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Archive of "NPJ Science of Learning".

ISSN Print: 2056-7936

ISSN Online:

Website: https://www.ncbi.nlm.nih.gov/pmc/journals/3552/

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What we learned from creating one of the world’s most popular MOOCs

Barbara A. Oakley,Terrence J. Sejnowski

Social interaction and conceptual change pave the way away from children’s misconceptions about the Earth

Cecilia Ines Calero,Diego Pablo de la Hera,Mariano Sigman

What students do when encountering failure in collaborative tasks

Rachel Lam

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

Bj？rn Rasch,Maurice G？ldi

Is plasticity of synapses the mechanism of long-term memory storage?

David L. Glanzman,Owen D. Jones,Wickliffe C. Abraham

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

Aidan Bindoff,Andrew Robinson,Claire Eccleston,Fran McInerney,James Vickers,Kathleen Doherty

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

Anne Deiglmayr,Claudia Mazziotti,Katharina Loibl,Nikol Rummel

Achievement motivation modulates Pavlovian aversive conditioning to goal-relevant stimuli

Aude Ferrero,David Sander,Gilles Pourtois,Yoann Stussi

Does splitting sleep improve long-term memory in chronically sleep deprived adolescents?

Elaine van Rijn,James N. Cousins,Ju Lynn Ong,Kian F. Wong,Michael W. L. Chee

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

Ido Roll,Karen M. Smith,Patrick J. Dubois,Sunita G. Chowrira

Quantifying two-dimensional and three-dimensional stereoscopic learning in anatomy using electroencephalography

Heather A. Jamniczky,Kent G. Hecker,Olave E. Krigolson,Sarah J. Anderson,Sylvain P. Coderre

Enhanced decision-making through multimodal training

Ana M. Daugherty,Aron K. Barbey,Arthur F. Kramer,Charles H. Hillman,Christopher E. Zwilling,Neal J. Cohen

The mitigating effect of repeated memory reactivations on forgetting

Hugo Lehmann,Michael G. Reynolds,Sydney MacLeod

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

Eva Krapohl,Kaili Rimfeld,Laurie J. Hannigan,Margherita Malanchini,Philip S. Dale,Robert Plomin

Eye gaze patterns reveal how reasoning skills improve with experience

Belén C. Guerra-Carrillo,Silvia A. Bunge

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

Lydia Krabbendam,Marlieke Tina Renée van Kesteren,Martijn Meeter

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

Constance Steinkuehler,Craig G. Anderson,Diane E. Stodola,Elena G. Patsenko,Enrique Solis,Jeanette A. Mumford,Lisa Flook,Rasmus M. Birn,Richard J. Davidson,Tammi R. A. Kral

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

Lucia Fraga,Mark A. McDaniel,Mauro Copelli,Natália B. Mota,Sidarta Ribeiro,Thiago Cabral

Educational App-Development needs to be informed by the Cognitive Neurosciences of Learning & Memory

N. Rothen,T. P. Reber

The nature and nurture of education

Gregory J. Quirk,Jason Mattingley,John Hattie,Michael Fanselow,Pankaj Sah,Tracey Tokuhama-Espinosa

Understanding the effects of education through the lens of biology

Daniel Ansari,H. Moriah Sokolowski

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

Alexandra Renouard,Yves Mazabraud

Achievement at school and socioeconomic background—an educational perspective

Sue Thomson

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

Adam Elga,Eva van der Brugge,Judith Fan,Simon Cullen

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

Rebecca A. Markovits,Yana Weinstein

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

Christian Battista,John Kochalka,Lang Chen,Tanya M. Evans,Tianwen Chen,Tricia J. Ngoon,Vinod Menon

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

Emily Smith-Woolley,Eva Krapohl,Jean-Baptiste Pingault,Kaili Rimfeld,Kathryn Asbury,Philip S. Dale,Rebecca Allen,Robert Plomin,Saskia Selzam,Sophie von Stumm,Toby Young,Yulia Kovas

DNA methylation signatures of educational attainment

Ashley van der Spek,BIOS consortium,Bastiaan T. Heijmans,Cornelia M. van Duijn,Dorret I. Boomsma,Gonneke Willemsen,Jenny van Dongen,Joyce B. J. van Meurs,Koen F. Dekkers,Lude Franke,Maarten van Iterson,Marc Jan Bonder,Marian Beekman,Michel G. Nivard,P. Eline Slagboom

No intrinsic gender differences in children’s earliest numerical abilities

Alyssa J. Kersey,Emily J. Braham,Jessica F. Cantlon,Kelsey D. Csumitta,Melissa E. Libertus

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

Cheryl Lacadie,Chintan Mehta,Dongnhu T. Truong,Jan C. Frijters,Jeffrey G. Malins,Jeffrey R. Gruen,Joan Bosson-Heenan,Katherine Epstein,Maureen W. Lovett,Mellissa M. C. DeMille,Miao Li,the GRaD Study Consortium

Insights from 200+ years of personalized learning

David Dockterman

Getting to the genetic and environmental roots of educational inequality

Nicholas Martin

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

D. Ramirez Butavand,F. Ballarini,H. Viola,L. B. Chisari,P. Lopes da Cunha

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

Chunliang Yang,David R. Shanks,Rosalind Potts

When scientific paradigms lead to tunnel vision: lessons from the study of fear

Denis Paré,Gregory J. Quirk

What data and analytics can and do say about effective learning

Jason M. Lodge,Linda Corrin

Montessori education: a review of the evidence base

Chlo？ Marshall

Genetics and educational attainment

David Cesarini,Peter M. Visscher

Nurturing a lexical legacy: reading experience is critical for the development of word reading skill

Kate Nation

Towards AI-powered personalization in MOOC learning

Chunyan Miao,Cyril Leung,Han Yu,Timothy John White

Habituation as an adaptive shift in response strategy mediated by neuropeptides

Alex J. Yu,Andrew C. Giles,Catharine H. Rankin,Evan L. Ardiel

Helping children with reading difficulties: some things we have learned so far

Anne Castles,Genevieve McArthur

Social learning through prediction error in the brain

Courtney Turrin,Jessica Joiner,Matthew Piva,Steve W. C. Chang

The method of educational assessment affects children’s neural processing and performance: behavioural and fMRI Evidence

Alysha Calleia,Hana Burianová,Lisa Kervin,Sahar Bokosmaty,Samuel Fynes-Clinton,Steven J. Howard

Neural activations associated with feedback and retrieval success

Bert Jonsson,Carola Wiklund-H？rnqvist,Lars Nyberg,Micael Andersson

Age is no barrier: predictors of academic success in older learners

Abbie-Rose Imlach,Andrew Robinson,Anna E. King,David D. Ward,James C. Vickers,Jeffrey Summers,Kimberley E. Stuart,Mathew J. Summers,Michael J. Valenzuela,Nichole L. Saunders,Velandai K. Srikanth

Dynamic, continuous multitasking training leads to task-specific improvements but does not transfer across action selection tasks

Angela D. Bender,Claire K. Naughtin,Hannah L. Filmer,Paul E. Dux

Individual differences in the learning potential of human beings

Elsbeth Stern

Common oscillatory mechanisms across multiple memory systems

Denis Paré,Drew B. Headley

Cognitive neuroepigenetics: the next evolution in our understanding of the molecular mechanisms underlying learning and memory?

Paul Marshall,Timothy W Bredy

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