EXPERIENCE THE FUTURE OF SCIENCE! BE A PART OF CURRENT SCIENTIFIC RESEARCH IN THE RESEARCH AND LEARNING CENTER!

Upcoming RLC Schedule

Friday, March 1

10 AM - 12 PM
Spotlight: NOVUS ACADEMY

Who texts faster: teens or adults? What does "okay" mean in a text? How can we be more aware of our smartphone use?

Novus Academy middle school students step into the role of scientists to investigate these and other smartphone-related questions. Come be a part of this exciting research!

1 - 2:30 PM
Spotlight: KAUFFMAN LEADERSHIP ACADEMY

Middle school students from Kauffman Leadership Academy examine smartphone-related questions and educate adults about teenage smartphone use. Learn the meanings of commonly texted phrases, discover anime, and learn how listening to music may impact your productivity. Join us for an educational research experience!

March 9 and 16

10 AM - 4 PM

ARE YOU SURE?
Investigating the brain’s memory network

Human memory can be puzzling. Why do we remember some things and not others? Do we recall items listed first or last better than those in between? How do our brains organize memories? How accurate are our memories?

In working to answer questions such as these, researchers have theorized that our memories are organized in networks (see example below). As stored information is accessed, it is connected with related concepts to establish meaning. This study will focus on order and accuracy in memory through simple listening and recall activities. Modeled after the work of three distinguished psychologists*, the study aims to enhance understanding of our neural memory network.

*Deese, J.  (1959).  On the prediction of the occurrence of particular verbal intrusions in immediate recall.  Journal of Experimental Psychology, 58, 17-22.

*Roediger, H., and McDermott, K.  (1995).  Creating false memories:  remembering words not presented in lists.  Journal of Experimental Psychology:  Learning, Memory, and Cognition, 21, 803-814.

Do your words influence your child’s learning?

Parents spend a lot of time actively teaching their children, but even when we are not teaching, children are learning. Can seemingly insignificant differences in the everyday words we use with our children impact their vocabulary and learning even in areas that appear to be unrelated?

To answer this question, participants will be recorded playing with their parents, after which they will play a learning game and a word matching game. The words used during the play session will be compared to the responses in the learning and vocabulary games to investigate whether the types of words parents use are related to the words in the children’s everyday vocabulary.

This study is a collaboration between the Fort Worth Museum of Science and History and Yvonne Ralph, a PhD student in Dr. Mandy Maguire’s Developmental Neural Linguistics Lab at the University of Texas at Dallas. www.utdallas.edu/bbs/brainlab