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Reading and Learning Research

Can Sleep Protect Us From Forgetting Old Memories?

From lowering your risk of obesity and cardiovascular disease to improving your concentration and overall daily performance, sleep has been proven to play a critical role in our health. In a new study, researchers at University of California San Diego School of Medicine report that sleep may also help people to learn continuously through their lifetime.

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Aug 9, 2020Susan du Plessis
article-featuredEdublox
Reading and Learning Research

Diminished Iconic Memory An Early Indicator of Alzheimer’s

The sensory memory for visual stimuli is sometimes known as the iconic memory, the memory for aural stimuli is known as the echoic memory, and that for touch as the haptic memory. In a study on Alzheimer's researchers showed that diminished iconic memory may be an early indicator of an increased risk for Alzheimer's disease.

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Jul 3, 2020Susan du Plessis
article-featuredEdublox
Reading and Learning Research

Sleeping After Learning New Material Boosts Recall

Nodding off in class may not be such a bad idea after all. Research from the University of Notre Dame shows that going to sleep shortly after learning new material is most beneficial for recall.

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Jul 3, 2020Susan du Plessis
article-featuredEdublox
Reading and Learning Research

Better-Educated People Recover Better From Brain Injuries

Better-educated people appear to be significantly more likely to recover from a moderate to severe traumatic brain injury (TBI), suggesting that a brain's "cognitive reserve" may play a role in helping people get back to their previous lives, new Johns Hopkins research shows.

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Jul 3, 2020Susan du Plessis
article-featuredEdublox
Dyslexia and Reading Difficulties

Study: Rapid Naming Not Part of the Phonological Deficit in Poor Readers

Rapid naming refers to the speed with which the names of symbols (letters, numbers, colors, or pictured objects) can be retrieved from long-term memory...

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May 31, 2020Susan du Plessis
article-featuredEdublox
Reading and Learning Research

From Scaffolding to Screens: Understanding the Developing Brain for Reading

In the debate about nature versus nurture for developing reading skills, cognitive neuroscientists have a clear message: both matter. From infancy, children have a neural scaffolding in place upon which environmental factors refine and build reading skills.

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May 6, 2020Susan du Plessis
article-featuredEdublox
Reading and Learning Research

Scientists Monitor Brains Replaying Memories in Real Time

Researchers monitored the electrical activity of thousands of neurons as patients took memory tests. They found that the firing patterns of the cells that occurred when patients learned a word pair were replayed fractions of a second before they successfully remembered the pair. 

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May 3, 2020Susan du Plessis
article-featuredEdublox
Reading and Learning Research

Use Your Brain, Halve Your Risk of Dementia

Dementia is the loss of mental abilities and most commonly occurs late in life. Research from the School of Psychiatry at UNSW, led by Dr. Michael Valenzuela, showed that people who kept their brains active, for example, through work, leisure activities, or brain training, had half the risk of suffering dementia.

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May 3, 2020Susan du Plessis
article-featuredEdublox
Reading and Learning Research

Rote Learning Improves Memory In Seniors

A study offers older adults a simple way to combat memory loss: memorization. Researchers found that seniors who engaged in an intensive period of rote learning followed by an equally long rest period exhibited improved memory and verbal recall.

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May 3, 2020Susan du Plessis
article-featuredEdublox
Reading and Learning Research

Treatment for Common Vision Disorder Does not Improve Children’s Reading Skills

Results from a clinical trial funded by the National Eye Institute (NEI) show that while vision therapy can successfully treat convergence insufficiency (CI) in children, it fails to improve their reading test scores.

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Apr 27, 2020Susan du Plessis
article-featuredEdublox
Reading and Learning Research

Learning Difficulties Due to Poor Connectivity, not Specific Brain Regions

Different learning difficulties do not correspond to specific regions of the brain, as previously thought, say researchers at the University of Cambridge. Instead, poor connectivity between 'hubs' within the brain is much more strongly related to children's difficulties.

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Mar 22, 2020Susan du Plessis
article-featuredEdublox
Dyslexia and Reading Difficulties

Study: Prospective and Retrospective Memory Problems in Adults with Dyslexia

Short-term and working memory problems in dyslexia are well-documented, but other memory domains have received little empirical scrutiny, despite some evidence to suggest that they might be impaired.

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Mar 15, 2020Susan du Plessis