Unraveling Chronological Age: Epigenetic Modifications as Indicators of Cognitive Decline

Author: Tiffany Ang, Class of 2025 Figure 1: A visualization of epigenetic modifications that shape gene expression without changing the genetic code. DNA methylation-derived epigenetic clocks are powerful tools for assessing biological aging and age acceleration–the difference between biological and chronological age. Unlike chronological age, which fails to capture the impact of biological and environmental influences, age acceleration explains individual differences in cognitive functions such … Continue reading Unraveling Chronological Age: Epigenetic Modifications as Indicators of Cognitive Decline

An Unfiltered Mind: Why an Overload of Irrelevant Information Causes Hallucinations

Author: Tiffany Ang, Class of 2025 Figure 1: A visual representation of how perception overload amplifies the complexities of cognitive processing. Hallucinations are disruptions in perception that lead to incorrect interpretations of environmental stimuli. Dr. Larsen and colleagues from the Department of Psychology at Stony Brook University are exploring the relationship between hallucination-proneness and the weighting of information, particularly how a diminished responsivity to variations … Continue reading An Unfiltered Mind: Why an Overload of Irrelevant Information Causes Hallucinations

An Interesting Twist to the Long Video Game Debate

Author: Farzad Hoque, Class of 2028 The relationship between video games and behavior has long sparked debate within psychology and education. Investigations on how different game genres may influence levels of aggression and social intelligence among regular gamers have been conducted for decades, and recent research shines a new light on the matter. Similar to what has been commonly believed, researchers hypothesized that distinct game … Continue reading An Interesting Twist to the Long Video Game Debate