members discussed productive social media use and youth development.


The lasting effects of childhood poverty

Gary Evans is interviewed about his research on the influence of childhood poverty on biology, health, and development.


The "Diana Effect" - How Princess Diana helped many seek help for bulimia

On the 20th anniversary of Princess Diana's death, Jane Mendle credits Diana with helping remove the stigma of mental illness and bulimia.


Aging brains make seniors vulnerable to financial scams

SprengIn a new paper, Nathan Spreng reports that some seniors are more at risk than others to scams because of age-related changes in their brains.


STUDENTS IN THE NEWS

Lindsay Dower - Outstanding Senior Award 2017

Lindsay Dower ‘17 spent her four years at Cornell working to improve the lives of both those within the College of Human Ecology and in the broader Ithaca community, truly embodying the mission of the college.


MULTIMEDIA

Valerie Reyna - member of the National Academy of Medicine

 


 

Reprinted from The Cornell Chronicle, September 14, 2017.

by Stephen D'Angelo

Stephen Ceci

Stephen Ceci, the Helen L. Carr Professor of Developmental Psychology in the Department of Human Development, will receive the American Psychological Associations’ G. Stanley Hall award for distinguished contributions to developmental science at APA’s August 2018 meeting in San Francisco.

The highest honor in the field of developmental psychology, the award is given to an individual or research team who has made distinguished contributions to developmental psychology in research, student training and other scholarly endeavors.

“Steve has made seminal contributions to the basic scientific research of the developing mind in young children and to the critical translation of research findings to real-life settings,” said Qi Wang, professor of human development and department chair. “His work best exemplifies the integrative approaches that we take in the use of scientific theories and methods to vigorously study real-world problems in diverse populations.”

The award is based on the scientific merit of the individual’s work, the importance of this work for opening up new empirical or theoretical areas of developmental psychology, and the importance of the individual’s work in linking developmental psychology with issues confronting society or with other disciplines.

Ceci has written approximately 450 articles, books, commentaries, reviews and chapters. He has served on the advisory board of the National Science Foundation for seven years and was a member of the National Academy of Sciences’ Board of Behavioral and Sensory Sciences. He is past president of the Society for General Psychology, serves on 11 editorial boards, including Scientific American Mind, and is senior adviser to several journals.

Ceci’s honors include the American Academy of Forensic Psychology’s Lifetime Distinguished Contribution Award (2000), the American Psychological Association’s Division of Developmental Psychology’s Lifetime Award for Science and Society (2002), the Distinguished Scientific Contribution Award for the Application of Psychology (2003), the Association for Psychological Science’s James McKeen Cattell Award (2005), the Society for Research in Child Development’s lifetime distinguished contribution award (2013) and the American Psychological Association’s E.L. Thorndike Award for lifetime contribution to empirical and theoretical psychology (2015).

Stephen D’Angelo is assistant director of communications at the College of Human Ecology.

The American Psychological Association (APA) offers a 5-credit continuing education course based on the book, The Neuroscience of Risky Decision Making by Valerie Reyna and Vivian Zayas.

Whether the decision is to have unprotected sex, consent to surgery, spend rather than save for retirement, or have an extra piece of pie, risky decisions permeate our lives, sometimes with disastrous consequences. How and why risk taking occurs has important implications, yet many questions remain about how various factors influence decision-making.

This book advances basic understanding and scientific theory about the brain mechanisms underlying risky decision making, paving the way for translation of science into practice and policy. This compelling research topic crosses a number of disciplines, including social, cognitive, and affective (emotion) neuroscience psychology, brain sciences, law, behavioral economics, and addiction.

Learning Objectives of the course:

  • Describe the processes that govern risky decision-making.
  • Evaluate recent research on neurobiological and psychological theory that underlie risky decision-making, including recent theory on triple processing.
  • Identify the differences that underlie decision making in childhood, adolescence and older adulthood.

The American Psychological Association (APA) offers a 6-credit continuing education course based on the book, Emotion, Aging and Health by Anthony Ong and Corinna Loeckenhoff.

Although older adults face significant health challenges, they tend to have better emotion regulation skills than younger or middle-age adults. Why is this so? And how might we use this knowledge to promote better health and well-being in adulthood and later life?

This book explores the reciprocal relations between aging and emotion, as well as applications for promoting mental and physical health across the lifespan. The authors discuss the neural and cognitive mechanisms behind age-related shifts in affective experience and processing.

In addition to presenting emotion regulation strategies for offsetting age-related declines in mental and physical functioning, the book examines the role of culture and motivation in shaping emotional experience across the lifespan, as well as the factors defining boundary conditions between human illness and human flourishing in old age.

By highlighting these major advances in interdisciplinary research, the authors suggest promising avenues for intervention.

Learning Objectives:

  • Describe the reciprocal relations between aging and emotion.
  • Explain the neural and cognitive mechanisms behind age-related shifts in affective experience and processing.
  • Apply emotion regulation strategies to offset age-related declines in mental and physical functioning.

