COGx & UCLA Bjork Lab

Democratizing Access to Learning Success & Understanding Cognitive Diversity

May (Date:TBD)

UCLA Bjork Lab

- Event Pass -


What we know from research on human learning:

Learning is a scientific process, and for students to learn optimally they must be taught (Bjork et al., 2013). This is true regardless of cognitive abilities and disposition towards learning. Students often use ineffective techniques such as highlighting and re-reading, with limited success. Such strategies are rooted in the misconception about how they learn (Bjork & Bjork, 2011).

It is thanks to the work of neuroscientists that we better understand the brain’s ability to structurally change in response to learning (Maguire et al., 2006; Chua et al., 2009; Taya et al., 2015). We know that the brain changes constantly in response to our environment and the tasks we face (Burns, 2015; Doidge 2006). However, this reality can be a negative one if there is a learning problem that is not being addressed.

Without an intervention to interrupt negative outcomes, the past is not going to correct itself, and the future is going to be a product of this (Luchins & Luchins,1990). 

Questions Addressed in the Webinar:

  • Defining learning success
  • How do we currently teach students to learn?
  • What is the role of cognition and metacognition in learning?
  • Can we develop our cognition to learn more effectively?
  • What are language processing disorders, how prevalent are they and what are the risks of failing to support neuro-diverse learners?
  • What can students (and their parents) do to become successful learners?
  • How can parents identify the right program to support their children’s learning needs?
  • What are processing skills and how do they affect reading fluency and executive function?
  • What is twice exceptionality?

For more information on the UCLA Bjork Learning & Forgetting Lab: Bjork Learning and Forgetting Lab


Panelists & Moderator


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