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Neuroscientists and educational psychologists are constantly learning more about how children learn and the various influences beyond IQ that affect cognition. Some research, like Carol Dweck’s on or Angela Duckworth’s on , quickly became catch phrases among educators. At the same time, against the notion that students underperform only because of cognitive deficits, pointing to an equally pressing need for big changes to teaching practice. Many teachers are trying to combine the research about cognitive skills with more effective teaching practices. They are finding that whether students are working on self-directed projects or worksheets, executive functioning skills are important.