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ABOUT THE AUTHOR
Theresa Cheng
Theresa Cheng is a doctoral student in the Developmental Social Neuroscience Lab at the University of Oregon and earned her Master’s degree in Mind, Brain, & Education at the Harvard Graduate School of Education. She is interested in how the environment (including stress, adversity, culture, and context) relates to developing aspects of social/affective behavior and the brain. Previously a middle and high school science teacher, she loves engaging kids, families, and educators in understanding and connecting with science.
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ABOUT THE BLOG
Can growth mindset really grow your brain?
The Olympics have just come to an end. Though this year’s games have been mired…
Why Your Brain Has Better Things to Do than “Grow”
Intuitively, the idea of “growing” sounds great. It’s become synonymous with making something bigger, better,…
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3 Strategies for Giving Yourself a Smarter Pep Talk
“I am a lean, mean, mathing machine.” In college, I’d repeat this phrase to myself,…
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What One Massive UK Study Says About How to Design...
To commemorate World Teacher’s Day last year, Reuters’ photographers shared images of students around the…
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Messy Science: How to Prepare Students for the Real World...
Last year, a paper in Science led to a public spotlight on the scientific process….
5 Ways to Use Rewards in the Classroom
My first year of teaching, I was all about bribery; I had no problem stocking…
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Same Word, Different Meanings: Common Miscommunications between Neuroscience and Society
Academics have a reputation for using overly technical language. Just as any career comes with…
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Giving Back: Can pro-social behavior be self-protective?
Humans are social beings, and we need others: Celebrating the good and coping with the…
Family Matters: Do Obligations Encourage Teens to Play it Safe?
The teenage years have long been described as a period of “storm and stress.” It’s…
