Marta Ferrero
Biographic Data
| ID | 5676415 |
|---|---|
| NAME | Marta Ferrero |
| GIVEN NAMES | Marta |
| FAMILY NAME | Ferrero |
| SIGNATURE | FERRERO M |
| AFFILIATIONS | Universidad Autónoma de Madrid |
| ORCID | 0000-0002-4156-6137 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Teaching secondary school students how to learn
This study reports on a naturalistic intervention conducted in a secondary school aimed at enhancing students' use of effective, evidence-based learning strategies grounded in cognitive science-specifically, retrieval practice and the minimization of distractions-under the hypothesis that such training would enhance academic performance. Using a quasi-experimental design, the study compared an experimental cohort with a control cohort from the pr…
Beyond neuromyths
Several studies have shown that teachers often hold neuromyths that can undermine their practices. However, the prevalence of educational misconceptions in topics unrelated to neuroscience remains largely unexplored. This study surveys the prevalence of a wide variety of misconceptions among educators, extending the analysis to underexplored myths in critical areas for daily teaching. The results not only support the popularity of an important nu…
No prominent works on this page.
Beyond neuromyths
Several studies have shown that teachers often hold neuromyths that can undermine their practices. However, the prevalence of educational misconceptions in topics unrelated to neuroscience remains largely unexplored. This study surveys the prevalence of a wide variety of misconceptions among educators, extending the analysis to underexplored myths in critical areas for daily teaching. The results not only support the popularity of an important nu…
Teaching secondary school students how to learn
This study reports on a naturalistic intervention conducted in a secondary school aimed at enhancing students' use of effective, evidence-based learning strategies grounded in cognitive science-specifically, retrieval practice and the minimization of distractions-under the hypothesis that such training would enhance academic performance. Using a quasi-experimental design, the study compared an experimental cohort with a control cohort from the pr…
Academic achievement (1 work) · Active listening (1 work) · Cognition (1 work) · Cohort (1 work) · Control (management (1 work) · Early Childhood Education and Development (1 work) · Education and Critical Thinking Development (1 work) · Education, Achievement, and Giftedness (1 work) · Educational and Psychological Assessments (1 work) · Educational Leadership and Innovation (1 work)