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ABOUT THE AUTHOR
Ashle Bailey-Gilreath
Ashle holds a Master’s degree in Cognition and Culture from the Institute of Cognition and Culture at Queen’s University Belfast. She currently works as a Research Assistant at the Institute of Cognitive and Evolutionary Anthropology at the University of Oxford and is the Web and Social Media Coordinator for the Evolution Institute and This View of Life Magazine. Her research interests broadly include ritual, identity, human cooperation and conflict, international relations, and human rights.
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ADHD adolescence attention bilingual education boundary conditions classroom advice conference speakers constructivism/direct instruction creativity critical thinking 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 mindfulness Mindset motivation neuromyths neuroscience online learning parents psychology reading retrieval practice self-control skepticism sleep STEM stress technology working memoryRecent Comments
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Can Our Evolutionary Past Help Shape Our Classrooms’ Future?
Humans are genetically adapted for learning. The transmission of information, skills, culture, and knowledge from generation to generation has helped us survive and become who we are today. Our journey to becoming modern humans has been shaped primarily because of
Ostracism Hurts: Why being ignored can be just as painful as bullying
Stories of bullying and harassment in schools have become all too familiar. But there is another form of silent abuse that has been found to be just as devastating – and may be going unnoticed. Recent research has found that
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Why Your Learning Style Isn’t Helping You Learn
I have a confession to make: I was an avid “visual learner” all through grade school and high school. No matter the assignment or the subject, if I could make a diagram or chart about it, I would. I even
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“Explain Yourself”: A powerful strategy for teaching children cause-and-effect
Want to help kids learn? Ask them to explain what they are learning in their own words! New research1 has found that when children are asked to come up with explanations (even just to themselves) while learning, they are able
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The Problem with Believing in Innate Talent
“It’s OK, some people just aren’t good at math”. We’ve all heard this before. In fact, some of us have probably even thought it about ourselves (“I’m just not a math person”, “I’ve just never been great at spelling”). But
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Starting Early: The Benefits of Teaching Counterintuitive Concepts in Childhood
Science seems to always challenge our intuitive understanding of the world. Even as an adult, I am constantly confronted with new scientific advancements and discoveries that don’t always line up with my preconceived notions. These ideas, be it physics or
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