All in For Researchers
Today’s post features a set of experiments conducted by Catherine Fritz and colleagues (1) with preschool children. We have actually cited this paper a few times on our blog, when we covered why the spacing effect has failed to make it into mainstream practice (Part 1, Part 2), and when I wrote about whether retrieval practice …
In today’s post, I am sharing an experiment published by Doug Rohrer, Robert Dedrick, and Kaleena Burgess (1) on interleaving in the classroom. I really like this experiment because it was conducted with middle school 7th graders (12 years old) in different math classes over the course of 11 weeks in their math …
I (Megan) have been learning a lot about neurodiversity and the way we think about divergence vs. disorders. I have appreciated learning about these areas so much, and have appreciated the opportunities to hear experts and those who have experience with neurodiversity (many different types of experiences!…
In a recent conversation on Twitter, an educator asked for an explanation for the learning styles myth. Lots of individuals spoke up to explain why it is considered a myth and why it can be problematic. But someone also commented that matching instruction to learning style might actually HURT learning…
If you read our blog even occasionally, you know retrieval practice has many benefits. Retrieval improves learning and memory, reduces test anxiety, and can protect against learning losses associated with stress. Today, I’ll be writing about another benefit of retrieval practice, reducing processing load. …
One of our goals as Learning Scientists is to make sure that research is communicated in an accessible but accurate way. Unfortunately, many times science dissemination results in miscommunication and translation such that the original results and message are skewed.
