#Learning

A major new study finds that the brain chemical dopamine helps the mind use two different learning systems at once: the fast, effortful working memory that solves new problems quickly, and the slow reinforcement-learning system that builds habits over time. The international team combined PET brain scans, a cognitive task designed to separate working memory from reinforcement learning, and drug challenges with methylphenidate and sulpiride in 100 healthy adults to show that natural dopamine production and drugs that change dopamine signaling differently shift how people learn and value effort (Nature Communications study). The findings help explain why some people prefer mentally demanding strategies and why stimulants can selectively speed habit-like trial-and-error learning (PsyPost coverage).

Groundbreaking international research reveals that dopamine, the brain’s key neurotransmitter, orchestrates learning through two sophisticated pathways: rapidly enhancing effortful working-memory strategies while simultaneously boosting slower, trial-and-error reinforcement learning when pharmacologically increased. This comprehensive study, combining advanced brain imaging with medications commonly prescribed for ADHD treatment and sophisticated computational models, demonstrates that individual dopamine production levels predict learning strategy preferences, while methylphenidate (Ritalin) amplifies incremental learning processes and antipsychotic medications reduce working-memory dependence, according to Nature Communications research findings and specialized psychological research publications.

A major international study shows the brain chemical dopamine plays a dual, sophisticated role in learning: it encourages fast, effortful working-memory strategies in some people while also boosting slower, trial-and-error reinforcement learning when dopamine is pharmacologically increased. The experiment combined brain imaging, drugs commonly used in ADHD treatment, and computational models to show that a person’s natural dopamine production predicts whether they lean on mental “scratchpad” strategies, while methylphenidate (Ritalin) amplifies incremental learning and an antipsychotic (sulpiride) reduces working-memory reliance (Nature Communications study) and was summarized in coverage of the findings (PsyPost summary).

As Thai students prepare to return to school, parents across the country are quietly debating a familiar question: should children be rewarded with cash or gifts for bringing home top grades? This parenting dilemma, recently discussed in a widely-read Slate article, is now the subject of renewed scientific interest as new studies examine whether financial incentives actually boost academic achievement—or if they undermine learning in the long run.

The question isn’t just hypothetical. In many Thai households, as elsewhere, parents sometimes offer cash, new gadgets, or outings as rewards for school success. A father’s proposal, detailed in the Slate column, to pay his children per grade sparked a debate between him and his wife—she insisted that learning and grades should be their own reward, while he argued that incentives mirror the real-world bonuses adults receive at work. This parental tug-of-war mirrors what many Thai families experience, shaped by Thai cultural norms valuing education, family honor, and academic competition.

A revolutionary wave of educational psychology research has shattered conventional assumptions about academic incentives, revealing that parents who offer cash payments and material rewards for good grades may unwittingly sabotage their children’s natural love of learning while creating psychological dependencies that undermine long-term educational success. This groundbreaking evidence arrives at a crucial moment for Thai families, where escalating academic competition and rising educational costs have intensified parental anxiety about securing children’s future prospects through any means necessary. The research findings challenge deeply held beliefs about motivation while offering Thai parents scientific guidance for nurturing genuine intellectual curiosity without falling into reward-based traps that transform education from joyful discovery into transactional obligation.

A novel study has uncovered an innovative “time travel” technique capable of reviving fading memories, potentially revolutionizing how students, professionals, and aging populations in Thailand and worldwide approach memory retention. Published on Monday, July 28, 2025, in the journal Proceedings of the National Academy of Sciences (PNAS), the research demonstrates that deliberately recalling the emotions and thoughts from the original moment of memory creation can substantially restore memories that would otherwise deteriorate over time. This method, described by the study’s scientists as “mental time travel,” has already garnered attention for its applicability far beyond laboratory settings, holding promise for everyone from Thai university students facing high-stakes exams to elderly Thais seeking to sustain cognitive health in their later years (livescience.com).

A significant new wave of research and analysis is reshaping the debate over educational standards, following mounting evidence that the Common Core—a sweeping U.S. reform once heralded as a solution to persistent achievement gaps—has fundamentally failed to deliver on its promises. Recent studies urge policymakers in Thailand and across Asia to look closely at how brain development science should inform what, when, and how students are taught, warning of the dangers of imposing one-size-fits-all benchmarks that ignore children’s natural cognitive growth.

