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NPJ Science of Learning|September 5, 2019
Social interaction and conceptual change pave the way away from children's misconceptions about the EarthDiego Pablo de la Hera, Mariano Sigman, Cecilia Ines CaleroNPJ Science of Learning|February 13, 2020
Genetic associations with mathematics tracking and persistence in secondary schoolK Paige Harden, Benjamin W Domingue, Daniel W Belsky, et al.NPJ Science of Learning|December 10, 2019
Brain activity links performance in science reasoning with conceptual approachJessica E Bartley, Michael C Riedel, Taylor Salo, et al.NPJ Science of Learning|July 20, 2021
Growth mindset and academic outcomes: a comparison of US and Chinese studentsXin Sun, Shaylene Nancekivell, Susan A Gelman, et al.NPJ Science of Learning|May 26, 2022
The effect of low-intensity exercise on emotional and cognitive engagement in the classroomAyame Tamura, Kou Murayama, Ryo Ishii, et al.NPJ Science of Learning|June 3, 2021
Change by challenge: A common genetic basis behind childhood cognitive development and cognitive trainingBruno Sauce, John Wiedenhoeft, Nicholas Judd, et al.NPJ Science of Learning|June 9, 2021
Metacognition: ideas and insights from neuro- and educational sciencesDamien S Fleur, Bert Bredeweg, Wouter van den BosNPJ Science of Learning|October 21, 2020
Keep it simple: streamlining book illustrations improves attention and comprehension in beginning readersCassondra M Eng, Karrie E Godwin, Anna V FisherNPJ Science of Learning|December 10, 2020
Introducing students to neural communication: an embodied-learning classroom demonstrationB D M HatinNPJ Science of Learning|September 9, 2022
Socioeconomic and genomic roots of verbal ability from current evidenceGuang Guo, Meng-Jung Lin, Kathleen Mullan HarrisPageof 42