Teachers’ Mind, Brain, and Education Literacy
Cognitive Science Mind, Brain and Education (MBE) While awareness of Mind, Brain, and Education (MBE) and its implications for teaching […]
Cognitive Science
An Experimental Test of Children’s Reactions to Tone of Voice Used by Teachers
Cognitive Science, Mental Health Teachers’ behaviors drive motivational climates that shape children’s engagement and well-being in the classroom. Still, few
Pathways to Student Motivation
A meta-analysis of factors which impact student motivation.
The Ineffective Support of a False Growth Mindset
Improving our understanding of the mindsets of students with learning disabilities (LD) will permit the implementation of meaningful supports.
Understanding Strengths and Weaknesses of a University Student with Learning Disabilities
Although students with learning disabilities (LD) may experience difficulties throughout their academic career, they can develop strategies to overcome them—at times, without professional guidance.
Supporting Learners’ Metacognitive Awareness
Metacognitive awareness (MA) is a significant predictor of academic achievement, enabling learners to take charge of their own learning by increasing their self-reliance, flexibility, and productivity.
How does student mindset affect inferential reading comprehension interventions among struggling middle school readers?
As special educators, we need to be aware of how and why students respond to reading comprehension interventions and how attention affects reading comprehension.
Historical developments in the understanding of learning – Erik de Corte
Erik de Corte describes a progression in which earlier behaviorism gave way increasingly to cognitive psychology with learning understood as information processing rather than as responding to stimuli.
How do temperament and character play a role in students’ approach to learning?
Students with a deep approach to learning tend to have character traits associated with openness, conscientiousness, and a “steady temperament.”
The Unity and Diversity of Executive Functions and Their Contributions to Complex ‘‘Frontal Lobe’’ Tasks: A Latent Variable Analysis – Miyake et al.
This individual differences study examined the separability of three often postulated executive functions-mental set shifting (“Shifting”), information updating and monitoring (“Updating”), and inhibition of prepotent responses (“Inhibition”)-and their roles in complex “frontal lobe” or “executive” tasks.
