Preschool children who engage in math at home with their parents not only improve their math skills, but also their general vocabulary, according to research from Purdue University.
Boosting activity in brain areas related to thinking and problem-solving may also buffer against worsening anxiety, suggests a new study by Duke University researchers. Continue reading “Brain activity buffers against worsening anxiety”
Every person has a distinct pattern of functional brain connectivity known as a connectotype, or brain fingerprint. A new study conducted at OHSU in Portland, Oregon, concludes that while individually unique, each connectotype demonstrates both familial and heritable relationships.
Preschoolers who speak two languages show less impulsiveness than their single-language peers, say University of Oregon researchers whose project was seeded after they met in a graduate psychology course.
A proof-of-concept study at North Carolina State University finds that participation in dance programs helps students – including those in science, technology, engineering and mathematics (STEM) disciplines – develop skills such as creativity and persistence that benefited them in the classroom and beyond.
Students who attend a middle school compared to a K-8 school are likely to have a lower perception of their reading skills, finds a new NYU Steinhardt study.
A month before they are born, fetuses carried by American mothers-to-be can distinguish between someone speaking to them in English and Japanese.
Many people know that girls, on average, are worse at math than boys. But the gender difference is three times greater when it comes to reading. According to international studies, this is where boys struggle.
Why? And what can be done about it? For starters, children who struggle most with learning to read could be identified earlier than is currently done. And now, researchers are finding new ways to do this. Continue reading “How should we handle boys who can’t read?”
Researchers studied children with and without attention deficit hyperactivity disorder (ADHD), and found that inattentiveness was linked to worse academic performance up to 10 years later, regardless of ADHD, even when they accounted for the children’s intellectual ability.
Children whose parents provide them with learning materials like books and toys and engage them in learning activities and meaningful conversations in infancy and toddlerhood are likely to develop early cognitive skills that can cascade into later academic success, finds a new study by NYU’s Steinhardt School of Culture, Education, and Human Development.