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- Phenomenological Studies: Exploring Lived Experiences in 2024-2025 on Why We Forget and How to Remember Better by Dr....
- Demystifying the concept of deep work – Gyfted on The Distracted Mind: Ancient Brains in a High-Tech World by...
- The Jigsaw Advantage: Should Students Puzzle It Out? [Repost] |Education & Teacher Conferences on Getting Bossy about Jigsaws; “Don’t Fence Us In”
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Category Archives: L&B Blog
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How to Help Struggling Readers?
A surprisingly simple reading strategy produces remarkable benefits for struggling readers. Continue reading
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Revisiting Our San Francisco Conference
I had planned to write a post describing our most recent conference, last weekend in…
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Sharing the Learning and the Brain Experience with Colleagues
A handy new document helps teachers understand and apply cognitive science in the classroom. Continue reading
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“The” Effect of “Exercise” on “the Brain”
A month ago, I wrote about a Twitter feud focusing on exercise during learning. When…
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Welcome to San Francisco!
We can’t wait to see you at our conference this weekend: Educating Anxious Brains. Various…
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Interested in Action Research? Try This Instead
We don’t do a lot of cross posting here at Learning and the Brain. I…
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How Does Self-Control Really Work? Introducing a Debate
You’d like to know how researchers think about self-control, but don’t know where to begin? Begin here… Continue reading
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A Fresh Approach to Evaluating Working Memory Training
A new method for evaluating working memory training raises an intriguing possibility: despite all our skepticism, might that training work after all? Continue reading
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Where Should Students Study?
My teachers told me to study in the library. What does today’s research say? Continue reading
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Today’s Humble Pie: 206 Bones
I was wrong. Somewhere, teachers really do write down long lists of words to be copied. Trust me: that’s not what “direct instruction means.” At all. Continue reading