Monthly Archives: February 2020

Are “Retrieval Practice” and “Spacing” Equally Important? [Updated]

A recent study with college precalculus students helps us understand: is retrieval practice more important than spacing? Continue reading



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How to Help Struggling Readers?

A surprisingly simple reading strategy produces remarkable benefits for struggling readers. Continue reading



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Revisiting Our San Francisco Conference

I had planned to write a post describing our most recent conference, last weekend in San Francisco (“where every day is cardio day”). However, one of our attendees — Mark Barrett — got there first. I thought he did such



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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



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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



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“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



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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



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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



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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



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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



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