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Tag Archives: 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
Capture Intergalactic Criminals; Feel the Mental Burn
I’ve posted a good bit recently about the dangers of working memory overload. (For instance:…
The Best Way to Take Notes: More Feisty Debate
When teachers contemplate asking students to take longhand notes, we should think about the level of desirable difficulty this strategy creates. We should also beware the working memory challenges inherent in note-taking, especially on complex material. Continue reading
The Great Homework Debate: Working Memory Disadvantage?
New research into working memory might give teachers fresh perspective in the great homework debate. Well-designed homework might make new words and concepts easier to learn, because the right kind of practice can reduce differences between high- and low-working-memory students. Continue reading