Tags
ADHD adolescence art education attention bilingual education boundary conditions classroom advice collaboration creativity desirable difficulty development elementary school embodied cognition emotion evolution executive function exercise experts and novices gender high school homework intelligence long-term memory math metacognition methodology middle school mind-wandering mindfulness Mindset motivation neuromyths neuroscience parents pre-K psychology reading retrieval practice self-control skepticism sleep STEM stress technology working memoryRecent Comments
- Judith V.T. Wilson on An Unexpected Strategy to Manage Student Stress
- Diana J. Taylor on A Hidden Strength of “Concreteness Fading”
- Andrew Watson on A Hidden Strength of “Concreteness Fading”
- James Moore on A Hidden Strength of “Concreteness Fading”
- Dorothy. Pierce on A Hidden Strength of “Concreteness Fading”
ABOUT THE BLOG
POPULAR TOPICS
Blog Roll
Monthly Archives: January 2015
Mental Biology: The New Science of How the Brain and Mind Relate by W.R. Klemm
“I will become what I think” (p. 14). Texas A&M professor W.R. Klemm explains in a comprehensible and personable voice how neuroscientific evidence supports the axiom above. Drawing on his experience as a neuroscientist and his training in veterinary medicine,
Posted in Book Reviews
Leave a comment