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Rethinking Remediation in Higher Education

This white paper addresses the potential impact of cognitive training for students who are academically and cognitively underprepared for college, suggesting that it may provide an opportunity for many students to achieve their dreams of a college education and the advantages that education entails by giving them the foundation and the capacity for academic success at the post-secondary level.

Blueprint for Building a 21 st Century Worker

It is becoming increasingly clear from neuroscience research that intelligence is not fixed and that the ability to learn, think and problem-solve can be enhanced at any age. The implications of this new knowledge in the workplace are profound. This paper explores the implications of neuroscience research for the preparation and training of workers for 21st century work.

Cognitive Skills and English Language Learners

Today, more school districts than ever are challenged to educate children who speak little or no English when they enter the school system. This brief addresses the demands on certain cognitive skills that are relatively greater during the early stages of learning a new language, including working memory, sequential memory, and auditory memory skills and how these skills may be enhanced.

Neuroscience and the U.S. Education System

As Leslie Hart states in Human Brain and Human Learning, “Anyone who does not have a thorough...

Neuroscience and Special Education

The purpose of this document, commissioned by the National Association of State Directors of Special Education, is to provide a brief overview of how links are being developed between the rapidly expanding field of neuroscience and the practice of special education.

An Effective Neuroscience Intervention for Title I Students

This paper discusses the impact of poverty on the development of cognitive capacity and the evidence that students from low-SES families on average come to school with less capacity to learn and to be successful in school and in life. But, the story doesn’t end there...

The Road Less Traveled

Recent reforms aimed at increasing student achievement have focused primarily on what can be termed basic academic skills. A robust research base, however, tells us that student success in school requires a combination of social, emotional, and academic/cognitive competencies. This paper discusses and makes policy recommendations regarding how the developmental sciences can prepare Educators to improve student achievement.

Keeping the Promise of Accountability: Building Student Capacity

Accountability is, at heart, a promise and the promise in education today is that all students will graduate from high school ready for either college or a career. To accomplish that, schools must....

The High Cost of Low Educational Performance

This report uses recent economic modeling to relate cognitive skills – as measured by PISA (Programme for International Student Assesment and other international instruments – to economic growth. The relationship indicates that relatively small improvements in the skills of a nation’s labor force can have very large impacts on future well-being. Moreover, the gains, put in terms of current Gross Domestic Product (GDP), far outstrip the value of the short-run business-cycle management.

Cognitive Skills and Math

While reading difficulties have been studied extensively in the last few decades, difficulties learning math have received less attention. Math disabilities, however, are as common as reading disabilities at 5 to 8% of the population1. Like reading disabilities, math disabilities may have multiple causes and dimensions. There is growing evidence that underlying cognitive processes play a significant role in math performance. This paper discussed the different types of cognitive skills involved in common math disabilities and the role of cognitive training in addressing weaknesses in those skill areas.