Monthly Archives:April 2017

分心的思想:亚当·加扎利(Adam Gazzaley)和拉里·罗森(Larry D. Rosen)在高科技世界中的古老大脑

People are inherently information seekers. In today’s high-tech world this tendency can draw us to distraction and keep us from accomplishing our goals. Adam Gazzaley, a neuroscientist at the University of California, San Francisco, and Larry Rosen, a psychologist at

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Learning from (gulp) Video Games

Many teachers I know are baffled by the attraction of video games; some are heartily disgusted by them. (A few play them on the sly, but…ahem…no identities revealed here.) Even if you don’t have much patience with video games yourself, you

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An Invaluable Part of Any LatB Lunch…

…a baloney detection kit. Enjoy. (Here are some napkins.)

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The Evidence Mounts: Delaying Middle and High School Start Times

Here’s the statement from the Journal of Clinical Sleep Medicine: During adolescence, internal circadian rhythms and biological sleep drive change to result in later sleep and wake times. As a result of these changes, early middle school and high school

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A Working Memory Intervention That “Really Works.” Really?


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Emotion: Cognition’s Rudder

We are not rational beings. In fact, many aspects of our cognition are inherently emotional. When one’s emotional well-being suffers, so does her cognition. Because of the inseparable nature of emotion and cognition, the way we feel has a profound

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Skepticism Improves Innovation

Greg Ashman is enthusiastic about research, and yet skeptical about innovation. Ashman’s argument resonates with me in large measure because it helps explain the power of Mind, Brain, Education as an approach to teaching. Of course, MBE does offer its own

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Gender Differences in Dyslexia Diagnoses

It has long been true that men are diagnosed with dyslexia more often than women. This article (rather technical, by the way) offers one potential explanation: processing speed. What is processing speed? It’s an unusually straightforward concept in psychology. Imagine

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The Potential Perils of Google

You have heard before, and will doubtless hear again, that students don’t need to memorize facts because everything we know is available on the interwebs. Mirjam Neelen and Paul A. Kirschner explain all the ways in which this claim is

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Brain research can be thrilling; it can be useful; it can be confusing. This article is–frankly–depressing. Over ten years, from 2005 to 2015, the authors find that the number concussions has more than doubled–even though the sports participation rate has

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