Explore the evidence
4 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
Feedback on the task helps modestly; feedback on the person backfires — a stable third of measured effects reverse. The famous 0.4–0.7 number has no computed source.
mixedconf: highgc: low18/1821/48connected:Retrieval practice (the testing efDoes teaching music produce musicaPlacement and mastery diagnosis
Feedback and formative assessment · feedback · ages 5–18 · method
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
Later bells buy adolescents 40+ measured minutes of sleep — the best-identified positive effect in the archive; the achievement payoff is real but far smaller.
strong supportconf: mediumgc: low18/1836/48
Do later school start times increase adolescent sleep, and does that raise achievement? · health · ages 11–18 · input
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
The URL is the state — any view you build here is a permalink you can hand to someone mid-argument.