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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
- Amy Takabori on Executive Function Isn’t What You Think It Is (Maybe)
- Andy on Smart but Stuck: Emotions in Teens and Adults with ADHD by Thomas E. Brown, PhD
- Andrew Watson on The Science Of Homework: Why Timing is Everything
- MILLIE on The Science Of Homework: Why Timing is Everything
- Kate Toland on Deliberate Practice Doesn’t Align with Schooling (Well: Not Precisely)
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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
How to Help Struggling Readers?
A surprisingly simple reading strategy produces remarkable benefits for struggling readers. Continue reading
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
Posted in L&B Blog, News
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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
Posted in Book Reviews
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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
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
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