Eating right, exercising, playing sports, reading and journaling are just a few of the ways you can keep your brain in top shape.
Today’s undergraduates are plunged into a sea of texts, information and technology they have immense difficulty navigating, and artificial intelligence tools for writing aren’t the solution.
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Being open to the possibility you could be wrong about your beliefs is an important part of learning about the world. But this trait is not enough on its own.
Does AI enhance or cripple a person’s analytical skills?
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Scholars differ over whether having students use AI in their assignments will help or hurt their careers after graduation.
David Dunning and Justin Kruger tested psychology students to see whether the least skilled were also the most unaware.
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The idea that the least skilled are the most unaware of their incompetency is pervasive in science and pop culture. But a new analysis of the data shows that the Dunning-Kruger effect may not be true.
There can be a lot going on up there.
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When working from home, women struggled more than men to find time for the sustained effort needed to produce good, publishable research. Lack of thinking time is a problem for all knowledge workers.
Engineering classes at the University of San Diego have started integrating discussions of the social impact of technology like drones.
Gordon Hoople
Solving mathematical equations is only part of the job. Students should be spending more time thinking about the human dimensions of the problems they are trying to solve.
When our bodies are moving, our minds are more open to learning.
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A global pandemic is anxiety-provoking for most people. But modifying the way you perceive the situation can set you up to deal with it more effectively.
You don’t actually need language to think.
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Professor of Gender, Work and Employment Relations, ARC Future Fellow, Business School, co-Director Women, Work and Leadership Research Group, University of Sydney
Deputy Associate Dean (Academic), Faculty of Humanities and Social Sciences; Associate Professor of Educational Psychology, School of Education, The University of Queensland