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Creative thinking improves while a person is walking and shortly thereafter, according to a study co-authored by Marily Oppezzo, a Stanford doctoral graduate in educational psychology, and Daniel Schwartz, a professor at Stanford Graduate School of Education.

The study found that walking indoors or outdoors similarly boosted creative inspiration. The act of walking itself, and not the environment, was the main factor. Across the board, creativity levels were consistently and significantly higher for those walking compared to those sitting.

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Other research has focused on how aerobic exercise generally protects long-term cognitive function, but until now, there did not appear to be a study that specifically examined the effect of non-aerobic walking on the simultaneous creative generation of new ideas and then compared it against sitting, Oppezzo said.

But not all thought processes are equal. While the study showed that walking benefited creative brainstorming, it did not have a positive effect on the kind of focused thinking required for single, correct answers.

This December, over 200 scholars from across the globe descended on the Institute for Advanced Study for a three-day Qubit workshop focused on applying ideas and concepts from quantum information theory to the study of spacetime.

According to the study, those who lived longer and enjoyed sound health avoided smoking and alcohol in excess. Researchers also found that those with strong social support experienced less mental deterioration as they aged.

In part of a recent study, researchers found that women who felt securely attached to their partners were less depressed and more happy in their relationships two-and-a-half years later, and also had better memory functions than those with frequent marital conflicts.

Psychiatrist George Vaillant, who joined the team as a researcher in 1966, led the study from 1972 until 2004. Trained as a psychoanalyst, Vaillant emphasized the role of relationships, and came to recognize the crucial role they played in people living long and pleasant lives.

The study found that just over half (52%) of U.S. adults say they have a financial plan that factors for up and down economic cycles over time. That compares to 84% of high-net-worth individuals who say the same, and 79% for those who work with an advisor.

The study found three in ten (28%) Americans think it's likely they'll live to a 100. But expectations are much greater among younger adults, with 40% of Gen Z and Millennials expecting to hit triple digits.

The study found that financial anxiety tends to follow an arc as people move through life. In general, financial uncertainty is elevated for Gen Z, peaks for Millennials, begins to recede for Gen X and sits at its lowest levels for Boomers+. For example, more than a third (36%) of Americans say uncertainty about their finances keeps them up at night at least once a month. That number is even higher for Gen Z (44%) and is highest among Millennials (53%).

Results from the study indicate that those who work with a financial advisor and those who identify as disciplined financial planners are more likely to report greater feelings of strength about the current state of various aspects of their lives, both personal and professional.

According to the study, nearly three in 10 (29%) U.S. adults have talked to their parents or guardians about their wishes regarding inheritance, will provisions and other matters related to their estates. But here again, there are signals in the data showing younger generations are placing a greater priority on having those conversations sooner.

Rosmarinus officinalis L. is a medicinal plant with diverse activities including enhancement microcapillary perfusion. The present study aimed to investigate the clinical efficacy of rosemary oil in the treatment of androgenetic alopecia (AGA) and compare its effects with minoxidil 2%. Patients with AGA were randomly assigned to rosemary oil (n = 50) or minoxidil 2% (n = 50) for a period of 6 months. After a baseline visit, patients returned to the clinic for efficacy and safety evaluations every 3 months. A standardized professional microphotographic assessment of each volunteer was taken at the initial interview and after 3 and 6 months of the trial. No significant change was observed in the mean hair count at the 3-month endpoint, neither in the rosemary nor in the minoxidil group (P > .05). In contrast, both groups experienced a significant increase in hair count at the 6-month endpoint compared with the baseline and 3-month endpoint (P < .05). No significant difference was found between the study groups regarding hair count either at month 3 or month 6 (> .05). The frequencies of dry hair, greasy hair, and dandruff were not found to be significantly different from baseline at either month 3 or month 6 trial in the groups (P > .05). The frequency of scalp itching at the 3- and 6-month trial points was significantly higher compared with baseline in both groups (P < .05). Scalp itching, however, was more frequent in the minoxidil group at both assessed endpoints (P < .05). The findings of the present trial provided evidence with respect to the efficacy of rosemary oil in the treatment of AGA.

