Research -- StepUp to Learn
What You Know Changes How You See Things
Which brain regions process objects? It depends on what we know about its purpose.
Visualization: How Kids 'See' the Story Beyond the Pictures
Visualization is essential to reading comprehension. Researchers discover a simple way to boost it at home.
Teaching Spatial Thinking Boosts Verbal Reasoning
New findings could not only upend how educators craft curricula, but reveals a hidden link in the human mind.
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
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
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
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
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?
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
This method is more effective and quicker at teaching reading skills compared to typing and watching videos.
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’
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.