Last year I had the honor and pleasure of writing an article together with David Daniel about the role psychological research plays in informing teaching. This article has now been published in Canadian Psychology/Psychologie canadienne. An excerpt: The typical set-up in much of the pedagogical research is a treatment vs. no treatment (or “business as… Read More New article: “Teaching is a necessary, and as yet unfulfilled, goal of psychological science”
We’ve seen before that the mental state of teachers can have an impact on how children e.g. behave in class. No, really. Those studies suggested that this could also have a further negative effect on learning, something that has now – again – been confirmed by this new study which adds important insights about the… Read More New study confirms the importance of teachers’ wellbeing for learning
I think this is a very interesting study as it made me look in a different way at something that seemed logical but is not. I do also think that there is some causal relationship is being mixed up with a mere correlation in the press release, luckily not in the actual study. From the… Read More Being rejected or being isolated from social groups as a young adolescent are two different things
A team of researchers at the Universities of Glasgow and Birmingham have been able to provide not a full but some answers to this question. From the press release: Ther new study, which is published in Nature Communications, demonstrates that our memories become less vibrant and detailed over time, with only the central gist eventually… Read More What information is retained in a memory over time, and which parts get lost?
Maybe this study has to be replicated first, but if true it’s really a sad thing: papers that cannot be replicated are cited 153 times more because their findings are interesting. From the press release: Papers in leading psychology, economic and science journals that fail to replicate and therefore are less likely to be true… Read More This is really, really bad: papers that cannot be replicated are cited 153 times more because their findings are interesting
The title of this post may seem a bit strange for some and obvious for others, but I do think it’s an interesting extra dimension to something we’ve known for quite a while now: (toxic) stress at a young age can have a huge effect on the development of the brain, and therefore it’s not… Read More Where you live as a child, can have a negative impact on your brain
I did a lot of research on the perception of teachers by their students, but what about vice versa? This new study sheds a light: From the press release: The ‘ideal student’ – valued by both learners and university staff – is a punctual, organized, hard worker and enthusiastic learner – rather than someone with… Read More Who is the “perfect student”?
This is something I’ve known for some time now, often related to the relative age effect: Children born in December are almost twice as likely to be diagnosed with a learning disorder as those born in January. But there is more… From the press release: Children born in December are almost twice as likely to… Read More Again: Youngest children in class more likely to be diagnosed with learning disability
We’ve known for a long time now that it’s not as simple as stating that motivation will lead to learning or vice versa. TuongVan Vu and colleagues try to clarify this better in a new review paper (h/t Greg Ashman for pointing me to this paper). The researchers introduce a nice circular diagram summarising the… Read More New review discusses the complex reciprocal relation between learning and motivation
Mindfulness has been a hype for quite a while, also in education. I wouldn’t call it a myth, as I know research that do show benefits, but it often comes with a warning that for some children – most often the children who are having difficulties already – it can have negative consequences. But now… Read More Can mindfulness make you selfish?