Category Archives: L&B Blog

Healthy Snacks After Exercise? Depends on the Timing…

We’re likelier to make good snack choices before we exercise than after. This research finding gives us practical advice, and supports a well-known (but recently controversial) theory of self-control. Continue reading

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Welcome to San Francisco

If you’re a regular blog reader, you just might be a frequent Learning and the Brain conference attendee. (I got my start in 2007, and haven’t stopped since.) We’re gathering — starting tomorrow! — at the Fairmont Hotel in San

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There’s No Polite Way to Say “I Told You So”

Back in 2014, Pam Mueller and Dan Oppenheimer made headlines with their wittily titled study “The Pen Is Mightier Than The Keyboard.” In that study, they found that students learn more from taking handwritten notes during a lecture than from

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Can Creativity Be Taught? What’s the Formula?

My edutwitter feed has a lively debate about this question: can we teach people to be creative? This round started with a post by David Didau, summarizing a debate between himself and Paul Carney. Didau believes (oversimplifying here) that creativity

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Why Do Teachers Resist Research? And, Why Should We?

Let’s imagine that you show me research suggesting that students remember the words they draw better than the words they write down. After some thought…perhaps some experimentation on my own…I decide not to follow this research advice. Why did I

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Fool Me Twice, Shame on Me

We often post about the unreliability of “brain training.” Heck, even though I live in Boston and am a Patriots fan, I made fun of Tom Brady’s website claiming to “increase brain speed” and other such nonsense. (I don’t even

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The Joys (and Stresses) of Teacher/Neuroscientist Collaboration

In an ideal world, teachers and researchers collaborate to bring out the best in each other. So, I might invite Pooja Agarwal to study retrieval practice in my 10th grade English classroom. My students and I benefit because we learn

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Two Swings, Two Misses: The New York Times on Education

Two recent articles in the New York Times have gotten lots of teacherly attention. What’s Love Got to Do With It? The first, an op-ed by David Brooks, announces that “students learn from people they love.” Brooks’s piece includes some

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Big Hairy Audacious Education Proposal of the Month

John Medina’s books have been a gateway drug for many a brain-focused teacher. (Like so many others, I myself was introduced to the field by his book Brain Rules.) His most recent book, Attack of the Teenage Brain!, joins a

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Two Helpful Strategies to Lessen Exam Stresses

Exam stress bothers many of our students. Sadly, it hinders students from lower socio-economic status (SES) families even more. As a result, these students struggle — especially in STEM classes. And, this struggle makes it harder for them to enter

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