Explore the evidence
3 of 88 decisions · clear everything
Survives the gold standardIndependent, durable, rigorousThe debunked shelfCheap winsFor parents at homeFamous numbers, deflatedWhere we admit ignoranceThe terrain
survival prior
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
who's delivering
group / setting
cost
Brain training improves the trained task and nothing else: far transfer to intelligence or achievement is 0.001 against active controls.
no effectconf: highgc: low18/1827/48connected:FadeoutTalent and trainabilityDoes learning to code improve geneCan executive function be trained,+1
Does working-memory or brain training transfer to intelligence and achievement? · transfer · ages 4–18 · debunked
Matching instruction to 'learning styles' does nothing: real matching experiments return d=.04. The correlational literature IS the myth.
debunkedconf: highgc: lowDoes matching instruction to a child's "learning style" improve learning? · debunked · ages 4–18 · debunked
Brain Gym, Fast ForWord, coloured overlays, the Mozart effect: tested and failed, or never evidence-based at all. Mozart works exactly as well as any other music.
debunkedconf: mediumgc: low11/1120/48connected:Does teaching visual art produce aDoes matching instruction to a chiDoes working-memory or brain trainDoes learning music make children
Brain Gym, Whole Brain Teaching, and the smaller classroom brain fads · debunked · ages 4–18 · debunked
Not yet assessed for this question · 6
- Chronic absenteeism — does raising attendance raise achievement?
- The early home environment — what parents can and cannot causally move
- Should Gardner's multiple intelligences be used as a basis for instruction?
- Breakfast, school meals, and micronutrients — what feeding children actually buys
- Do later school start times increase adolescent sleep, and does that raise achievement?
- Vision — outdoor time against myopia, and screening and correction for achievement
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