Tags
ADHD adolescence attention autism book review boundary conditions classroom advice conference speakers constructivism/direct instruction creativity desirable difficulty development dual coding elementary school embodied cognition emotion evolution executive function exercise experts and novices gender high school homework intelligence long-term memory math 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
- Experts, Expertise, and Teachers (and Students!) |Education & Teacher Conferences on How Do Experts Think?
- Embodied Cognition: How Physical Experiences Shape Abstract Thinking on “Embodied Cognition” in Action: Using Gestures to Teach Science
- The Power Of Meta-Learning For College Students - The Techs Storm on Meta-Learning: The Importance of Thinking about Thinking
- How To Instill A Growth Mindset Early on Parent-Child Interactions: Forming Beliefs About Intelligence
- Incremental Steps with Growth Mindset |Education & Teacher Conferences on Growing Mindsets in Argentina?
ABOUT THE BLOG
Tag Archives: methodology
Upsides Always Have Downsides: “Side Effects” in Education Research
Here at Learning and the Brain, we believe that research can improve education. Specifically, research…
Parachutes Don’t Help (Important Asterisk) [Repost]
A surprising research finding to start your week: parachutes don’t reduce injury or death. How…
Parachutes Don’t Help (Important Asterisk)
A surprising research finding to start your week: parachutes don’t reduce injury or death. How…
Interested in Action Research? Try This Instead
We don’t do a lot of cross posting here at Learning and the Brain. I…
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
Does Smartphone Addiction Boost Anxiety and Depression?
Despite all the scary headlines, research on cell-phone usage relies on self-report. And: people are very bad at remembering how much they actually use their phones. We simply don’t yet know much from research about their effects. Continue reading
Today’s Unpopular Research Finding: Potential Perils of Mindfulness
New research suggests that mindfulness may lead to “particularly unpleasant” experiences for many practitioners. This research is in early stages, but we should consider its implications in school mindfulness programs. Continue reading
A Rose by Any Other Name Would Smell as Confusing
All too often, psychology discussions use confusing — or worse, deliberately cheerful — terminology. Teachers should seek out direct and neutral terms to simplify and clarify our discussions. Continue reading
Praising Researchers, Despite Our Disagreements
This blog often critiques the hype around “brain training.” Whether Lumosity or Tom Brady‘s “brain…
Can Teachers Be Trusted to Evaluate Research?
Too often, teachers hear that our judgment about classroom applications of scientific research isn’t to be trusted. And yet, teacher judgment is essential when applying research in the classroom. Given that psychology research affects classroom practice only when teachers use it, why put down the teachers who are essential partners in this process? Our field should focus not on competition, but on respectful collaboration. Continue reading
Posted in L&B Blog
Tagged boundary conditions, methodology, retrieval practice, working memory
Leave a comment