All in Learning Scientists Posts
We live in a world full of distractions. I’ve written previously about the benefits of meditation for attentional focus and learning, we’ve provided tips for students on how to ignore irrelevant information while studying, and provided resources for how to reduce mind-wandering. And while it is important that we be able to focus when we need to, I want to reassure all the daydreamers out there that letting your mind wander every now and then can actually be really beneficial.
Imagine you are taking a multiple-choice test with a range of different questions on it. You go from one question to the next and answer them as well as possible. As you answer each question, you may feel more or less confident about whether you answered a question correctly. Now, before submitting your final answers you have two options…
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 …
It is that time of year again! We’re taking a break to spend time with family and recharge for next year. We hope that you are able to stay safe and take time to enjoy the end of 2021, and ring in a happy new year!
Our next post will be a podcast on January 20th, 2022.
Today is (American) Thanksgiving so I wanted to take the opportunity to thank our community! 2021 has been challenging and we are so grateful for the continued support, encouragement, and contributions of our community.
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 …
