As methods of imaging the brain improve, neuroscientists and educators can now identify changes in children's brains as they learn, and start to develop ways of personalizing instruction for kids who are falling behind.
When I first heard of Harvard's Fundamentals of Neuroscience online course, I thought it was going to be so hard to understand that I would have a seizure before the end of the first video. But no, thanks to the cool and straightforward animation it is actually very easy to get it.
Learning new skills is one of the best ways to make yourself both marketable and happy, but actually doing so isn't as easy as it sounds. The science behind how we learn is the foundation for teaching yourself new skills. Here's what we know about learning a new skill.
Researchers say they've uncovered a simple technique that improves students' memory for passages of text. All that's required is to tell the students that they're going to have to teach the material to someone else.
Have you ever considered letting your students listen to hardcore punk while they take their mid-term exam? Decided to do away with Power Point presentations during your lectures? Urged your students to memorize more in order to remember more? If the answer is no, you may want to rethink your notions of psychology and its place in the learning environment.
n an effort to provide students more time with math and reading and other core area subjects, schools are cutting back on physical education courses, and recess opportunities are shrinking for students at the elementary levels.
The dangerous trend of giving physical education the backseat to other 'more important' areas of learning might not yield the intended results.
The Picture Superiority Effect says concepts are much more likely to be remembered if they are presented as pictures rather than as words. In fact, research has discovered that visuals are recalled six times better than words alone. But what kind of visual support works best? Is there a superior picture approach that maximizes the Picture Superiority Effect?
The idea that some people are "left-brained," meaning they are highly analytical, while others are "right-brained," or more creative, is not true, according to a new study that looked at brain scans of more than 1,000 people.
The growing field of educational neuroscience, converging developmental psychology, cognitive science, and education, can help teachers and school leaders rethink how they approach assessments. While some of its initial findings merely support what educators have intuitively believed, it is also challenging many assumptions and providing new insight into best educational practices, especially regarding assessment.
Students in school are rarely given opportunities to rest and reflect on the knowledge they've acquired, but a new study suggests that giving the mind a little targeted downtime could be a highly effective way to boost learning.
The critical-period effect is the idea that you can’t do certain things—like learn a language, or learn an instrument—unless you start early in life. It’s a discouraging thought for anyone past adolescence. But, recently, the evidence for this idea had started to unwind.
Many teachers we know enjoy teaching students how to wield one of the most powerful thinking tools: metacognition, or the ability to think about your thoughts with the aim of improving learning. A metaphor that resonates with many students is that learning cognitive and metacognitive strategies offers them tools to "drive their brains."
Scientists have begun unlocking these secrets of how we learn, not only in huge blocks of tissue, but even within individual cells.Brain cells actually change shape as we learn. It’s one way we cement new knowledge. And much of the action happens as we sleep.
Commercial artists routinely use images like this to draw our attention to their advertisements. But it also has implications for trainers and instructional designers as well. The fact that the second image is harder to read means that people have to take longer and work harder to comprehend the words. And you know what? An abundance of evidence shows that when people work harder and take longer studying material, they end up remembering it better.
Learning styles—the notion that each student has a particular mode by which he or she learns best, whether it’s visual, auditory or some other sense—is enormously popular. It’s also been thoroughly debunked.
In his new book, “How We Learn: The Surprising Truth about When, Where, and Why It Happens,” author Benedict Carey informs us that “most of our instincts about learning are misplaced, incomplete, or flat wrong” and “rooted more in superstition than in science.”
A considerable amount of research into learning has focused on human memory. A number of theories about how memory and recall function has been published, but one that stands out is a model derived from the work of Canadian psychologist John Robert Anderson. Adaptive Control of Thought – Rational – abbreviated to ACT-R (previously known as ACT*) – is a cognitive theory of learning that is concerned with the way memory is structured. The so called cognitive architecture of ACT-R is made up of three main components.