Kid Confidence: Help Your Child Make Friends, Build Resilience, and Develop Real Self-Esteem by Eileen Kennedy-Moore

Letting go of the concern “am I good enough” and reducing self-focused thoughts are critical for building self-confidence, according to clinical psychologist and author, Eileen Kennedy-Moore. She suggests that supporting kids as they develop relationships, habits of perseverance, skills for

Sharing the Learning and the Brain Experience with Colleagues

A handy new document helps teachers understand and apply cognitive science in the classroom. Continue reading

“The” Effect of “Exercise” on “the Brain”

A month ago, I wrote about a Twitter feud focusing on exercise during learning. When a PE teacher posted a video of his students reading on exer-cycles, edu-Twitter irrupted with champions (“love it!”) and critics (“bonkers!”). My response at the

Welcome to San Francisco!

We can’t wait to see you at our conference this weekend: Educating Anxious Brains. Various reports have found that many children and teens are experiencing significant stress, anxiety, and mental health issues. More than 1 in 20 children ages 6-17

Interested in Action Research? Try This Instead

We don’t do a lot of cross posting here at Learning and the Brain. I believe this is the first time we’ve done so while I’ve been editor. I think the initiative below is very exciting, and you — Learning

How Does Self-Control Really Work? Introducing a Debate

You’d like to know how researchers think about self-control, but don’t know where to begin? Begin here… Continue reading

A Fresh Approach to Evaluating Working Memory Training

A new method for evaluating working memory training raises an intriguing possibility: despite all our skepticism, might that training work after all? Continue reading

Where Should Students Study?

My teachers told me to study in the library. What does today’s research say? Continue reading

Today’s Humble Pie: 206 Bones

I was wrong. Somewhere, teachers really do write down long lists of words to be copied. Trust me: that’s not what “direct instruction means.” At all. Continue reading

Is it Better to be a “Natural” or a “Striver”?

Research with musicians suggests that — although we say we prefer hard work — our value judgments end up rewarding perceived talent. Continue reading