The challenge of communicating in noisy classrooms Some simple adjustments could make big differences in children’s ability to learn by Jessica Massonnié / February 24, 2020
Gaming is still stigmatized An obstacle to constructive observation and research by Marc Bodmer / January 22, 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
“Learning how to learn is the core of what we have to teach our students” Teacher Patrick Poscio devised a system to help students understand their own learning patterns and use that awareness to learn better Interview by Caroline Smrstik Gentner / December 6, 2019
Citizen Science to advance research on emotion regulation This app brings science to your fingertips – across the globe by Susanne Schweizer / November 27, 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
The powerful indirect influence of genes on children’s success Through parenting, genes become effective even if a child didn’t inherit them by Jasmin Wertz / October 28, 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
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
“Children have to navigate the moral inconsistencies of adults” Psychologist and cognitive scientist Paul Bloom wants to get to the bottom of how children’s sense of morality develops Interview by Caroline Smrstik Gentner / August 19, 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
