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How We Learn
Within the past few years, there has been a great upsurge of interest and excitement about basic and translational research in instruction and learning. Much of the credit belongs to psychologist Grover J. (Russ) Whitehurst
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Principles of Cognitive Science in Education
There is a long history of eminent psychologists — Woodworth, Cattell, Thorndike, G. Stanley Hall, Skinner, Bruner, Piaget — devoted to human education. Ironically, cognitive scientists — who have perhaps the most to offer through
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Test Enhanced Learning
The key idea underlying our research is that frequent classroom testing (and student self-testing) can greatly improve education from kindergarten through university. This is a bold claim that runs counter to current wisdom in educational
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The Science of Learning and the Learning of Science
Students’ performance during instruction is commonly viewed as a measure of learning and a basis for evaluating and selecting instructional practices. Laboratory findings question that view: Conditions of practice that appear optimal during instruction can
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Temporal Spacing and Learning
Studies going back a century and more have found that spacing learning episodes across time sometimes enhances memory. The so-called spacing effect is the topic of hundreds of articles, and one might assume that we
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Toward the Tipping Point
In this issue and in the May issue, APS Members will have the opportunity to learn about new work by psychologists who are bringing their research out of the laboratory and into a variety of