New AI tools have the potential to change the way workers perform and learn, but little is known about their impacts on the job. In this paper, we study the staggered introduction of a generative AI-based conversational assistant using data from 5,179 customer support agents. Access to the tool increases productivity, as measured by issues resolved per hour, by 14% on average, including a 34% improvement for novice and low-skilled workers but with minimal impact on experienced and highly skilled workers. We provide suggestive evidence that the AI model disseminates the best practices of more able workers and helps newer workers move down the experience curve. In addition, we find that AI assistance improves customer sentiment, increases employee retention, and may lead to worker learning. Our results suggest that access to generative AI can increase productivity, with large heterogeneity in effects across workers.

HSLS:09 is the fifth and only ongoing study in the series of school-based longitudinal studies. All of these studies deal with the transition of American youth from secondary schooling to subsequent education and work roles. The four prior studies are described below; the five studies are depicted in the figure below.

NELS:88 The National Education Longitudinal Study of 1988 (NELS:88) was launched in the spring of the 1987-88 school year with an initial sample of 24,599 participating eighth graders, one parent of each student participant, two of their teachers, and their school principal. Students were tested in reading, mathematics, science, and social studies. Two years later, in the spring of 1990, a subsample of base year participants and nonparticipants was followed and resurveyed, when most cohort members were sophomores but others were dropouts or were in other grades. The sample was freshened to represent tenth graders in the United States in the spring of 1990, and students, teachers and school principals were surveyed as well. In 1992 the second follow-up repeated the student and dropout surveys, carried out freshening to ensure a representative senior cohort, repeated the parent and teacher surveys, and also followed a subsample of students who had been excluded from the base year (students who were deemed unable, owing to disabilities or language barriers, to complete the study instruments) to determine how they, and their outcomes, differed from students who had been included. The NELS:88 school and student residential data were also mapped to external sources, such as 1990 Census variables, to provide community-level or ecological variables. High school transcripts were also collected for NELS:88 sample members, as had been done for a subsample of the HS&B sophomore cohort a decade before. In 1994, the first out-of-school follow-up took place. The NELS:88 cohort was resurveyed again in the spring of 2000, and postsecondary transcripts were collected in the fall of 2000.

With the sophomore cohort, information became available to study the relationship between early high school experiences and students' subsequent educational experiences in high school and thereafter. For the first time, national data were available showing students' academic growth over time and how family, community, school and classroom factors promoted or inhibited student learning. The HS&B school sample was large and diverse enough to permit investigations of the ways that public and private schools differ in their organization, curriculum, climate and outcomes. The HS&B test battery also permitted researchers to measure cognitive growth in the course of high school, as well as, through the HS&B questionnaires and transcript data, the correlates of growth. Moreover, data were now available to analyze the school experiences of students who later dropped out of high school. These data became a rich resource for policy makers and researchers over the next decade and provided an empirical base to inform the debates of the educational reform movement that began in the early 1980s. Both cohorts of HS&B were resurveyed in 1982, 1984, and 1986, and their postsecondary transcripts collected. The sophomore cohort was also resurveyed in 1992, with a postsecondary transcript update in 1993. Postsecondary issues addressed by HS&B's later rounds include the following:

NLS-72 NCES's longitudinal research with high school students began with the National Longitudinal Study of the High School Class of 1972 (NLS-72), with a sample of over 21,000 high school seniors. With this study, NCES began providing longitudinal data to educational policymakers and researchers that linked educational experiences with later outcomes such as early labor market experiences and postsecondary education enrollment and attainment. In 1968 the then-U.S. Office of Education awarded a contract to the Research Triangle Institute to develop a new study that would begin with a survey of 1972 high school seniors. To conduct intensive studies of students from disadvantaged backgrounds, NLS-72 oversampled schools in low -income areas and schools with significant minority enrollments. The cohort was resurveyed four times (in 1973, 1974, 1979, and 1986). Cognitive tests and questionnaires were administered in the base year, questionnaires were administered in subsequent years, and a postsecondary education transcript study was conducted in 1984. e24fc04721