Meanwhile, pupils who return to difficult tasks and persevere do significantly better regardless of their perceived intelligence, separate research has concluded.
The findings were among those presented at the London Festival of Learning at the UCL Institute of Education in London last week.
The first piece of research comes from the Centre for Education Neuroscience’s UnLocke Project and saw 90 secondary pupils carry out a series of 48 maths and science tests based on challenging misconceptions.
Neuroscientists found that the students who took longer to respond tended to answer more accurately. This ability to stop and think is known as “inhibitory control” – a key part of learning.
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