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OALib Journal期刊
ISSN: 2333-9721
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ISSN Print: 2056-7936

ISSN Online:

主页: https://www.nature.com/npjscilearn

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Effects of targeted memory reactivation during sleep at home depend on sleep disturbances and habituation

Achievement motivation modulates Pavlovian aversive conditioning to goal-relevant stimuli

Building dementia knowledge globally through the Understanding Dementia Massive Open Online Course (MOOC)

DIY productive failure: boosting performance in a large undergraduate biology course

Probing boundary conditions of Productive Failure and analyzing the role of young students’ collaboration

Mechanisms of interactive specialization and emergence of functional brain circuits supporting cognitive development in children

A molecular-genetic and imaging-genetic approach to specific comprehension difficulties in children

Eye gaze patterns reveal how reasoning skills improve with experience

Differences in exam performance between pupils attending selective and non-selective schools mirror the genetic differences between them

Context-based learning for Inhibition of alternative conceptions: the next step forward in science education

No intrinsic gender differences in children’s earliest numerical abilities

Neural correlates of video game empathy training in adolescents: a randomized trial

Enhancing learning and retrieval of new information: a review of the forward testing effect

Integrating educational knowledge: reactivation of prior knowledge during educational learning enhances memory integration

Understanding the effects of education through the lens of biology

Insights from 200+ years of personalized learning

Improving analytical reasoning and argument understanding: a quasi-experimental field study of argument visualization

Exams at classroom have bidirectional effects on the long-term memory of an unrelated graphical task

Post-class naps boost declarative learning in a naturalistic school setting

The stability of educational achievement across school years is largely explained by genetic factors

The mitigating effect of repeated memory reactivations on forgetting

Can cognitive processes help explain the success of instructional techniques recommended by behavior analysts?

DNA methylation signatures of educational attainment

©2008-2020 OALib, Inc | Public user content licensed CC-BY 4.0 unless otherwise specified. OALib ISSN Online: 2333-9721 OALib ISSN Print: 2333-9705