Author Archives: phenomenica

How Exercise Changes Our DNA – NYTimes.com

We all know that exercise can make us fitter and reduce our risk for illnesses such as diabetes and heart disease. But just how, from start to finish, a run or a bike ride might translate into a healthier life has remained baffling.

Now new research reports that the answer may lie, in part, in our DNA. Exercise, a new study finds, changes the shape and functioning of our genes, an important stop on the way to improved health and fitness. —> Read More Here

Why Love And Hate Are So Closely Connected

University Of Chicago behavioral science professor Nicholas Epley joined HuffPost Live host Caroline Modarressy-Tehrani today to explain just how interconnected love and hate are within the brain.

“Hate often comes and can be triggered by an actual experience of love,” said Epley. “When you feel most hate toward somebody else or some ‘out’ group, it’s typically when your ‘in’ group is feeling really threatened. So people are willing to die, to put their lives on the line, to try to save the life of somebody who’s part of their ‘in’ group. It’s really a tight brotherhood with others that seems to inspire the most hatred for others.”

To hear more about how love and hatred connect in the mind, watch the full HuffPost Live clip in the video above. —> Read More Here

Researchers Think They Have Found A Way To Help Close The Achievement Gap

Growing up poor can affect a child’s behavior and school performance. Research has found that the brains of students from poverty-stricken environments can even function differently than those of their more affluent peers, due to developments that inhibit the poorer children’s ability to problem-solve and pay attention.

However, a group of researchers from the University of Texas at Dallas think they have found a way to counteract some of these issues, helping bring low-income adolescents up to speed with their more affluent peers.

A research team led by Dr. Jacquelyn Gamino worked with a group of over 900 middle school-aged adolescents from various socioeconomic backgrounds in the Dallas area to try and determine the impact of a specific learning intervention on these students. The students were split into two groups: students who participated in the cognitive intervention program and those who did not.

Students who received the cognitive intervention designed by the University of Texas at Dallas’ Center for BrainHealth completed 10 different 45-minute sessions in the course of a month. During these sessions, students completed group interactive exercises and written activities, with the aim of teaching them how to extract main ideas from text and analyze —> Read More Here

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