Newsletter But does it really matter if people believe in learning styles? Yes, it does. Sun et al (2023) found evidence people think "hands-on" learners are not as smart as "visual" learners. Uh oh.
Newsletter Virtuous and vicious cycles of self-regulated learning remind me of shampoo. Theobald et al.'s (2023) impressive conceptual replication study provides support for the cyclical aspects of learning.
Newsletter Control yourself! How self-regulation performance develops over time. Wesarg-Menzel et al's (2023) meta-review reveals how social factors affect the development of self-regulation performance from ages 0-18.
Newsletter In-print beats technology-based reading again, slightly, with several caveats. Salmeron and colleagues' (2023) meta-analysis says reading text on tablets leads to slightly poorer comprehension than reading in print, but there's more research to do.
Newsletter Simmer down now! Be careful about claims that social media "changes our brains." Montag and colleagues (2023) provide a short, readable state of the art on neuroscience research into social media.
Newsletter We should all get more comfortable using other people's toothbrushes. Elson and colleagues (2023) extend Walter Mischel's toothbrush analogy to measurement instruments in psychology.
Newsletter Here's a phrase I love: human-centered artificial intelligence Reflecting on a great podcast with Dr. Fei-Fei Li on human-centered artificial intelligence.
Newsletter Okay, if not learning styles, then what? Come for a talk about alternatives to learning styles by me, stay for a great talk on motivation regulation by Carlton Fong!
Newsletter The ego-depletion literature is...exhausting. Surprise surprise. Hao et al. (2023) found evidence of ego-depletion effects on logical reasoning and monitoring accuracy.
Newsletter Mentors matter. Tise et al. (in press) demonstrate the power of mentors for students who are underrepresented in STEM.
Newsletter How should we be thinking about Generative AI in Education? UNESCO has produced a useful premier on Generative AI in education and what issues should be guiding our thinking about it.
Newsletter Just the facts, ma'am. Jin et al. (2023) found evidence seductive pictures do not enhance refutation effects.
Newsletter Don't take away my algorithm! Lewandowsky et al. (2023) describe how humans are entangled with algorithms, and why social media and search engine transparency is so vital.
Newsletter We should be teaching students emotion regulation strategies, and not just in primary school. Beaumont et al. (2023) present promising evidence that secondary students would benefit from cognitive reappraisal strategy instruction.
Newsletter Students using AI: When is it a tool and when is it cheating? A cool new article by Tu et al. made me wonder about the future of AI in data science and education.
Newsletter A detente in the pedagogy wars? Let's hope so. de Jong and colleagues (2023) aren't here to bury direct instruction, but rather to praise it (under certain conditions).
Newsletter Do Conceptual Change Interventions in Biology Work? An extensive meta-analysis by Aleknavičiūtėa et al suggests yes, but there's more to the story.
Newsletter Replication failure can drive theory revision...really. John Sweller discusses how Cognitive Load Theory got better by failing, productively.
Newsletter Everyone is biased, except me. Ballantyne (2023) provides a synthesis of recent work on intellectual humility, including why it matters
Newsletter Yet more evidence for active learning pedagogies...this time in calculus Kramer et al (2023) conducted a compelling randomized controlled trial showing active learning pedagogies led to student gains in postsecondary calculus courses.
Newsletter Size matters? Science journalists pay attention to sample size when evaluating psychology research. Bottesini et al (2023) tested what affects science journalists' perceptions of the trustworthiness of psychology findings. But their exploratory findings were even more interesting, to me.
Newsletter You gotta start them young. Lee et al. (2023) have developed an effective domain-specific self-regulated learning intervention for elementary school students.
Newsletter Scientific Literacy is dead! Long live scientific literacy! Osbourne and Pimentel (2023) want us to think differently about scientific literacy.
Newsletter What do students need to know to recognize and combat science misinformation? Douglas Allchin (2022) has enunciated ten key competencies we should target in education.
Newsletter Weaponizing "do your own research" Francesca Tripodi and colleagues describe how bad actors can promote disinformation by getting people to participate in "verifying" the disinformation.