Archiv der Kategorie: Praxis
Handwriting Counts
“What’s lost as handwriting fades?” asks a NYT article. Apparently, more than anticipated by those who assume that handwriting should no longer be taught in school. Neuroscientists now provide some clues as to why handwriting seems to influence learning in … Continue reading
Cut your brain some slack
Learning, it could seem, would be much easier, if the brain was designed like a computer: A system that catalogs information, stores it, and allows easy on-demand retrieval. Anyone trying to understand how the brain works does well to keep … Continue reading
Prof. Rawson Talks about Test/Study on TEDx
Have you ever wondered why we have a test/study, quiz-like format at LearnThatWord? Because it improves retention AND transfer of knowledge into new context. This means, not only do you learn more effectively, remember longer, but you are also much … Continue reading
The 10,000 Hour Rule – Deliberate Study vs. Busy Work
“It takes 10,000 hours of practice to truly master a skill.” This is the much-quoted statement by Professor of Psychology K. Anders Ericsson, Florida State University. His conclusion that experts in a given field have clocked around 10,000 to gain … Continue reading
So you want to be a Spelling Bee champion?
Every year, over 10 million students try out for the National Spelling Bee. So, what does it take to come out ahead of everyone and win top honors? Aside from a natural spelling talent, champions have three common traits: 1 … Continue reading
Deliberate practice – the key to effortless skill
Deliberate practice has to include 5 key elements. The blue text is quoted from the book referenced below. The notion of deliberate practice, first introduced by K. Anders Ericsson in a 1993 Psychological Review article, went far beyond the simple idea of hard work. The … Continue reading
Children’s under-achievement associated with poor working memory
A large study involving 3,000 students has shown that in about 10% of children their problems with academic achievement were actually due to a lack of working memory capacity. http://www.physorg.com/news123404466.html While the article laments that teachers often fail to assess … Continue reading
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