News Archive

News from FABBS and the FABBS Foundation

  • Preeminent Psychological Scientists Share Their Stories »
    In a new book, Scientists Making A Difference: One Hundred Eminent Behavioral and Brain Scientists Talk About Their Most Important Contributions, readers will gain insight into the development of some of the best ideas in psychological science in this era. Through first-person accounts, the top psychological scientists describe their most important scientific contributions, how their ideas developed, why the research matters, and what they view as next steps in the research. Edited by Robert Sternberg, Susan Fiske, and Donald Foss, this book is sure to be a wonderful read for both established scientists and those in training.
  • Congress Returns to Face Unfinished Business »
    After a seven-week recess, Congress returned to Capitol Hill this week with a sense of urgency. With 16 legislative working days left before the beginning of the new federal fiscal year, Congress must pass a spending measure to keep the government operating on October 1, 2016.
  • NSF and NRC Seek Public Comments »
    The National Science Foundation is beginning the process to update its strategic plan. We encourage behavioral and brain scientists to offer input; online comments are due by September 27th. Similarly, the National Research Council’s Board on Science Education is seeking input on its draft report on undergraduate STEM. Comments are due by October 14th, but preferred by October 1
  • When Seasons Change, We Do, Too »
    When Tyler Stevenson was a child, he was fascinated by the seasonal rhythms of his native Ontario, amazed that some animals knew when to leave for the winter while others stayed and adapted in order to survive. Little did he know that fascination would turn into a career that would advance understanding of how the environment shapes human, animal, and plant behavior. Stevenson’s research has shown that seasons affect far more than whether birds (and people) go south for the winter.
  • Teachers’ Beliefs Affect Whether Students Meet Learning Standards »
    When legislators make education policy, the decision-making process sometimes leaves out a surprising group of stakeholders – teachers. For decades, teachers have complained that policies too often ignore their expertise, and there may be another problem with excluding them: even the clearest standards and best instructional strategies won’t help students if teachers don’t believe in them.
  • Do Video Games Improve Learning? »
    Gaming enthusiasts like well-known researchers Jane McGonigal and James Gee have called for educators to leverage the popularity of gaming to revolutionize schooling. Children could learn more and more efficiently with gaming at the center of the curriculum, they claim, because video games tend to engage and motivate young people. But while some games can help children learn certain things, they are not the answer to improving teaching and learning, studies suggest.
  • Key Funding Bill Moves in U.S. House of Representatives »
    On July 7, the House Appropriations Labor, Health and Human Services, and Education Subcommittee reported its proposed fiscal year 2017 bill. The bill funds several federal agencies important to FABBS members, including the National Institutes of Health (NIH) and Institute of Education Sciences (IES).
  • NSF Reauthorization Bill Advances in Senate »
    The long-awaited Senate bill to reauthorize programs at the National Science Foundation and other science agencies was released in late June and greeted with cautious enthusiasm by the science and higher education communities.
  • In speech therapy, what’s best for the bottom line might also be best for kids »
    About 40% of children receiving special education services at school have either a speech-specific diagnosis or a problem like autism that includes speech delays. But speech language pathologists (SLPs) report large caseloads and worry that could compromise the effectiveness of their services. Increasing the number of SLPs sounds like a logical remedy, but it might not be necessary, according to a review of research by Laura Justice, Jessica Logan, Mary Beth Schmitt, and Hui Jiang, in Policy Insights from the Behavioral Sciences. Research on how people process the skills they learn in speech therapy might allow SLPs to reduce the frequency or intensity of their services, the researchers write.
  • FABBS Honors Arthur (Dan) Fisk »
    In his early life, Arthur (Dan) Fisk had his sights set on boxing as a career. From a career perspective, an unexpected loss of a fight was one of the best things that happened to him. He went to college receiving a B.S. from The Ohio State University in 1978. Another important career event was working with Delos D. Wickens during his junior and senior years of college. He received his Ph.D. from the University of Illinois under Walter Schneider. In addition to Schneider, Chris Wickens, also a faculty member, greatly influenced Fisk’s behavioral science approach.
  • FABBS Honors Art C. Graesser »
    Dr. Art Graesser is a true scholar, teacher, and colleague. He is internationally known for his work across several disciplines within the behavioral and brain sciences. Indeed, he is a “renaissance man,” having conducted intensive research in several areas of cognitive and learning sciences including knowledge representation, discourse processing, inference generation, conversation, question asking and answering, emotion, human computer interaction, serious games, and intelligent tutoring systems.  
  • FABBS Honors Marcia K. Johnson »
    Marcia K. Johnson is a Sterling Professor of Psychology at Yale University, among the highest honors bestowed on Yale faculty. Marcia's research has examined human attention and memory, including: the relation between comprehension and memory, mechanisms of veridical and distorted memory, component processes of reflection and consciousness; memory changes associated with aging; the relation between emotion and cognition; and the "self" in cognition. Her work has been described as "intellectually, empirically, and theoretically broad-ranging and bold" (APS William James Award citation, 2006).
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