During the 1990s and into the early 2000s, his research focused on the brain mechanisms supporting learning, the question of whether different forms of memory are independent of one another and how these hypothetical systems might interact.
In 2009, he published Why Don't Students Like School, which received positive coverage in The Wall Street Journal[1] and The Washington Post.
He has sharply criticized learning styles theories as unsupported[3] and has cautioned against the empty application of neuroscience in education.
[4] He has advocated for teaching students scientifically proven study habits,[5][6] and for a greater focus on the importance of knowledge in driving reading comprehension.
While memory is not always reliable, on balance it is much more effective than having to stop and think about every step of every decision you need to make (for example, when driving a car).