Education And Psychology

Autism Speaks is renewing Vanderbilt University as an Autism Treatment Network (ATN) site with a three-year, $420,000 grant. Read More

The odds that a person who suffers from severe, nonchronic depression will recover improve substantially when treated by drugs and therapy. Read More

A new brain study has identified the brain mechanisms that underlie our judgment of how severely a person who has harmed another should be punished. Read More

Vanderbilt psychologists show it is possible to selectively manipulate our ability to learn through the application of a mild electrical current to the brain, and that this effect can be enhanced or depressed depending on the direction of the current. Read More

Experts from Vanderbilt University’s Peabody College of education and human development are available to discuss issues related to the reauthorization of the Higher Education Act in 2014. Read More

A brain-mapping study of patients with schizophrenia has found that areas associated with the ability to imitate are impaired, providing new support for the theory that deficits in this basic cognitive skill may underlie the profound difficulty with social interactions that characterize the disorder. Read More

The original thesis of John Ridley Stroop, who discovered one of the most famous tasks in cognitive psychology while studying for his doctoral degree at Peabody College, was donated to Vanderbilt by his son Fred. Read More

A Vanderbilt economist turned his expertise back onto his own discipline and has published a 15-year analysis of graduate economics education in the United States. Read More

More independent work environments may lead to reductions in autism symptoms and improve daily living in adults with the disorder, according to a new study released in the Journal of Autism and Developmental Disorders. Read More

A new study has found that skilled typists can’t identify the positions of many of the keys on the QWERTY keyboard and that novice typists don’t appear to learn key locations in the first place. Read More

Allowing principals to involuntarily transfer teachers within a district resulted in more productive teachers replacing lower performing teachers in mostly disadvantaged schools. Read More

With the help of computerized eye trackers, new research finds that at least 50 percent of people can see the movement of their own hand even in the absence of all light. Read More

A $200,000 grant from the National Science Foundation will enable a team of U.S. and Chinese researchers to identify instructional supports that lead to higher levels of mathematics achievement. Read More

A novel autism intervention program using theatre to teach reciprocal communication skills is improving social deficits in adolescents with the disorder that now affects an estimated one in 88 children, Vanderbilt University researchers released today in the journal Autism Research. Read More

New research by postdoctoral fellow Kaitlin Toner suggests liberals and conservatives are about equally convinced of the correctness of their views, but extremists are more likely than moderates to feel their views are superior. Read More

Teachers and their observers viewed Tennessee’s teacher evaluation process more positively in 2013 than in 2012, according to a broad-based independent survey by the Tennessee Consortium on Research, Evaluation and Development at Vanderbilt’s Peabody College of education and human development. Read More

(iStock) Why are some high schools better than others at boosting achievement among traditionally underserved students? A new report from the National Center on Scaling Up Effective Schoolsfinds that student ownership and responsibility for academic success were key factors. Marisa Cannata (Vanderbilt) “The idea is to… Read More

Large urban school districts may need to adopt new strategies to draw prospective teachers to the most disadvantaged and geographically isolated schools, according to research from Vanderbilt University to be published in an upcoming issue of the American Education Research Journal. Read More

We must make sure that standardized tests actually cover what we all agree is important for children to learn, writes Camilla Benbow, Patricia and Rodes Hart Dean of Education and Human Development. Read More

Positive interactions in a pre-kindergarten classroom may be equally or more important to the future academic development of 4-year-olds than learning letters and numbers, according to Dale Farran, senior associate director of the Peabody Research Institute at Vanderbilt's Peabody College for education and human development. Read More