Учись как профи - Дэн Уиллингэм

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Глава 5

Bartoszewski B. L., Gurung R. A. R. Comparing the Relationship of Learning Techniques and Exam Score // Scholarship of Teaching and Learning in Psychology. 2015. September. Vol. 1. № 3. Pp. 219–228 // dx.doi.org/10.1037/stl0000036.

Bohay M., Blakely D. P., Tamplin A. K., Radvansky G. A. Note Taking, Review, Memory, and Comprehension // American Journal of Psychology. 2011. Spring. Vol. 124. № 1. Pp. 63–73 // dx.doi.org/10.5406/amerjpsyc.124.1.0063.

Denton C. A., Wolters C. A., York M. J. et al. Adolescents’ Use of Reading Comprehension Strategies: Differences Related to Reading Proficiency, Grade Level, and Gender // Learning and Individual Differences. 2015. January. Vol. 37. Pp. 81–95 // dx.doi.org/10.1016/j.lindif.2014.11.016.

Glenberg A. M., Wilkinson A. C., Epstein W. The Illusion of Knowing: Failure in the Self-Assessment of Comprehension // Memory & Cognition. 1982. November. Vol. 10. № 6. Pp. 597–602 // dx.doi.org/10.3758/BF03202442.

Gurung R. A. R. How Do Students Really Study (and Does It Matter)? // Teaching of Psychology. 2005. Vol. 32. № 4. Pp. 239–241.

Gurung R. A. R., Daniel D. B. Evidence-Based Pedagogy: Do Pedagogical Features Enhance Student Learning? // Best Practices for Teaching Introduction to Psychology, ed. by D. S. Dunn, S. L. Chew. Mahwah, NJ: Erlbaum, 2005. Pp. 41–55.

Gurung R. A. R., Weidert J., Jeske A. Focusing on How Students Study // Journal of the Scholarship of Teaching and Learning. 2010. January. Vol. 10. № 1. Pp. 28–35 // files.eric.ed.gov/fulltext/EJ882123.pdf.

Jairam D., Kiewra K. A., Rogers-Kasson S., Patterson-Hazley M., Marxhausen K. SOAR Versus SQ3R: A Test of Two Study Systems // Instructional Science. 2014. May. Vol. 42. № 3. Pp. 409–420 // dx.doi.org/10.1007/s11251-013-9295-0.

McDaniel M. A., Howard D. C., Einstein G. O. The Read-Recite-Review Study Strategy: Effective and Portable // Psychological Science. 2009. April. Vol. 20. № 4. Pp. 516–522 // dx.doi.org/10.1111/j.1467–9280.2009.02325.x.

Nist S. L., Kirby K. The Text Marking Patterns of College Students // Reading Psychology. 1989. Fall. Vol. 10. № 4. Pp. 321–338 // dx.doi.org/10.1080/0270271890100403.

Otero J., Kintsch W. Failures to Detect Contradictions in a Text: What Readers Believe Versus What They Read // Psychological Science. 1992. July. Vol. 3. № 4. Pp. 229–235 // dx.doi.org/10.1111/j.1467–9280.1992.tb00034.x.

Rayner K… Schotter E. R, Masson M. E. J. et al. So Much to Read, So Little Time: How Do We Read, and Can Speed Reading Help? // Psychological Science in the Public Interest. 2016. May. Vol. 17. № 1. Pp. 4–34 // dx.doi.org/10.1177/1529100615623267.

Глава 6

Бэддели А. Ваша память. Руководство по тренировке и развитию. М.: Эксмо-Пресс, 2001.

Alfieri L., Nokes-Malach T. J., Schunn C. D. Learning Through Case Comparisons: A Meta-analytic Review // Educational Psychologist. 2013. Vol. 48. № 2. Pp. 87–113 // dx.doi.org/10.1080/00461520.2013.775712.

Blasiman R. N., Dunlosky J., Rawson K. A. The What, How Much, and When of Study Strategies: Comparing Intended Versus Actual Study Behaviour // Memory. 2017. July. Vol. 25. № 6. Pp. 784–792 // dx.doi.org/10.1080/09658211.2016.1221974.

Callender A. A., McDaniel M. A. The Limited Benefits of Rereading Educational Texts // Contemporary Educational Psychology. 2009. January. Vol. 34. № 1. Pp. 30–41 // dx.doi.org/10.1016/j.cedpsych.2008.07.001.

Catrambone R. The Subgoal Learning Model: Creating Better Examples to Improve Transfer to Novel Problems // Journal of Experimental Psychology: General. 1998. December. Vol. 127. № 4. Pp. 355–376 // dx.doi.org/10.1037/0096-3445.127.4.355.

Dunlosky J., Rawson K. A., Marsh E. J., Nathan M. J., Willingham D. T. Improving Students’ Learning with Effective Learning Techniques: Promising Directions from Cognitive and Educational Psychology // Psychological Science in the Public Interest. 2013. January. Vol. 14. № 1. Pp. 4–58 // dx.doi.org/10.1177/1529100612453266.

Fernandes M. A., Wammes J. D., Meade M. E. The Surprisingly Powerful Influence of Drawing on Memory // Current Directions in Psychological Science. 2018. October. Vol. 27. № 5. Pp. 302–308 // dx.doi.org/10.1177/0963721418755385.

Margulieux L. E., Catrambone R. Improving Problem Solving with Subgoal Labels in Expository Text and Worked Examples // Learning and Instruction. 2016. April. Vol. 42. Pp. 58–71 // dx.doi.org/10.1016/j.learninstruc.2015.12.002.

Rawson K. A., Dunlosky J., Sciartelli S. M. The Power of Successive Relearning: Improving Performance on Course Exams and Long-Term Retention // Educational Psychology Review. 2013. December. Vol. 25. № 4. Pp. 523–548 // dx.doi.org/10.1007/s10648-013-9240-4.

Tauber S. K., Witherby A. E., Dunlosky J. et al. Does Covert Retrieval Benefit Learning of Key-Term Definitions? // Journal of Applied Research in Memory and Cognition. 2018. March. Vol. 7. № 1. Pp. 106–115 // dx.doi.org/10.1016/j.jarmac.2016.10.004.

Willingham D. T. Does Tailoring Instruction to ‘Learning Styles’ Help Students Learn? // American Educator. 2018. Summer. Vol. 42. № 2. Pp. 28–36 // files.eric.ed.gov/fulltext/EJ1182080.pdf.

Yang C., Luo L., Vadillo M. A., Yu R., Shanks D. R. Testing (Quizzing) Boosts Classroom Learning: A Systematic and Meta-analytic Review // Psychological Bulletin. 2021. April. Vol. 147. № 4. Pp. 399–435 // dx.doi.org/10.1037/bul0000309.

Глава 7

Bjork E. L., Bjork R. A. Making Things Hard on Yourself, but in a Good Way: Creating Desirable Difficulties to Enhance Learning // Psychology and the Real World: Essays Illustrating Fundamental Contributions to Society, ed. by M. A. Gernsbacher, R. W. Pew, L. M. Hough, J. R. Pomerantz. New York: FABBS Foundation, 2009. Pp. 56–64.

Dougherty K. M., Johnston J. M. Overlearning, Fluency, and Automaticity // