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Over the last 70 years, researchers have tried to gauge the effect on an individual of having an unusual name. It is thought that our identity is partly shaped by the way we are treated by other people - a concept psychologists call the "looking-glass self" - and our name has the potential to colour our interactions with society. Early studies found that men with uncommon first names were more likely to drop out of school and be lonely later in life. One study found that psychiatric patients with more unusual names tended to be more disturbed. But more recent work has presented a mixed picture. Richard Zweigenhaft, a psychologist at Guilford College in the US, pointed out that wealthy, oddly-named Americans are more likely to find themselves in Who's Who. He found no consistent bad effects of having a strange name, but noted that both common and unusual names are sometimes deemed desirable. Conley, who is a sociologist at New York University, says that children with unusual names may learn impulse control because they may be teased or get used to people asking about their names. "They actually benefit from that experience by learning to control their emotions or their impulses, which is of course a great skill for success."

This New York Times article examines the psychology behind our impulse to reconnect with old friends: increased impulsivity when lonely, mortality salience, desire for comfort in times of stress. The article also provides some advice as to why we might want to proceed carefully when reconnecting, and how to proceed.

Swearing is a motor activity with a strong emotional content. The brain processes swear words and normal words differently. The brain stores swear words that are "emotionally charged" as whole units. The brain relies on the limbic system, which controls memory, emotion, and behavior, and the basal ganglia, which controls motor functions and impulse control, to process the "swear words".

Developmentally, teens are at particular risk for reckless online behavior, including secrecy regarding social networking. Many people - adults and kids alike - view likes, loves, comments and followers as a barometer for popularity, even within a smaller, closed group. Teens can quickly get caught up in the feedback loop, posting and sharing images and videos that they believe will gain the largest reaction. Over time, teens' own values may become convoluted within an online world of instantaneous feedback, and their behavior online can become based on their "all about the likes" values rather than their real-life values. There is a very real biological basis for this behavior. The combination of social media pressure and an underdeveloped prefrontal cortex, the region of the brain that helps us rationalize decisions, control impulsivity and make judgments, can contribute to offensive online posts. In a recent study, researchers at the University of California, Los Angeles, found that the areas of teens' brains focused on reward processing and social cognition are similarly activated when they think about money and sex - and when they view a photo receiving lots of likes on social media. When teens viewed photos deemed risky, researchers found the brain regions focused on cognitive control were not activated as much, suggesting that it could be harder for them to make good decisions when viewing images or videos that are graphic in nature.

Children aged four and younger who speak two languages or are learning a second have more rapid improvements in inhibitory control, a study by the University of Oregon has said. Inhibitory control is the ability to stop a hasty reflexive response in behaviour or decision-making and use higher control to react in a more adaptive way. "Inhibitory control and executive function are important skills for academic success and positive health outcomes and well-being later in life," said Atika Khurana, the study's co-author and a professor in the Department of Counselling Psychology and Human Services and scientist at the UO's Prevention Science Institute. "The development of inhibitory control occurs rapidly during the preschool years," she said. "Children with strong inhibitory control are better able to pay attention, follow instructions and take turns. "This study shows one way in which environmental influences can impact the development of inhibitory control during younger years."