The Science of Learning: Metacognition in Education

Not only is it difficult to measure and develop metacognitive skills, but the current state of education systematically stifles metacognitive development. One of the hallmarks of metacognitive development is divergent thinking. Divergent thinking requires an individual to think of different ways that a solution can be reached. It requires cognitive flexibility, as well as critical … Continue reading


The Science of Learning: Metacognition

Metacognition is a set of skills that allow us to control and direct our cognitive abilities. Metacognition? Cognition first. I was in my first cognition class as a 30-year-old adult before I had any idea what cognition is. I took the class because cognitive psychology was one of the areas I was required to study … Continue reading

Desirable Difficulties in Learning

The Science of Learning: Testing Effect

The testing effect is all about memory. If you need to have information memorized, the testing effect is said to be your most powerful tool. The testing effect is a simple to administer intervention that strengthens memory traces – in fact, some researchers specify this as being the most important, ignored finding in memory and … Continue reading


The Science of Learning: The Motivation of an Audience

Today I'm going to jump back and post another article about motivation. This article is about writing for an audience and how that motivates students. An audience has always been a part of any writing. In the past, an audience was an abstract entity or a “work of fiction” (Ong, 1975, p. 9) that was … Continue reading