Yearly Archives: 2017

Correlation Isn’t Causation, Is It?

(Image source) The ever provocative Freddie deBoer explores the relationship between correlation and causation. You know, of course, that the one does not imply the other. DeBoer, however, wants to push your certainty on this point. Are there circumstances under



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The Gardener and the Carpenter: What the New Science of Child Development Tells Us About the Relationship Between Parents and Children by Alison Gopnik

Parents—a noun, something an individual may be—have existed for as long as there have been children. The idea of “parenting” as a verb, something one does, is a new, odd, and problematic cultural change for parents and children alike. Alison



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The 2017 Transforming Education Through Neuroscience Award Was Presented on Sunday at the Learning & the Brain® Educational Conference in Boston

Dr. Daniel T. Willingham from the University of Virginia was presented with the “2017 Transforming Education Through Neuroscience Award” for his contributions to the field of Mind, Brain, and Education during the Learning & the Brain® educational conference in Boston,



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Home News

In the excitement of this weekend’s Learning and the Brain conference, I overlooked my own one-year anniversary as editor of this blog. I’ve enjoyed the chance to think aloud with you about teaching, psychology, neuroscience, research–and all the odd topics



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Finding Meaning in Visuals

When you open your eyes, where do they focus? Presumably, your eyes automatically turn to the part of the visual field that stands out the most: the bright red door, the tower jutting up from the cliff, the sharp angle



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The Dangers of Weird Neuroscience

How do psychologists know what they know about human mental processes? Quite often, they run studies to see how people behave: what do they remember? where do they look? what do they choose? how do they describe their thoughts? If



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Does project-based learning work?

The answer to the titular question depends on a) your definition of “project-based learning,” and b) your methodology for measuring success. In a just-published, comprehensive literature review, MDRC takes 84 pages to say: “we can’t really answer the question, because we don’t have



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Cell Phones and Boundaries

Regular readers of this blog—and, people who have even a glimpse of common sense—already know that mobile devices distract college students during lectures. (If you’d like a review of research on this topic, you can check out The Distracted Mind



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Meet the Speakers: Dr. Pooja K. Agarwal

Editor’s note: Dr. Agarwal will be speaking at next week’s Learning and the Brain conference. Here’s your chance to get to know her and her work better… Andrew Watson: I understand that you worked as a teacher before you started



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Multiple-Choice Tests Are A) Good or B) Bad

Teachers hate (and love) multiple-choice tests. On the one hand, they seem dreadfully reductive. On the other, they’re blissfully easy to grade — and easy grading is never to be belittled. In our recent conversation, Pooja Agarwal recommended multiple-choice tests



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