Research -- StepUp to Learn

How Consistent Practice Improves Learning

How Consistent Practice Improves Learning

Researchers discover how the brain changes with consistent practice, and what could be the first step toward new strategies to improve and speed up learning.

Learning to Enjoy Cognitive Effort

Learning to Enjoy Cognitive Effort

Researchers challenge a common assumption and find that challenging cognitive activities can be experienced as rewarding and valuable.

Slow Learner? It Could Be From Long-Term Stress

Slow Learner? It Could Be From Long-Term Stress

Long-term stress -- to which children are increasingly exposed -- can potentially cause serious damage to the brain, according to a new study.

From Hopscotch to Handwriting: Trial and Error is our Best Teacher

From Hopscotch to Handwriting: Trial and Error is our Best Teacher

Although we often think that we don’t want to make mistakes, this new model of learning reminds us that trying new things and making mistakes are our best teachers.

Got Rhythm? This Type of Music Boosts Brain Performance

Got Rhythm? This Type of Music Boosts Brain Performance

Listening to these types of songs during an activity helped participants focus attention and multitask, especially those who have good rhythm.

How Does the Brain Process and Store Movement?

How Does the Brain Process and Store Movement?

What researchers discovered about how the brain processes movement changes not only to our understanding of how the brain works, but provides a better understanding of conditions ranging from Parkinson’s disease to autism.

A Faster Way to Learn to Read

A Faster Way to Learn to Read

This method is more effective and quicker at teaching reading skills compared to typing and watching videos.

How Sleep Builds Relational Memory

How Sleep Builds Relational Memory

Our ability to remember connections between unrelated items may have more to do with sleep than previously thought.

Just Being Around New Things Makes Us ‘Ready to Learn’

Just Being Around New Things Makes Us ‘Ready to Learn’

Educators have long recognized the value of “background information” in the learning process. Exposure to new information at the background level can help us be ready to learn in formal classroom instruction.

Early English Lessons Have Lasting Effects

Early English Lessons Have Lasting Effects

An earlier study had raised doubts about the effectiveness of learning English in the first grade. This new research challenges that assumption.

Speech and the Brain: New Research Challenges Common Assumption

Speech and the Brain: New Research Challenges Common Assumption

What happens in our brain when we speak?  This important brain research shows how different brain areas all work together to create the ability to make “speech sounds” quickly and accurately.

How The Brain Says 'Oops!'

How The Brain Says 'Oops!'

How do we learn from our mistakes? This important brain research helps us understand how our brains detect our mistakes.