Children in densely populated and under-resourced areas often need inspiring and thoughtful teachers. Margaret Beale Spencer researches how children build resiliency, identity, and self-esteem, and how well-trained teachers can set a solid example for students. Her experiments identified that children as young as three years old learn discriminatory tendencies, but More
The New York Times: Nearly two decades ago, a landmark study found that by age 3, the children of wealthier professionals have heard words millions more times than those of less educated parents, giving them a distinct advantage in school and suggesting the need for increased investment in prekindergarten programs. More
New York Magazine: Imagine this scenario: It’s a Tuesday evening and you’re just home from work, still panting from the subway ride, when you determine without doubt that your fourth-grader has lice. The teeny pale eggs, they could be dandruff, but they’re not; ugh, dozens of them, everywhere, clinging to More
Just as young children need nourishing food to build physical strength, they also need linguistic nutrition for optimal development of language and cognitive abilities. New research from psychology researchers at Stanford University shows that by talking more to their toddler, parents help the child learn to process language more quickly More
Congenital or acquired damage to the visual processing areas of the brain is often associated with a loss of vision. Despite sustaining damage to these brain areas, some people retain an unconscious ability to respond to visual stimuli — and ability termed blindsight. Although these people are not consciously aware More
Recent advances in neuroscience have effectively put an end to the “nature or nurture” debate. Instead, the focus of discussion has switched to mechanisms and brain-based interventions — in what ways are neural circuits changed by experience? When is the brain most receptive to education and learning? And what effects More
