Tags
ADHD adolescence attention book review boundary conditions classroom advice conference speakers constructivism/direct instruction creativity desirable difficulty development dual coding education 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
- Understanding Test Anxiety on Test Anxiety: How and When Does It Harm Students?
- A Skeptic Converted? The Benefits of Narrative |Education & Teacher Conferences on Help Me Understand: Narrative Is Better than Exposition
- Debate #4- Cell phones be banned from the classroom. | Aradhana's blog – ECI830 on Cell Phones in the Classroom: Expected (and Unexpected) Effects
- The Rare Slam Dunk? Blue Light Before Bed |Education & Teacher Conferences on “Writing By Hand Fosters Neural Connections…”
- Andrew Watson on “You Can Find Research that Proves Anything”
ABOUT THE BLOG
Tag Archives: spacing effect
![AdobeStock_246122866_Credit](https://www.learningandthebrain.com/blog/wp-content/uploads/2021/07/AdobeStock_246122866_Credit-768x512.jpg)
Conflicting Advice: What to Do When Cognitive Science Strategies Clash?
Teachers like research-informed guidance because it offers a measure of certainty. “Why do you run…
Posted in L&B Blog
Tagged desirable difficulty, interleaving, spacing effect, working memory
Leave a comment
![AdobeStock_91745226_Credit](https://www.learningandthebrain.com/blog/wp-content/uploads/2020/10/AdobeStock_91745226_Credit-768x512.jpg)
“Sooner or Later”: What’s the Best Timing for Feedback?
Given the importance of feedback for learning, it seems obvious teachers should have well-established routines…