EdCog Group

Cognitive scientists have been systemically studying processes such as attention, memory and learning for more than 150 years. This rich resource of knowledge has been only recently applied to developing evidence-based interventions in education. The EdCog group supports activities that explore how cognitive principles can inform instructional design and critical issues in education to bridge the gap between the lab and classroom.

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Does Working Memory Capacity Moderate the Interleaving Benefit?

F Sana, VX Yan, JA Kim, EL Bjork, RA Bjork

Journal of Applied Research in Memory and Cognition, in Press (2018)
Sweat So You Don’t Forget: Exercise Breaks During a University Lecture Increase On-Task Attention and Learning

B Fenesi, K Lucibello, JA Kim, JJ Heisz

Elsevier Journal of Applied Research in Memory and Cognition 7(2) 261-269 (2018)
The effect of image quality, repeated study, and assessment method on anatomy learning.

B Fenesi, C Mackinnon, L Cheng, JA Kim, BC Wainman

Anatomical sciences education 10 (3), 249-261 (2017)
Study sequence matters for the inductive learning of cognitive concepts.

F Sana, VX Yan, JA Kim

Journal of Educational Psychology 109 (1), 84 (2017)
Split‐Attention and Coherence Principles in Multimedia Instruction Can Rescue Performance for Learners with Lower Working Memory Capacity.

B Fenesi, E Kramer, JA Kim

Applied Cognitive Psychology 30 (5), 691-699 (2016)
The mind that wanders: Challenges and potential benefits of mind wandering in education.

AA Pachai, A Acai, AB LoGiudice, JA Kim

Scholarship of Teaching and Learning in Psychology 2 (2), 134 (2016)
Sweat so you don't forget: How exercise breaks during instruction can promote learning

B Fenesi, K Lucibello, JA Kim, JJ Heisz

Journal of Exercise, Movement, and Sport 48 (1), 165 (2016)
Testing together: When do students learn more through collaborative tests?

AB LoGiudice, AA Pachai, JA Kim

Scholarship of Teaching and Learning in Psychology 1 (4), 377 (2015)

"RT @ProfJoeKim: Your teaching can grow with thoughtful feedback from students. Some of the "anonymous" notes I was given mid-lecture from…"

Nov 08 @EdCogMcMaster
"RT @ProfJoeKim: Review week for #MacIntroPsych and I advise students to trust the study process you have invested in and block out last min…"

Oct 30 @EdCogMcMaster
"RT @McMasterScience: Joe Kim champions science with the McCall MacBain Postdoctoral Fellows Teaching & Leadership Program. Joe founded the…"

Oct 24 @EdCogMcMaster
"RT @ProfJoeKim: I'm excited to be a Science Champion @McMasterU! Check out the work we are doing to discover, teach and communicate science…"

Oct 18 @EdCogMcMaster

EdCog Group

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Achieving Academic Success with the Science of Learning

Be part of informative discussions at Journal Club

Does Working Memory Capacity Moderate the Interleaving Benefit?

Sweat So You Don’t Forget: Exercise Breaks During a University Lecture Increase On-Task Attention and Learning

The effect of image quality, repeated study, and assessment method on anatomy learning.

Study sequence matters for the inductive learning of cognitive concepts.

Split‐Attention and Coherence Principles in Multimedia Instruction Can Rescue Performance for Learners with Lower Working Memory Capacity.

The mind that wanders: Challenges and potential benefits of mind wandering in education.

Sweat so you don't forget: How exercise breaks during instruction can promote learning

Testing together: When do students learn more through collaborative tests?