New Research on Memory Training
Recently published research from Johns Hopkins University pitted two types of working memory training against each other, but it didn't translate into general intelligence. Here's why not.
Toward a New Understanding of Intelligence
It’s time to throw out our old mental models of intelligence and start to embrace what David Shenk in his popular book of the same title, “the genius in all of us.”
Cognitive Skills Training in an Introductory College Course
BrainWare SAFARI cognitive skills development software was incorporated into a 3-credit-hour Student Success course at Ivy Tech Community College. Increases in IQ were seen for the students who completed the Student Success Course that incorporated BrainWare also completed a sufficient number of sessions and levels in BrainWare SAFARI.
Neuroscience and the U.S. Education System
Education informed by neuroscience can give new and real meaning to our desire as a nation to leave no child behind. Moreover, it may offer the only true opportunity for
Brain Training Programs: Neither Silver Bullet nor Scam
A recent article asked the question: Are Brain Training Programs a Scam? Like many articles on the subject these days, the analysis was right in some respects, but missed several
Thoughts on the Value of President Obama’s BRAIN Initiative
The BRAIN Initiative announced recently by President Barack Obama has underscored the importance of better understanding brain-behavior relationships and it holds potential for deeper knowledge of the mechanisms involved in the
Scientists Can’t Find Specific Genes for IQ
Recent research has shown that, while intelligence is believed to be partly genetic, the specific genes that were thought to be linked to intelligence are not. And, in fact, of
Working Memory Training That Lasts
Recently the journal Developmental Psychology published a meta-analysis of research on the value of Working Memory Training. A meta-analysis is not original research but combines multiple studies and uses statistical
Teacher Effectiveness and Student Ability
An op-ed in this morning’s Chicago Tribune holds that the way student learning is measured is flawed because it assumes that all students come with the same cognitive ability to learn.
Title I: Closing the Achievement Gap by Closing the Capacity Gap
Since it was first introduced in 1965, Title I of the Elementary and Secondary Education has sought to even the playing field by providing supplemental funding for schools with populations of students with low socio-economic status (SES).