Annie Murphy Paul

Brilliant: The Science of Smart

New research can help us all evoke our intelligence

Learning is the master skill, the ability that allows us to realize our ambitions: succeeding in school, getting ahead at work, playing a sport or a musical instrument, speaking a second language. Yet until recently, even the experts didn’t understand how learning works. Now research in cognitive science, psychology and neuroscience is revealing the simple and surprising techniques that can help us learn to be smarter.

img-amp-headshot Annie Murphy Paul is a book author, magazine journalist, consultant and speaker who helps people understand how we learn and how we can do it better. Her latest book, How to Be Brilliant, is forthcoming from Crown.

Contributor to Time.com • CNN.com • Forbes.com • MindShift.com • PsychologyToday.com • HuffingtonPost.com

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I Tried To Kill Personality Tests. I Failed.

This piece appears on the NPR website as part of a package on personality psychology put together by the producers of the show Invisibilia. Twelve years ago, I tried to drive a stake into the heart of the personality-testing industry. Personality tests are neither valid nor reliable, I argued, and we should stop using them — especially for making decisions
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Blog Posts from the Summer Institute on Scientific Teaching

To learn more about the Summer Institutes on Scientific Teaching, visit its website. What Role Do You Play in a Group? Time To Throw Out the “Leaky Pipeline” Metaphor in STEM To Help People Learn, Go Backwards It’s OK For Teachers To Know More Than Their Students Why Students Don’t Like Active Learning Why Professors Resist Inclusive Teaching Group Work
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Group Work Doesn’t Have To Be Annoying and Pointless

My series of posts from the Northeast Summer Institute on Scientific Teaching (collected here) have generated a number of interesting responses from readers—the one titled “Why Students Don’t Like Active Learning” in particular. In that post, I noted that that research has shown that people are generally poor monitors of how well they’re learning and how much they know, and
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