A new study has revealed that a mental technique dubbed “time travel” can help restore fading memories, providing fresh promise for students, educators, and anyone hoping to recollect lost information. Published in the Proceedings of the National Academy of Sciences on July 28, this research offers compelling evidence that mentally returning to the context in which a memory was formed—by recalling thoughts and emotions from that time—can significantly rejuvenate retention of learned information, sometimes making old memories nearly as accessible as new ones. This discovery may revolutionize current understandings of memory loss and learning efficiency from classrooms in Bangkok to university libraries across the globe (Live Science).

A new neuroscience study suggests that feeling good while learning could be the key to remembering information more effectively—shedding fresh light on the powerful link between positive emotions and memory performance. According to ground-breaking research by scientists at Hangzhou Normal University and Nanjing Normal University, published in the Journal of Neuroscience, the human brain doesn’t just benefit from happy feelings; it builds stronger, more lasting memories because of them. For Thai students, educators, families, and individuals interested in boosting learning outcomes, these findings offer practical and culturally resonant strategies.

A new study published in Evolutionary Psychological Science has discovered that everyday sounds—such as coughing and sniffling—could significantly undermine one’s ability to learn, even when these noises are not perceived as especially distracting. This research highlights how the human brain is evolutionarily wired to detect potential signs of illness, potentially drawing attention away from important academic or professional tasks. Conducted among undergraduates in the United States, the findings are being discussed worldwide and may have profound implications for classrooms, offices, and other shared environments in Thailand, especially as the nation grapples with evolving public health awareness and the demands for effective learning environments (psypost.org).

A new psychological study has found that everyday sounds of illness, such as coughing and sniffling, may disturb learning more than we realize—by subtly distracting students and impairing their academic performance. The research, published in Evolutionary Psychological Science and reported by PsyPost, reveals that exposure to common pathogen-related sounds during a learning task results in statistically significant declines in test scores, raising questions about classroom environments and the human mind’s sensitivity to signs of disease (psypost.org).

A new study published in Nature reveals that even when you’re zoning out or aimlessly exploring, your brain may be hard at work preparing itself for future challenges. Researchers at the prestigious Janelia Research Campus, part of HHMI, recorded the neural activity of tens of thousands of neurons in mice. Their findings suggest that unstructured, goal-free exploration triggers the brain’s visual cortex to build an internal model of the environment—one that primes the mind for faster, more effective learning later on (Neuroscience News).

A wave of fresh scientific insight is reshaping how educators, parents, and society at large understand intelligence—not as a fixed trait, but as an adaptable, multi-dimensional capacity that can be nurtured across a person’s lifetime. Drawing from recent research published in Psychology Today and the seminal work “Tenacity in Children,” experts now argue that intelligence, far from being etched in stone, is instead an evolving skill—a product of both genetic wiring and environmental influences—that can be cultivated through focused strategies in school and home environments (Psychology Today).

Curiosity, often dismissed as a mere childhood impulse, is gaining renewed scientific recognition as a core engine of learning and adaptability, according to emerging neuroscience research highlighted in a recent Big Think analysis published on May 12, 2025. The article, “How curiosity rewires your brain for change,” draws on contemporary studies to reveal how curiosity not only drives exploration but may also rewire our brains to buffer against stress and navigate change more effectively—a message with profound implications for Thai students, workers, and lifelong learners facing rapid social and technological transformation.

A groundbreaking new study reveals that the natural ebb and flow of hormones during the reproductive cycle can dramatically reshape the brain and sharpen learning abilities, promising to transform our understanding of cognition—and even hinting at new paths in personalized medicine. Published this week in the journal Neuron and led by researchers at the University of California, Santa Barbara, the research shows that cyclical changes in estrogen not only alter the physical structure of neurons in the memory-related hippocampus but also enhance the brain’s ability to form and maintain mental maps of our surroundings (Neuroscience News).

A wave of recent research is challenging long-held beliefs about Attention Deficit Hyperactivity Disorder (ADHD), questioning whether the condition is truly a lifelong, biologically fixed disorder and whether the medical model that has dominated diagnosis and treatment actually serves those affected. With global ADHD diagnosis rates soaring and stimulant prescriptions at record levels—mirrored by rising numbers in Thailand—the debate over what ADHD is and how best to help children and adults affected is more urgent than ever. These new perspectives could have a profound impact not only on clinical practice in the West but on the evolving approach to ADHD in Thailand, where both awareness and skepticism about the condition are growing rapidly.

