All signs point to training weak cognitive processes rather than bypassing them. By Betsy Hill & Roger Stark Multiple decades of research and practice have resulted in significant shifts in the way students with learning disabilities are supported in schools in the U.S. and elsewhere. In the U.S., federal policy defines various categories of disabilities ...

By Betsy Hill and Roger Stark We’ve been encountering the term “cognitive capacity” more and more often since we started to make the distinction between “cognitive ability” and “cognitive capacity” a few years ago. The reason this distinction is important is that every individual is born with the ability to develop their cognitive skills. Cognitive capacity is ...

By Betsy Hill and Roger Stark Editor’s Note: This is part four of a five-part series. In the fourth article in our series, we turn to the contribution that neuroscience research can make to address equity in education by solving the problem of students’ cognitive capacity. This is the third of the three steps we ...