-
Learning From Symbolic Objects
Perhaps the most important challenge of early-childhood education is helping children to master a variety of symbol systems. Within a few short years, children must learn to understand and use letters, numbers, mathematical symbols, maps
-
How We Learn
Within the past few years, there has been a great upsurge of interest and excitement about basic and translational research in instruction and learning. Much of the credit belongs to psychologist Grover J. (Russ) Whitehurst
-
Principles of Cognitive Science in Education
There is a long history of eminent psychologists — Woodworth, Cattell, Thorndike, G. Stanley Hall, Skinner, Bruner, Piaget — devoted to human education. Ironically, cognitive scientists — who have perhaps the most to offer through
-
Test Enhanced Learning
The key idea underlying our research is that frequent classroom testing (and student self-testing) can greatly improve education from kindergarten through university. This is a bold claim that runs counter to current wisdom in educational
-
The Science of Learning and the Learning of Science
Students’ performance during instruction is commonly viewed as a measure of learning and a basis for evaluating and selecting instructional practices. Laboratory findings question that view: Conditions of practice that appear optimal during instruction can
-
Temporal Spacing and Learning
Studies going back a century and more have found that spacing learning episodes across time sometimes enhances memory. The so-called spacing effect is the topic of hundreds of articles, and one might assume that we
