Research Intern
Oregon Health Science University, Sleep and Mood Disorders Laboratory http://www.ohsu.edu/sleeplab
The Sleep and Mood Disorders Laboratory at OHSU conducts studies on human circadian rhythm disorders, including experiments testing the effectiveness of properly-timed doses of melatonin to treat such disorders in totally blind people. Other research studies include work in circadian misalignment in non-seasonal major depression and the genetics of morning and evening types.
We are currently looking for one or more psychology, biology or pre-med students to assist in various levels of the research process, including data entry and analysis, literature searches, transcribing sleep diaries, filing journal articles, and preparing materials for research subjects. This position may also require interaction with research subjects, including recruitment and screening. Good communication skills and attention to detail are required. Knowledge of computer application software (Word, Excel) is preferred. This position is an unpaid internship. To apply for this position, please submit cover letter and resume to Amber Laurie at sleeplab@ohsu.edusleeplab@ohsu.edu>.
Hi all,
I just wanted to alert you to a potential scholarship opportunity. The Ronald E. McNair Scholar's Program is a fabulous opportunity for a motivated student. It is designed to help students from low income, first generation or traditionally underrepresented groups get into graduate school. Basically, you participate in a series of professional development courses all year, are matched with a faculty advisor, and then design, carry out, write up and present your own research project during the summer (with a salary! that means money!). I've served as an advisor three times and am a HUGE fan of the program. I've linked above to the webpage, but feel free to ask me questions about it as well.
Anyone interested in medicine? Oregon Health and Science University has a summer internship program for undergraduate students in the Center for Research in Occupational and Environmental Toxicology. Work at OHSU for the summer, receive a stipend, and gain valuable experience to make your graduate/medical school application more competitive. Plus, as you will be required to take mass transportation to work every day, you might get to ride this on a daily basis.
Capstone anyone? Finish up your required Capstone course in 2 weeks outside in the beautiful summertime Portland weather helping children and adults with physical and developmental disabilities enjoy summer camp. Information here. By the way, all students I have talked to who have completed this Capstone have said really good things about it. I highly recommend it.
Or, if you prefer, put up with me for another quarter by taking my Early Childhood Education Capstone course. I'm teaching a small course in which students will be placed in local daycare centers to work with young children (ages 3 months to 5 years). We'll meet to discuss application of developmental principles into applied settings, and you will be asked to complete a final project to present to your daycare center at the conclusion of the quarter. See me for more information, and relatively soon, as class size is limited.
Healthy body, healthy life, healthy mind. We all know the health benefits of exercise. Let PSU and a little competition help you out here with the 20.20.20 mini-triathlon at the Academic and Student Recreation Center on February 20. 20 minute lap swim, 20 minute stationary bike, and 20 minute run.
So in class today I showed this video on the Marshmallow Test - a replication of a classic experiment conducted by Walter Mischel.
It shows a bunch of kids trying not to eat a marshmallow now in order to get two marshmallows later. This ability to hold back from an enticing action and to distract oneself from temptation is part of what is known as self-control, and is closely related to self-regulation.
Generally skills such as these are part of what psychologists call executive functioning. Executive functioning involves goal-directed mental activity, or the control of thoughts, emotions, actions and strategies to accomplish goals and solve problems. Children develop many of these abilities between the ages of about 2-5 years of age, and we'll be talking about the development of things like selective attention, inhibition of responses and theory of mind later in the quarter. As it turns out (as proposed in this recent article in the New York Times) a subset of executive functioning - the ability to self-regulate - may be important for later academic success.
The Times article intersects with a number of the issues we'll be talking about in the next week. First off is the question of nature and nurture. Is the ability to self-regulate something we are born with, and that some people have more of and some people have less of, or is it the result of learning processes in those early years of life? Different people have different opinions. Generally, people have had limited success in designing programs that lead to any long term changes in self-control, suggesting that these abilities are not terribly malleable, and that self-control is more affected by the nature side of things. However, the Times article discusses a new "Tools of the Mind" immersive approach currently being tested with preschoolers that seems to be meeting with greater success, suggesting that nurture may play a larger role than previously believed.
The article also discusses a conflict between different theoretical perspectives, and illustrates quite nicely how the theories that people have play out in real life. Most educational experiences with young children aim to motivate children with a system of rewards (e.g. stickers and praise for desired behaviors) and punishments (e.g. time out for inappropriate behaviors). This is closely linked to the learning perspective with its focus on environmental contingencies as the major shapers of development. And, as the Times writer points out, some people have theorized that this leads to a focus on performing behaviors not because you are internally motivated to do so, but to gain the approval of others, and that what children are learning is more akin to obedience than it is to self-regulation.
The new immersive approach described in the Times article borrows heavily from a far different approach - Vygotsky's sociocultural theory. Vygotsky focused on the interactions with others, and the ways in which more sophisticated interaction partners can support and guide your development. We'll be talking about him in more detail (he's one of my favorites), but for now I will just point out in that in in the self-control program discussed in the article, it is assumed that much of learning will occur via peer pressure in pretend play (e.g. "You're doing it wrong! Do it this way! Like this!") or via guidance and scaffolding provided by teachers (e.g. coaching, learning conferences). And, hopefully what is imparted here is not just obedience to rules and the receipt of praise, but also the ability to regulate your thoughts and behavior for yourself at a later point.
I like this article because I think it touched on a variety of important things, some of which are outlined above. But I also like this article for another reason - it touched upon the importance of play. It's my firm belief that we learn many of our most important skills through the context of play. In the U.S. I think many people tend to focus on academics - which I'm clearly in favor of and are clearly important - but too much. Children need to play, they are driven to it relentlessly, they love it, they will play given the slightest opportunity to do so, and it is found everywhere across the world and in most animal species as well. That gives me an indication of how important it is, and I like to see others agree.
