learning

Healthy adults who learn information more quickly than their peers also have better long-term retention for the material despite spending less time studying it, finds a new study from psychologists at Washington University in St. Louis finds.

New research from Washington University in St. Louis has identified a novel learning and memory brain network that processes incoming information based on whether it’s something we’ve experienced previously or is deemed to be altogether new and unknown, helping us recognize, for instance, whether the face before us is that of a familiar friend or a complete stranger.

Lecture-based learning can be challenging for students who have difficulties building mental models for the organization of new information, but providing them with diagrams and other supporting material in advance of the lecture can help them overcome these hurdles, suggests new research from Washington University in St. Louis.

Two psychology researchers at Washington University in St. Louis have received a $620,000 grant from the National Science Foundation for the project “Preschoolers’ Use of Statistical Learning to Discover Spelling and Reading Conventions Prior to Formal Schooling.”

People learn better and recall more when given the impression that they will soon have to teach newly acquired material to someone else, suggests new research from the Department of Psychology in Arts & Sciences at Washington University in St. Louis.

“Make it Stick: The Science of Successful Learning” offers students of all ages a clear and compelling primer on the best and worst ways to store and retrieve new knowledge. The book is co-authored by psychologists Henry L. “Roddy” Roediger III and Mark A. McDaniel, leading experts on human learning and memory at Washington University in St. Louis, along with nonfiction writer and novelist Peter C. Brown. 

Researchers at the School of Medicine have learned that the problems people with autism have with memory formation, higher-level thinking and social interactions may be partially attributable to the activity of a receptor inside brain cells, highlighted with green in this image.

Some brain regions in adults retain a childlike ability to establish new connections, potentially contributing to our ability to learn new skills and form new memories as we age, according to new research at Washington University School of Medicine in St. Louis and the Allen Institute for Brain Sciences in Seattle.

Washington University in St. Louis is one of eight Association of American Universities (AAU) member campuses selected to serve as project sites for the association’s five-year initiative to improve the quality of undergraduate education in science, technology, engineering and mathematics (STEM) fields at its member institutions, AAU officials announced today.

The causes of learning problems associated with an inherited brain tumor disorder are much more complex than scientists had anticipated, researchers at Washington University School of Medicine in St. Louis report.