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Category Archives: L&B Blog
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…
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Tagged desirable difficulty, interleaving, spacing effect, working memory
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Does Online Learning Work? Framing the Debate to Come…
I first published this blog post back in January. I’ve been seeing more and more…
Putting It All Together: “4C/ID”
We’ve got good news and bad news. Good news: we’ve got SO MUCH research about…
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How to Capture Students’ Attention for Online Readings (tl;dr)
When do students focus while reading online? When do they lose focus and let their minds…
When Do We Trust the Experts? When They Don’t Trust...
Back in 2010, three scholars published a widely-discussed paper on “Power Poses.” The headlines: when…
Beyond Slogans and Posters: The Science of Student Motivation
In many cases, cognitive science offers clear teaching advice. You’re curious about working memory? We’ve…
Does Chewing Gum Improve Memory and Learning?
I recently read a striking Twitter claim from a well-known teacher: chewing gum helps memory…
Jerome Kagan: A Teacher’s Appreciation
A guest post, by Rob McEntarffer I didn’t get to learn about Jerome Kagan (1929-2021)…
Let’s Talk! How Teachers & Researchers Can Think and Work...
Once you say it out loud, it’s so obvious: Teachers benefit from learning about psychology…
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A Beacon in the Mindset Wilderness
For a few years now, I’ve been in the Mindset wilderness. Three years ago, I…