The New York Times
By BENEDICT CAREYFEB. 15, 2016
Over the past few decades, cognitive scientists have found that small alterations in how people study can accelerate and deepen learning, improving retention and comprehension in a range of subjects, including math, science and foreign languages.
The findings come almost entirely from controlled laboratory experiments of individual students, but they are reliable enough that software developers, government-backed researchers and various other innovators are racing to bring them to classrooms, boardrooms, academies — every real-world constituency, it seems, except one that could benefit most: people with learning disabilities.
Now, two new studies explore the effectiveness of one common cognitive science technique — the so-called testing effect — for people with attention-deficit problems, one of the most commonly diagnosed learning disabilities.
The results were mixed. They hint at the promise of outfoxing learning deficits with cognitive science, experts said, but they also point…
View original post 549 more words