Author(s)

Xiao Huang ¹, Doudou Huang ²

Affiliation(s)

¹ Chongqing University of Posts and Telecommunications, Chongqing, China
² Chongqing Jiangbei Second Hospital (Chongging Jiangbei Mental Health Center), Chongqing, China

Corresponding Author

Doudou Huang

ABSTRACT

Classroom teaching and learning involve not only the delivery of knowledge but also the effectiveness of the instructional approach. While educational practitioners often focus on what to teach, it is equally important to examine how teaching and learning are conducted. Incorporating principles from cognitive psychology into classroom instruction could help teachers enhance their pedagogical effectiveness and improve students’ learning outcomes. This paper reviews important empirical findings that apply cognitive psychology to real-world educational settings. Based on these findings, six evidence-based recommendations are proposed and analyzed. These recommendations address aspects such as cognitive load management, long-term memory retrieval, multimodal learning, simulation-based activities, the use of conceptual models, and metacognitive processes. Together, they aim to offer practical guidance for educators aiming to improve students’ learning outcomes through cognitively informed teaching practices.

KEYWORDS

Classroom Teaching and Learning, Educational Psychology, Cognitive Psychology, Teaching Strategies, Learning Outcomes

CITE THIS PAPER

Xiao Huang, Doudou Huang, Enhancing Classroom Learning through Cognitive Psychology: Six Practical Recommendations. Applied & Educational Psychology (2025) Vol. 6: 123-128. DOI: http://dx.doi.org/10.23977/appep.2025.060216.

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