Dec. 19, 2018—There may be a "sensitive period" in which stress is more likely to affect brain development in adolescence, according to Kathryn L. Humphreys, assistant professor of psychology at Vanderbilt and lead author of a new study.
Dec. 19, 2018—The practice of separating immigrant children from their parents is very likely to lead to negative effects on emotional and mental health in adolescence.
Nov. 30, 2018—Vanderbilt will conduct a clinical trial of an intervention for young children with language delays in an NIDCD study.
Sep. 25, 2018—Patterning and spatial activities like block play are simple yet powerful activities in which preschoolers develop early math skills, according to a growing body of research by Vanderbilt scholars.
Jan. 31, 2018—A grant of more than $100,000 from Sesame Workshop will support a study by researchers at Vanderbilt’s Peabody College of education and human development measuring the effects of watching Sesame Street on young children’s understanding of kindness and emotions.
Jan. 17, 2018—Kathyrn Humphreys, B.S.’05, has been named an APS Rising Star by the Association for Psychological Science. Now completing postdoctoral studies at Stanford University, Humphreys will join Vanderbilt University’s Peabody College Department of Psychology and Human Development this fall.
Dec. 21, 2017—From acting out to reaching out, children and teens cope with stress in a variety of ways with varying results. A new, comprehensive Vanderbilt University study published in the high-impact journal Psychological Bulletin outlines which coping strategies work best.
Oct. 12, 2017—High-quality state- and district-run prekindergarten programs should be supported as long as they are implemented properly and evaluated with rigor, according to a new pre-K consensus report penned by Vanderbilt education researcher Mark Lipsey.
Nov. 1, 2016—In the first five years of life, a child’s linguistic, conceptual, and social competence grow enormously.
Oct. 31, 2016—Teaching children with disabilities play skills helps them interact with typically developing peers.
Mar. 28, 2016—When children have a choice of how they interact with educators, they may learn more efficiently.
Feb. 1, 2016—New analysis of Tennessee's state-funded pre-K is prompting reevaluation and change.