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Tag Archives: working memory
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…
10,000 People Talk About Sleep and Cognition
Most of the research studies I read include a few tens of people. Sixty or…
Does Media Multitasking Really Interfere with Student Thinking?
To many teachers, it just seems obvious: all that screen times MUST be bad for…
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Tagged attention, long-term memory, multitasking, technology, working memory
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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
Do Stress, Age, or Stereotypes Harm Your Working Memory?
We write a lot about working memory here on the blog, and so I was…
Your Brain Headlines of the Week
Every week generates lots of interesting research in brain-world. These headlines most grabbed my attention:
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