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Tag Archives: working memory
Decorating the Classroom: How Much Is Too Much?
Teachers decorate classrooms for many reasons — especially to make students feel at home. Recent research, however, suggests that too much decoration distracts students’ attention an interferes with their memory. When it comes to classroom decoration, there can indeed be too much of a good thing. Continue reading
Visual & Verbal: Welcome to “Dual Coding”
By “dual coding” — that is, by presenting information both verbally and visually — we can reduce our students working memory load. And: we can help them learn. Continue reading
STOP THE PRESSES (And Yet, Remain Calm)
In the world of science, if you see the right kind of evidence, you have…
Working Memory Overload Throws Neurons Out of Synch
Students use working memory all day long, but they — and we — don’t have very much. New research is starting to explain what happens when they experience working memory overload. In brief: brain regions that must function synchronously stop doing so. Some day this research field might help our students learn more effectively. Continue reading
A Handy Summary of Memory Definitions, for Teachers and Students
Here‘s a quick summary of information about memory: sensory memory, working memory, long-term memory, and…
Taking Notes with Graphic Organizers
Researchers office us concrete advice on the best form for handwritten notes: outlines vs. graphic organizers; incomplete vs. complete. Continue reading
Do Collaborative Projects Reduce or Increase Working Memory Stress?
Should teachers ask students to work on projects in teams? This question generates a great…
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
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Tagged boundary conditions, methodology, retrieval practice, working memory
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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…