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Yearly Archives: 2022
Warning: Misguided Neuroscience Ahead
I recently ran across a version* of this chart: As you can see, this chart lists several neurotransmitters and makes recommendations based on their purported roles. If you want to feel love, you should increase oxytocin. To do so, play
Thrivers by Michele Borba
Michele Borba begins this book by making a very important distinction: we have sought to raise children who strive, but while strivers can reach for more, they are left feeling empty and with dwindling psychological reserves when their goals are
Posted in Book Reviews
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The Limitations of Retrieval Practice (Yes, You Read That Right)
Last week, I wrote that “upsides always have downsides.” That is: anything that teachers do to foster learning (in this way) might also hamper learning (in that way). We should always be looking for side effects. So, let me take
Upsides Always Have Downsides: “Side Effects” in Education Research
Here at Learning and the Brain, we believe that research can improve education. Specifically, research into psychology (“how the mind works”) and neuroscience (“how the brain works”) can help teachers and schools. After all, we spend all day working with
Getting the Details Just Right: Retrieval Practice
Can we ever research a topic too much? Can we reach a point where, well, there’s nothing really more to say about teaching better and learning more? Perhaps, for instance, we’ve reached peak retrieval practice. Blog readers – and conference
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Walking Promotes Creativity? A Skeptic Weighs In…
When teachers try to use psychology research in the classroom, we benefit from a balance of optimism and skepticism. I confess, I’m often the skeptic. When I hear that – say – “retrieval practice helps students learn,” I hope that’s
ADHD and Asperger Syndrome in Smart Kids and Adults by Thomas Brown
In ADHD and Asperger Syndrome in Smart Kids and Adults: Twelve Stories of Struggle, Support, and Treatment, Thomas Brown shares engaging and informative stories of gifted individuals with ADHD. This series of case studies takes on the traditional definitions and
The Most Important 5 Minutes in Class: The Primacy/Recency Effect
As we put our lesson plans together, we teachers want to know: are some minutes more valuable than others? That is: Do students remember most at the 10-minute mark of the lesson, because they’re mentally revved up? Or, perhaps they
Working Memory in Everyday Life
Imagine this scenario: you’re standing in the CVS toothpaste aisle, trying to decide. You think you should be able to recognize something familiar, but honestly there are so many choices. Which brand are you loyal to? Do you want mint?
Earworms and Sleep: What Will They Research Next?
Just last week, I spoke with middle- and upper-school students about learning. We all know — and these students certainly know — that learning is hard. So, does cognitive science have any practical suggestions to help them study and learn? Yes, reader,