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Kids’ Reading Success Boosted by Long-Term Individualized Instruction
Students who consistently receive individualized reading instruction from first through third grade become better readers than those who don’t, researchers find.
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Why teachers should present new material as stories
The Washington Post: In this post Cognitive scientist Daniel Willingham writes about how students best learn new material. Willingham is a professor and director of graduate studies in psychology at the University of Virginia and
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Revision techniques – the good, the OK and the useless
BBC: Revision charts, highlighter pens and sticky notes around the room are some of the methods people use to ensure information stays in their mind. But now psychologists in the US warn many favourite revision
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The Benefits of Traditional vs. Wikipedia Assignments
Watch Megan John from Concordia College present her poster “The Benefits of Traditional vs. Wikipedia Research Assignments for Introductory Psychology Students” at the APS 25th Annual Convention in Washington DC. This presentation describes how a
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The Think Tank Gala
The Think Tank is a mobile cognitive science lab and education station. We’ll drive to schools and museums to inspire hundreds of young minds as we work to close the gender and race gap in
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Teaching Current Directions in Psychological Science
C. Nathan DeWall, University of Kentucky, and renowned textbook author and APS Fellow David G. Myers, Hope College, have teamed up to create a new series of Observer columns aimed at integrating cutting-edge psychological science