News and Events

This is the third of a three-part series looking at how social-emotional learning strategies can support teachers of students with learning differences during the pandemic.

A new paper from my lab in the Journal of Research in Personality examined how people answer creative thinking tasks. We found that common advice to focus brainstorming sessions on the number and not quality of ideas does not work for everyone. These results point to the need to re-evaluate ways to teach creative thinking.

This is the second of a three-part series looking at how social-emotional learning strategies can support teachers of students with learning differences during the pandemic.

This is the first of a three-part series looking at how social-emotional learning strategies can support teachers of students with learning differences during the pandemic.

Part 1 of the series on the 2020 Gesell Lectures-Light focuses on Dr. Nathan Fox's basic research into methods for measuring brain activity in children and adolescents.

High school students experience mostly negative emotions toward school, with feeling tired among their biggest complaints, according to a new nationwide study by Yale University's Center for Emotional Intelligence and Child Study Center.

The Yale Center for Emotional Intelligence and the Yale Child Study Center asked students how they typically feel at school.

In a nationwide survey of 21,678 U.S. high school students, researchers from the Yale Center for Emotional Intelligence and the Yale Child Study Center found that nearly 75% of the students’ self-reported feelings related to school were negative.