Most students try to make studying and learning as easy and efficient as possible. But research by APS James McKeen Cattell Fellows Elizabeth L. Bjork and Robert A. Bjork shows that many commonly used learning strategies actually are counterproductive.
Notes on Brain Camp
Summers have a special meaning, and perhaps purpose, for academics, whose lives are structured around the 9-month school year. For this reason, and because of the manifold opportunities for internships and summer schools available to
Mind Over Midterms
Psychological scientists are studying promising interventions designed to change the mind-sets of students who believe their intelligence is limited or fixed.
Bower Reflects on Integrating Two Theoretical Frameworks
At the APS-Psychonomic Society W. K. & K. W. Estes Lecture at the 2016 APS Convention in Chicago, APS Past President and William James Fellow Gordon H. Bower delivered a 60-year retrospective on his attempts
Making Science ‘Edible’
Today, parents wanting the best for their children’s intellectual development can turn to a number of “educational” digital apps, a variety of “brain-based” teaching strategies and curricula, and a never-ending stream of videos, toys, games
Research Hints at Promise and Difficulty of Helping People With A.D.H.D. Learn
The New York Times: Over the past few decades, cognitive scientists have found that small alterations in how people study can accelerate and deepen learning, improving retention and comprehension in a range of subjects, including