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
What does genetics mean for educational equity? Responsible communication of social science genomics research results and their implications is important by Daphne Martschenko / June 5, 2019
The fluctuation of IQ What do individual changes in IQ mean for education? by Annie Brookman-Byrne / February 13, 2019
“Curiosity and openness matter more than diligence and perseverance” Margherita Malanchini explains why curiosity, creativity, and self-confidence are crucial for a child’s success in reading and math Interview by Sabine Gysi / January 25, 2019
Intellectual giftedness The case for relying on evidence rather than misconceptions by Anke Heyder / May 9, 2018
Nature and nurture in education What is heritability and what does it have to do with education? by Annie Brookman-Byrne / May 7, 2018
A biosocial view on precision education We need a conversation about genetics, neuroscience and precision education by Ben Williamson / April 30, 2018
The relationship between working memory and intelligence in children New research suggests both age and intelligence affect activity in the frontal area of the brain that is triggered by working memory tasks by Eva Aeschlimann / November 3, 2017
Can IQ tests and grades predict life outcomes? The better we understand what IQ and achievement tests are actually measuring, the more useful they’ll be by Mallory Locklear / March 15, 2017
“Intelligence is the most important commodity in today’s society” Cognitive scientist Elsbeth Stern discusses what intelligence is and how it can be recognized Interview by Eveline von Arx / November 21, 2016
What makes a genius? Is raising an exceptionally intelligent child an accident or a strategy? This question is addressed in “How to raise a genius". by Mallory Locklear / September 30, 2016
