To Our Students, Not Our Biases

Is Cognitive Science Really Helping in the Classroom? by Jarek Janio
Psychology Today, April 18, 2025

In this article, scholar Jarek Janio offers a provocative critique of efforts to incorporate insights from cognitive science into classroom teaching. While there is growing enthusiasm for applying findings on attention, cognitive overload, and memory, Janio argues that these concepts are “difficult to assess in day-to-day classroom settings” since they often manifest differently in practice. Without precise tools for measuring such processes, educators are left to infer students’ mental states – like engagement or understanding – through external cues such as body language and participation. As Janio puts it, classroom applications of cognitive science “often rely on guesswork” and reflect “our biases, not our students.” Janio goes further, proposing a shift toward a more “behaviorist” approach – one that emphasizes observable outcomes over inferred internal states. He urges teachers to “stop interpreting and start observing,” focusing less on “what we think students feel” and more on “what they can do because of our instruction.” While his critique may underplay the role of teacher judgment and professional intuition – and may set up a false dichotomy between applying and resisting cognitive science – Janio raises important questions about assessment, evidence of learning, and how best to support student growth. For schools rethinking how to measure progress and create effective learning environments, this article offers a compelling challenge.