Articles About educational psychology

The 1995 experiment everyone cites is sound. What almost everyone says it proved is not, and the thirty-year argument over that gap is the real story here.

For thirty years the advice was to study to learn and not to compete. Then somebody pooled 243 studies and found the opposite pattern in the grades.

The famous meta-analysis narrows the damage to one shape of reward. What decides the outcome is not the size of the prize but its distance from reading.

Self-testing is the study strategy that 89% of students ignore. More than a century of research shows it outperforms every alternative for long-term memory.

A spaced repetition app is only as good as the science it implements, and most apps get at least one critical element wrong.

The science of memory has clear answers about how to choose the right flashcard app, but most comparison guides ignore all of them.

Cognitive load theory explains why your brain forgets most of what it learns, and why the bottleneck is not intelligence but the architecture of memory itself.