News, events, and commentary on bridging neuroscience and education

6 Secrets Infants Can Teach Adults about Learning

by Rachel Wu

Scientific American Blog | April 28, 2017

It’s good to learn new skills outside of your comfort zone.

Informing Education with Neuroscience

by Moheb Costandi

The Dana Foundation | April 23, 2017

Teachers want to take advantage of what we’ve learned about the brain and learning, but don’t always know how to tell what is solid science. Researchers at BNA 2017 Festival of Neuroscience described studies in classrooms themselves that show promise.

The Deprived Brain

by Carl Sherman

The Dana Foundation | April 11, 2017

Children who lag cognitively after spending time in orphanages can make up the difference by young adulthood, suggest two longitudinal studies, but some behavior and emotional issues remain—or even increase. This suggests that environmental influences might lead to disorders with or without genetic precursors.

When is the Brain “Mature”?

by Kayt Sukel

The Dana Foundation | April 4, 2017

Though most people in the US consider 18 to be the age maturity is reached, developmental neuroscientists say there isn’t a one size fits all age, nor a one size fits all method to measure it. In our new briefing paper, we explore how new scientific findings regarding the brain, adolescence, and neurodevelopment are informing law and policy across the country.

Emotional Regulation for Kids With ADHD

by Dr. Lori Desautels

Edutopia | March 31, 2017

Six brain-based strategies to help kids with attention-deficit/hyperactivity disorder build confidence, engagement, and focus.

TES talks to…Sarah-Jayne Blakemore

by Helen Amass

TES | March 17, 2017

If you are of the opinion that a school entrance exam provides an accurate measure of a child’s innate intellectual ability, you might want to reconsider your stance fairly quickly. It is, according to cognitive neuroscientist Sarah-Jayne Blakemore, completely wrong.

The Distracted Classroom

by James Lang

The Chronicle of Higher Education | March 13, 2017

Distraction occurs when we are pursuing a goal that really matters and something blocks our efforts to achieve it. The more powerful the goals we establish for ourselves, and the more we feel ownership over those goals, the more we are able to pursue them in the face of both internal and external distractions.

Teachers must ditch 'neuromyth' of learning styles, say scientists

by Sally Weale

The Guardian | March 13, 2017

Teaching children according to their individual “learning style” does not achieve better results and should be ditched by schools in favor of evidence-based practice, according to leading scientists. Thirty eminent academics from the worlds of neuroscience, education, and psychology have signed a letter to the Guardian voicing their concern about the popularity of the learning style approach among some teachers.

All Learning is Brain Learning

by Cindy Wooldridge

The Learning Scientists blog | February 23, 2017

Any time we learn, our brains change. We know from behavioral studies that sleep enhances the learning that takes place during waking hours. It is possible that the mechanism by which sleep enhances memory is by reducing the unimportant information we acquire during the day so that they do not interfere with our recall.

Can Students Accurately Evaluate their own Test Performance?

by Yana Weinstein

Learning Scientists blog | February 16, 2017

Improving the accuracy of students’ self-evaluations is very difficult, even when a major focus of the class is to emphasize the importance of accurate self-evaluations, suggests a recent study.

Searching for Effective Interventions in Dyslexia

by Kayt Sukel

The Dana Foundation | February 2, 2017

Experimental trials of methods of sound discrimination and visual discrimination suggest new methods to try to help children read.

Music as the Brain’s Universal Language

by Kayt Sukel

The Dana Foundation | January 24, 2017

In his recent research, Dana Foundation grantee Charles Limb found that musicians used the language areas of their brains when performing instrumental improvisation. In our new Scientist Q&A, he ponders the question: Could music be the mind’s universal language?

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