News, events, and commentary on bridging neuroscience and education

Strengthening Executive Function Development for Students With ADD

by Dr. Lori Desautels

Edutopia | October 29, 2015

What are the root causes of Attention Deficit Disorder in our children and youth, and how do we address these challenges?

Scientists Weigh in on Special Needs Learning

by Ann Whitman

Dana Foundation Blog | October 5, 2015

“Allowing children to fail, to think they’re ‘dumb,’ is no longer acceptable,” said Dana Alliance member Sally Shaywitz at a recent Capitol Hill briefing on what neuroscience can tell us about educating special needs children. Article includes video from the event.

3 Things Neuroscience Teaches Us About the Changing 'Teenage Brain'

by Kathryn Mills

Learning & the Brain blog | September 28, 2015

What does it mean that the teenage brain is changing, in more ways than one, and those at different speeds?

So Much Talk About ‘The Brain’ in Education is Meaningless

by Jared Cooney Horvath and Gregory Donoghue

The Conversation | September 7, 2015

The next time you read something about neuroscience and education, there are a few simple questions you can ask to inoculate yourself against ultimately meaningless propositions. First: Can I replace the word “brain” with the word “student” without losing any meaning? If so, there is no need to defer to neuroscience.

Bedtime Stories for Young Brains

by Perri Klass, MD

New York Times Well blog | August 17, 2015

While we know that reading to a young child is associated with good outcomes, there is only limited understanding of what the mechanism might be. Two new studies examine the unexpectedly complex interactions that happen when you put a small child on your lap and open a picture book.

Math Gets More Rigorous for Some Preschoolers

by John Higgins

Seattle Times | August 10, 2015

Preschools typically leave math for grade school, in the belief that 4- and 5-year-olds aren't old enough to understand what 7 stands for. Decades of brain science now show that waiting is a mistake.

Fifty Psychological and Psychiatric Terms to Avoid

by Scott O. Lilienfeld, Katheryn C. Sauvigné, Steven Jay Lynn, Robin L. Cautin, Robert D. Latzman and Irwin D. Waldman

Frontiers in Psychology | August 3, 2015

A group of researchers offers "a provisional list of 50 commonly used terms in psychology, psychiatry, and allied fields that should be avoided, or at most used sparingly and with explicit caveats. For each term, we (a) explain why it is problematic, (b) delineate one or more examples of its misuse, and (c) when pertinent, offer recommendations for preferable terms."

Science of Stress

by Judy Willis

The Guardian | August 2, 2015

Some advice: Don’t let worries about the upcoming school year ruin your break. Instead, take the time off to develop a positive mindset by setting yourself achievable goals.

Can Neuroscience Solve the Mystery of How Students Learn?

by The Guardian

Ben Martynoga | July 12, 2015

Educational neuroscience burst onto the scene with the hope of explaining how we learn. But the jury is still out on whether it’s useful for classroom practice, argues Ben Martynoga.

What If Everything You Knew About Disciplining Kids Was Wrong?

by Katherine Reynolds Lewis

Mother Jones | July 8, 2015

Negative consequences, timeouts, and punishment just make bad behavior worse. Another approach--including talking to kids about their feelings and behavior--appears to work.

How Growing Up in Poverty Rewires a Child’s Developing Brain

by Kayt Sukel

Good Magazine | June 4, 2015

Decades of scientific research have suggested that a child’s early life experience has the power to profoundly affect his or her learning. One of the most predictive factors is socioeconomic status (SES), or the standardized measure of a particular family’s social, educational, and economic position in relation to others.

Stanford Study on Brain Waves Shows How Different Teaching Methods Affect Reading Development

by May Wong

Stanford News | May 28, 2015

Stanford Professor Bruce McCandliss found that beginning readers who focus on letter-sound relationships, or phonics, increase activity in the area of their brains best wired for reading.

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