Emotion, Aging, and Health (Bronfenbrenner Series on the Ecology of Human Development) 

Edited by Anthony D. Ong and Corinna E. Löckenhoff

Although older adults face significant health challenges, they tend to have better emotion regulation skills than younger or middle-age adults. Why is this so? This book explores the reciprocal relations between aging and emotion, as well as applications for promoting mental and physical health across the lifespan. The authors discuss the neural and cognitive mechanisms behind age-related shifts in affective experience and processing. In addition to presenting emotion regulation strategies for offsetting age-related declines in mental and physical functioning, the book examines the role of culture and motivation in shaping emotional experience across the lifespan, as well as the factors defining boundary conditions between human illness and human flourishing in old age.

DIV. 7 AWARD WINNERS

Early Career Outstanding Paper Award winner: Sarah R. Moore

A summary of Sarah R. Moore's research, “Neurobehavioral Foundation of Environmental Reactivity.”

By Sarah R. Moore

Sarah Moore, Ph.D. student in Human Development

Sarah R. Moore, Ph.D. student in Human Development

In this review article, I propose a framework for understanding the neurobiological processes that guide how individuals navigate and internalize environments. Previous work brought to attention the empirical evidence that some individuals with particular temperaments, physiological characteristics and, more recently, genetic polymorphisms, demonstrate heightened effects of social environments on development (Belsky & Pluess, 2009). My review article, published in Psychological Bulletin, steps beyond this question of whether individuals vary in responses to social environments, which is now well-established, to why individuals differ in their responses. In other words, I set out to address: What underlies this variation in sensitivity to experience, and how does it develop?

Since the publication of seminal work on gene-environment interactions (Caspi et al., 2002, 2003), gene-environment interaction has become quite common in investigations of individual differences in responsiveness to environmental factors. Collectively, the work suggests that particular genes encoding neurochemicals relate to the degree that social contexts have enduring consequences on developmental outcomes. What was missing in this area was an explanation as to how variation of these neurobiological systems shapes individual differences in the enduring consequences of environmental factors. The first part of my review article thus addresses the neurobiological functions of genes commonly implicated in gene-environment interaction studies of sensitivity. These functions bridge genetic variation affecting neural systems to actual differences in neuroplasticity processes to environmental inputs, explaining mechanistically why particular genotypes might be linked to larger effects of the environment on development.

Inherent to the notion of plasticity is the critical role of experience. Plasticity means that environments are interacting with biology in the development of traits. Despite this accepted view of development as plastic, and thus involving an ongoing interplay of biology and experience, there still exists a heavy emphasis on genetics, in and of itself, wherever one or more genes might be implicated. In the second part of my review, a developmental framework is proposed that accounts for the dynamic nature of the biological processes that are affected by genes. Simply put, if a genetic factor shapes plasticity to the environment, then the history of environmental effects on the biology of the brain is as important to understanding outcomes as the genetic susceptibility factor: Any long-term consequences of such a factor is intrinsically dependent on the surrounding environmental context.

Taken together, the importance of this article lies in its novel insights into the mechanisms that may account for individual variations in sensitivity at a point where the field is in need of such an analysis. For the increasing number of developmentalists turning to research on genetic and biological markers of sensitivity, this article serves to inform the biological role of the prominently studied genes in human development. It also highlights other biological systems relevant to how experiences are registered and internalized. The article advances the current literature's myopic focus on identifying genetic plasticity markers to understanding the plasticity processes at play. The plasticity of neurobiological systems directly accounts for who responds and adapts and to what in the environment. This is essential for understanding developmental change, and for identifying targetable mechanisms of risk. After all, changing genes is not an option.

Ultimately, this article is intended to jumpstart more in-depth research aimed at understanding the nuanced developmental trajectories of individuals with different susceptibilities and unique histories. Understanding how biological tendencies are modified by experience will pave the way for tailored interventions that target the specific needs of individuals and, ultimately, improve psychological and physical health outcomes. I will be continuing this work as a scholar at the Child and Family Research Institute at the University of British Columbia. In this next phase, I will investigate the epigenetic mediators bridging the interplay of genetic variation and experience to neurodevelopment.

References

Belsky, J., & Pluess, M. (2009). Beyond diathesis stress: Differential susceptibility to environmental influences. Psychological Bulletin, 135 (6), 885–908.

Caspi, A., McClay, J., Moffitt, T. E., Mill, J., Martin, J., Craig, I. W., et al. (2002). Role of genotype in the cycle of violence in maltreated children. Science, 297 (5582), 851–854.

Caspi, A., Sugden, K., Moffitt, T. E., Taylor, A., Craig, I. W., Harrington, H., et al. (2003). Influence of life stress on depression: Moderation by a polymorphism in the 5-HTT gene. Science, 301 (5631), 386–389.