Are adolescents more creative than adults? Adolescents' ideas tend to be more original, adults' more feasible. Thinking creatively together is key to solving today's challenges by Claire Stevenson / January 13, 2020
Children’s shifting responses are more than what they seem Repeated questioning can result in variable responses because children are leveraging the social context to learn about the world by Elizabeth Bonawitz / January 9, 2020
Citizen Science to advance research on emotion regulation This app brings science to your fingertips – across the globe by Susanne Schweizer / November 27, 2019
What AI researchers can learn from children’s learning Intrinsic motivation as a key ingredient in human and artificial intelligence by Catherine Hartley / November 25, 2019
“These players develop excellent sustained attention and focus” Regular players of action video games show an improvement in certain cognitive abilities, Daphne Bavelier finds Interview by Helena Pozniak / November 22, 2019
How to bust educational neuromyths? Emphasise what works Neuromyths are seductive for good reasons: they tend to address teachers’ needs by Jessica Massonnié / November 4, 2019
“There are no disadvantages to raising children bilingually” Linguist Jürgen Meisel encourages parents to take advantage of children’s innate language ability from birth Interview by Caroline Smrstik Gentner / October 7, 2019
Do trees make children smarter? It’s complicated. A new paper suggests the relationship between greenery and cognitive development may not be as straightforward as previously thought by Dwyer Gunn / September 30, 2019
Cognitive Artificial Intelligence: Building better machines (and babies!) With what we learn from AI about the origins and development of human thought, we can design better educational programs by Moira R. Dillon / September 24, 2019
The positive side of risk-taking The narrative that risk-taking is detrimental to young people’s well-being is misleading. In fact, it's a normal part of healthy development by Natasha Duell / August 29, 2019
Exams may damage teenagers’ mental health and restrict their potential Research suggests stress of exams at such a critical time in teens' social, emotional, and cognitive development may be detrimental by Kathryn Bates / August 22, 2019
Some learners cannot visualise things in their mind’s eye But our wide-ranging experiences and individual differences in thinking lead us to learn in a multitude of ways by Kathryn Bates / August 15, 2019
