"A new study conducted by high school students finds that some youngsters do equally well on tasks when moving between their laptops, smartphones and other devices, compared to less media-obsessed teens."

"In this funny, enlightening talk, educational psychologist Peter Doolittle details the importance - and limitations - of your "working memory," that part of the brain that allows us to make sense of what's happening right now. "

"Doing more than one task at a time, especially more than one complex task, takes a toll on productivity. Although that shouldn't surprise anyone who has talked on the phone while checking E-mail or talked on a cell phone while driving, the extent of the problem might come as a shock. Psychologists who study what happens to cognition (mental processes) when people try to perform more than one task at a time have found that the mind and brain were not designed for heavy-duty multitasking. "

"A new study says so-called "heavy multitaskers" have trouble tuning out distractions and switching tasks compared with those who multitask less. And there's evidence that multitasking may weaken cognitive ability. Stanford University professor Clifford Nass explains the work."

" "The hope is that understanding each child's neurocognitive profiles will help educators provide targeted and personalized education and intervention, particularly in those with special needs.""

"this detailed analysis and chart of every single learning theory is worth zooming in and studying."

"Bandura's social learning theory stresses the importance of observational learning, imitation and modeling. His theory integrates a continuous interaction between behaviors, personal factors - including cognition - and the environment referred to as reciprocal causation model. "

" Behaviorism vs. Constructivism in the Technological Secondary Education Classroom "

Emerging Perspectives on Learning, Teaching and Technology

""How We Learn: The Surprising Truth about When, Where, and Why It Happens," author Benedict Carey informs us that "most of our instincts about learning are misplaced, incomplete, or flat wrong" and "rooted more in superstition than in science."

"The psychological study of misconceptions shows that all of us possess many beliefs that are flawed or flat-out wrong-and also that we cling to these fallacies with remarkable tenacity. "