Ask the Cognitive Scientist: Distributed Practice 
From Digital Promise

Distributed practice refers to reviews that take place after some time from the original learning event, as opposed to reviews that occur immediately following the original learning event (termed massed practice).

Ask the Cognitive Scientist: Retrieval Practice 
From Digital Promise

Cognitive and educational psychologists have uncovered a great deal of information about the mind, brain, memory and learning. Some of this research has found its way into practice through educational materials; however, few have been directly translated to practitioners and students. One exception is retrieval practice: the practice of retrieving information from memory.

California Infant/Toddler Learning & Development Foundations 
From California Department of Education

Summary of findings on the topic of infant/toddler learning and development.The term cognitive development refers to the process of growth and change in intellectual/mental abilities such as thinking, reasoning and understanding. It includes the acquisition and consolidation of knowledge.

Early Childhood Memory and Attention as Predictors of Academic Growth Trajectories 
From Deborah Stipek and Rachel Valentino, Stanford CEPA

Longitudinal data from the children of the National Longitudinal Survey of Youth were used to assess how well measures of short-term and working memory and attention in early childhood predicted longitudinal growth trajectories in mathematics and reading comprehension.

Encouraging Student Reflection to Support Deeper Learning 
From Digital Promise

In this video, Mary Helen Immordino-Yang, Associate Professor of Education and Neuroscience at the University of Southern California’s Rossier School of Education, discusses the importance of building in class time for students to reflect. She explains how reflection can help students connect what they are learning in the classroom with their future goals and the world around them.

Five Learning Strategies that Work 
From Digital Promise

Two techniques – practice testing and distributed practice – were found to be highly effective. Three more – interleaved practice, elaborative interrogation, and self-explanation – were found to be moderately effective. Others, such as rereading and highlighting, were found to have “low effectiveness.”

How Children Learn Language 
From Steven Pinker

In this selection from his Floating University lecture, Professor Steven Pinker deduces the nature of language acquisition by examining the generative use of grammar in children.

Inspiring a Generation to Create: 7 Components of Creativity 
From Center for Childhood Creativity

Creativity may be a hallmark of childhood, but it is not just child’s play. In fact, research suggests that identifying and nurturing creative potential in the early years of childhood is crucial for raising the next generation of innovators whose mindset and problem solving skills will solve today’s (and tomorrow’s) greatest challenges.

Language Development and Literacy Resources 
From Encyclopedia on Early Childhood Development

This Encyclopedia on Early Childhood Development topic aims to help understand the close link between learning to talk and learning to read, their importance in children’s intellectual development, the learning mechanisms involved and the external factors that influence them, and signs that could indicate a learning disability.