Do children’s explanations of performance increase the attainment gap? Young children appear to believe differences in achievement are due to stable personal characteristics by Annie Brookman-Byrne / December 10, 2020
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
Predicting education from DNA? Are polygenic scores disruptive innovations or practically worthless? by Kathryn Paige Harden and Daniel W. Belsky / July 27, 2018
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
Bigger data = better science? Producing and understanding big data are key to better science about human individuality by Sophie von Stumm / April 21, 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