After every major event—an election result, a surprise business failure, or even a football match—how often do we hear people say, “I knew that would happen”? This feeling of inevitability after the fact is so common that psychologists have given it a name: hindsight bias, or the “knew-it-all-along” phenomenon. Far from being a harmless quirk, hindsight bias shapes how we recall and learn from experience, affects our judgments, and even influences fields as diverse as medicine, law, and policymaking. For Thai readers navigating rapidly changing global events, understanding hindsight bias can help us make more rational decisions and avoid costly mental mistakes.

New scientific research from Japan is shedding light on a remarkable role of sleep: it does not just safeguard our memories of the past, but also equips the brain for learning and adapting to the future. The findings, published in the prestigious journal Nature Communications, offer insights that are poised to reshape education strategies and approaches to memory health, with clear significance for individuals and policymakers in Thailand.

For generations, Thais—like people worldwide—have held age-old beliefs about the power of a good night’s sleep. Apart from its value for physical health, sleep has long been assumed to help “remember” lessons, from Buddhist scripture memorization in temples to late-night cramming before university examinations. This study by researchers led by a professor at the University of Toyama delivers fresh, concrete scientific evidence that gives new meaning to those cultural insights—and may even offer new paths to address memory-related diseases, a rising concern as Thailand’s population ages.

A groundbreaking scientific study has found that venturing into unfamiliar environments before studying can significantly enhance the brain’s capacity to absorb and retain new information, offering fresh strategies for Thai students and lifelong learners seeking to maximize their educational outcomes. The research, which has implications from primary education to university entrance exams and professional development in Thailand, underlines the value of combining experiences of novelty with the comfort of familiarity to optimize memory and learning.

Human understanding of how the brain creates, stores, and retrieves memories may be on the verge of a radical transformation, as cutting-edge research from a team at Trinity College Dublin has upended decades-old theories about memory. Led by a leading neuroscientist at the college’s Institute of Neuroscience, this fresh research shows that memories are not locked away in single neurons as previously thought, but rather stored via complex interactions between groups of special neurons known as “engram cells.” The implications for neurological disorders, learning, and even the way we regulate our bodies are profound.

Groundbreaking research published this month in Nature Communications has upended a long-standing assumption in neuroscience: contrary to the traditional view, our visual cortex doesn’t act as a passive camera that merely records the world for later analysis. Instead, it actively tunes how we see, adjusting perception in real time to align with what we’re trying to do at any given moment. This insight, highlighted in a recent article by MedicalXpress, provides a vivid new understanding of how our brains flexibly interpret the world depending on our current objectives—whether that means preparing a winter stew or hosting a Super Bowl party, as the study’s lead author, Dr. Nuttida Rungratsameetaweemana, describes in a relatable example (source: https://medicalxpress.com/news/2025-04-purpose-visual-cortex-tunes-perception.html).

Cutting-edge research has pulled back the curtain on the brain’s secret playbook for learning, unveiling rules that govern how we master new skills and knowledge—a discovery with profound implications for both education and artificial intelligence (AI). Scientists, backed by the U.S. National Institutes of Health (NIH), harnessed revolutionary synapse imaging technology to observe real-time changes among the brain’s neurons during learning, uncovering patterns that promise new understanding of how we become smarter—with practical lessons for schools in Thailand and emerging AI technologies worldwide SciTechDaily.

Neuroscientists have recently made a significant breakthrough in our understanding of how the brain creates and stores new memories, uncovering previously unknown “rules” for how neurons encode fresh information. This discovery, reported by MedicalXpress in April 2025, opens the door to improved treatments for memory disorders like Alzheimer’s disease and offers fresh insights into how we learn and remember—two functions at the very heart of Thai society’s emphasis on lifelong education and wellbeing (MedicalXpress, 2025).

A new study has provided compelling evidence that the human brain can actually learn to ignore persistent distractions, promising practical insights for everyone from Bangkok commuters to Thai students easily sidetracked by environmental noise or visual clutter. Led by teams from Leipzig University and Vrije Universiteit Amsterdam, the research, published in The Journal of Neuroscience on April 17, 2025, reveals that our visual system adapts to repeated distractions by gradually filtering them out—even at the earliest stages of perception (SciTech Daily, 2025).