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The first thing that pops up into our mind when we hear the word “play” is free time, fun, more fun, and no instructions. However, guided play could have much more benefits and enhance children’s learning according to a new study.

Environmental issues have been growing more pressing and alarming over the years, with frequent discussions about the terrible outcomes that could happen from not taking serious action; yet, efforts are not going at the same speed.

Taking turns on time in a conversation without interrupting each other is key in keeping it smooth and ending it well. While it seems to come naturally, complicated work is done in our brains to make it happen correctly.

Drawing attention during different situations to a high extent determines how successful it would be. While the tone of voice plays a role in that, there is another factor of high importance: using visuals.

For years, we have been hearing news of growing brain cells in a dish, conducting research on the networks in the neurons, and much more exciting stories!

Learning is such an active process of building mental models of the world by observing and exploring. This process includes interaction with phenomena, conversing and engaging with others, and making connections between new ideas and prior understandings.

Many studies following the COVID-19 pandemic outbreak have revealed to us the silver lining of such a crisis. Indeed, the pandemic has urged people in positions of responsibility to shift their perspectives and viewpoint, to always be in search of different unusual solutions.

Needless to say, formal education has a long-term impact on an individual’s life in different aspects, whether related to employment, socio-economic status, mental and physical health, or financial stability. A new study suggests that not having any math education after the age of 16 can be disadvantageous for adolescent cognitive skills.

New research has shed light on which brain processes are affected by dyslexia beyond just reading ability; it has found how visual processing speed is reduced in children with dyslexia.

A new study aimed to know whether the use of tools engages parts of the brain similar to those mobilized when we are thinking about the construction of sentences; the findings have shown that this is indeed the case.