Tag Archives: working memory

10,000 People Talk About Sleep and Cognition

Most of the research studies I read include a few tens of people. Sixty or eighty is good; more than 100 is rare. I’ve seen published studies with an even dozen. So when I hear about a study with over



Posted in L&B Blog | Tagged , | Leave a comment

Does Media Multitasking Really Interfere with Student Thinking?

To many teachers, it just seems obvious: all that screen times MUST be bad for student brains. To many other teachers, it just seems obvious: technology will unleash academic possibilities and revolutionize education. So, which is it? Does media multitasking



Posted in L&B Blog | Tagged , , , , | Leave a comment

Does Hands-On Learning Benefit Science Students?

In a recent study, hands-on learning and other inquiry strategies did not help 4th graders master science concepts. The reason? Working memory limitations. Continue reading



Posted in L&B Blog | Tagged , | Leave a comment

Do Stress, Age, or Stereotypes Harm Your Working Memory?

We write a lot about working memory here on the blog, and so I was intrigued to see a review article summarizing 21 factors that might influence our WM performance. Several of this article’s conclusions jumped out at me. Some



Posted in L&B Blog | Tagged | Leave a comment

Your Brain Headlines of the Week

Every week generates lots of interesting research in brain-world. These headlines most grabbed my attention:



Posted in L&B Blog | Tagged , | Leave a comment

You Are a Learning Style of One

Many educational fads ask teachers to sort our students into false learning categories: by learning style, for example, or by gender. Instead, we should focus on cognitive processes — like memory and attention — that apply to all our students. As learners we can’t be categorized, but we’re more alike than different. Continue reading



Posted in L&B Blog | Tagged , , , | Leave a comment

Capture Intergalactic Criminals; Feel the Mental Burn

I’ve posted a good bit recently about the dangers of working memory overload. (For instance: here and here.) Teachers can understand the dangers of WM overload. However, we rarely¬†experience WM overload in school. Because we’re in charge of the lesson,



Posted in L&B Blog | Tagged | Leave a comment

The Best Way to Take Notes: More Feisty Debate

When teachers contemplate asking students to take longhand notes, we should think about the level of desirable difficulty this strategy creates. We should also beware the working memory challenges inherent in note-taking, especially on complex material. Continue reading



Posted in L&B Blog | Tagged , , | Leave a comment

The Great Homework Debate: Working Memory Disadvantage?

New research into working memory might give teachers fresh perspective in the great homework debate. Well-designed homework might make new words and concepts easier to learn, because the right kind of practice can reduce differences between high- and low-working-memory students. Continue reading



Posted in L&B Blog | Tagged , , | Leave a comment

Look Here Not There: The Limits of Psychology

Daniel Willingham argues that we should acknowledge the limits of psychology education and research for teachers. Although empirical generalizations give us useful guidance, most theories and epistemic assumptions are simply to broad to be helpful. Continue reading



Posted in L&B Blog | Tagged , , | Leave a comment