Garvin Brod

The dependence of children’s generalization on episodic memory varies with age and level of abstraction - Nature Communications Children’s ability to generalize from episodic memories varies by both age and the level of abstraction. Here, the authors show that lower level generalization increasingly depends on episodic memory with age, whereas higher level generalization shows no such relationship.

Thrilled to see this paper out! It's the culmination of a project begun in the depths of the pandemic with Sabrina Karjack and @zoengo.bsky.social . We continue our exploration of how children generalize when their episodic memory is not yet mature.
www.nature.com/articles/s41...

Do it yourself: discerning the effects of self-directed activity on conceptual learning npj Science of Learning - Do it yourself: discerning the effects of self-directed activity on conceptual learning

You can learn better by making your own predictions than by watching someone else's predictions, even if they are the same as yours. New computational approach to show the benefits of active/generative learning developed together with the fabulous @ebonawitz.bsky.social rdcu.be/eILdR

Ahh, the internet.

An extra bonus is that the cover image is apparently not PG-approved.

I've always wanted to teach an intro to (psychological) research methods based on this book. Ian Hacking is simply an excellent explainer and the book covers a lot of ground, though it's not an intro to philosophy of science.

A cornerstone of adaptivity – A meta-analysis of the expertise reversal effect Different learners thrive under different instructional conditions, thus requiring adaptivity. Such differential effects became known as aptitude-trea…

A core assumption of adaptive/personalized education is that different learners thrive under different instructional conditions. Leo Tetzlaff examined the expertise-reversal effect and found some support for this, but it's complicated (asymmetry, moderators) www.sciencedirect.com/science/arti...

A critical analysis of the current motivation theories in educational psychology: Why the same theories continue to dominate Although empirical research on motivation has been growing, one remarkable observation is that the same major theories continue to dominate the field, and the constellation of motivation theories h...

A new paper is out in @edpsychjournal.bsky.social with @luisevk.bsky.social! In educational psychology, motivation theories have not really changed since I was a ph. D. student (20y ago) and same theories are still dominant. Do you find it strange? If so, read it!
www.tandfonline.com/doi/full/10....

In case you needed more evidence that social media may not be the thing we should be obsessing about when it comes to wellbeing…another meta-analysis of experimental data showing no link.

Thank you, @amiyake.bsky.social

Excellent post on the lack of empirical support for stereotype threat, from someone deeply involved in the research.

Also, importantly, "stereotype threat isn't real" != "stereotypes are not threatening." These are very different claims, but the former is often taken to mean the latter.

We desperately need new ways to conceptualise social media's impact on the mind & brain. Formal computational modelling could be a way to do this. Georgia spent 2+ years of her PhD further developing this approach.

More details below, its worth a read ⬇️

I'm so grateful to @jeffgreene.bsky.social for my experience being a part of this! I learned so much about theory development and about the editor role from working with the topical collection authors and from Jeff's truly excellent mentorship & collaboration. link.springer.com/collections/... 1/3

Bold, Humble, Collaborative, and Virtuous: The Future of Theory Development in Educational Psychology - Educational Psychology Review Throughout 2023 and 2024, we served as co-guest editors of a topical collection in Educational Psychology Review on The Past, Present, and Future of Theory Development in Educational Psychology. In th...

I'm thrilled to share this new article with @krisarob.bsky.social that provides commentary and reflections on the topical collection we guest edited for Educational Psychology Review on The Past, Present, and Future of Theory Development in Educational Psychology! link.springer.com/article/10.1...

Great idea! I haven't spotted @numcog.bsky.social, and I would love to be added myself 😊

I don't think anyone has started a Learning Scholars starter pack, so here we go! Let me know if you'd like to be added, removed, etc. Please share!
go.bsky.app/CBPm1dV

Interesse an empirischer Bildungsforschung, Daten(management) und einer unbefristete E14-Stelle mit Dienstsitz Frankfurt?👇

This is just a brief reminder that we have this nice Open Access quantitative methods journal running. There are no fees whatsoever. We'd be happy to receive your submission at QCMB: Quantitative and Computational Methods in Behavioral Sciences qcmb.psychopen.eu/index.php/qcmb

IMBES 10 – 12 July 2024 in Leuven. Distinguished keynote speakers for this event, namely Stanislas Dehaene (Unicog, Paris), Jennie Grammer (University of California LA, US), and Duncan Astle (University of Cambridge, UK). imbes2024.org

Registration and submissions for the 2024 IMBES meeting are both open! You can register at the Early Bird rate until May 1st, 2024 (imbes2024.org/registration/). Abstract submission deadline is February 1st, 2024. Come join us in Leuven!

Educational Psychology Review | Volume 35, issue 4 Volume 35, issue 4 articles listing for Educational Psychology Review

A hum-dinger of a Table of Contents for the latest issue of Educational Psychology Review. Articles on procrastination, active learning, learning with tech, retrieval practice, pretesting, and much more - oh my! #edusky #academicsky #PsychSciSky
link.springer.com/journal/1064...

Yesterday we had a late visitor who looked suspiciously like you.

🚨 New preprint with @schu.etze.co & @stephanyrea.bsky.social

In this paper, we lay out ways in which instructors might be able to support students' use of effective, but difficult, learning strategies both in and out of the classroom and directions for future research.

#psychscisky #edusky

Sounds great, enjoy! Perhaps we can convince you to give a talk before or after the Strungman Forum next year. I will follow up.

Welcome to Frankfurt, Nora! Looks like you've landed right in the culinary center :) What are you doing here?

Been saving this for my first post here. As part of a new Research Training Group on Curiosity to be established at Göttingen (www.uni-goettingen.de/de/681631.html), we advertise a PhD position in developmental curiosity research in my group. More details here: www.uni-goettingen.de/de/document/...

NEW: Open Letter on the Need for Preregistration Transparency in Peer Review
docs.google.com/document/d/1...

To work as intended, preregistration needs to be part of peer review process. We make commitments to doing so as authors, editors, & reviewers.

Please sign and share widely with colleagues!

Are active learning pedagogies really a "big deal"? Martella et al (2023) call into question the empirical research on active learning pedagogies.

Should we question the empirical evidence on active learning pedagogies? Find out in my latest Substack!

#edusky #academicsky #PsychSciSky

open.substack.com/pub/bemusing...

Learning to Imagine: The Science of Discovering New Possibilities (www.amazon.com/Learning-Ima...) is coming out Nov. 14!
 
To celebrate, I will be posting an image and caption from each chapter over the next several days. Here’s the table of contents to start things off.

woo, several chapters now available from upcoming book
"Bayesian Models of Cognition: Reverse Engineering the Mind":

1) Theory of mind and inverse decision-making (Chapter 14):

www.tomerullman.org/papers/BBB_c...

3) Bayesian models of cognitive development (Chapter 20):

www.tomerullman.org/papers/BBB_c...