With the use of verbal stories, Prof. Marina Bedny has found that the brains of people born blind respond to situations similarly to the way people with sight do. She said this ability may be due to the daily interaction blind individuals have with sighted people.
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Steven Yantis, a brain scientist known for his pioneering studies on visual attention and a member of the Johns Hopkins faculty for nearly three decades, died Friday of cancer.
In a recent study described in the journal Developmental Science, lead author and postdoctoral fellow Melissa Kibbe and Lisa Feigenson, associate professor of psychological and brain sciences, found that most preschoolers and kindergartners—children between 4 and 6—can do basic algebra naturally.
Michael Yassa, an assistant professor of psychological and brain sciences at Johns Hopkins, and his team of scientists found that caffeine has a positive effect on our long-term memory.
Read the article in Johns Hopkins Magazine about Lisa Feigenson's and Justin Halberda's work in the Laboratory for Child Development.
Read the article about the Johns Hopkins Laboratory for Child Development in Arts & Sciences Magazine.
Drawing upon years of research, Prof. Michela Gallagher and her colleagues recently demonstrated that older people suffering from a form of memory impairment that can lead to Alzheimer’s disease showed clear improvement on memory tests after taking a drug to dampen overactivity in a particular part of the brain. Read the article in Arts & Sciences Magazine.
“People’s assumptions that they can really work on multiple tasks at the same time is likely not to be correct,” says Prof. Steven Yantis, who has used functional magnetic resonance imaging to examine how the brain handles more than one source of stimuli. Read the article in Arts & Sciences Magazine.
Read the article on Justin Halberda's research on number sense in Arts & Sciences Magazine.
A first-of-its kind study, led by Justin Halberda, using the Internet to collect data from more than 10,000 study subjects ages 11 to 85 found that humans' inborn "number sense" improves during school years, declines during old age, and remains linked throughout the entire lifespan to academic mathematics achievement.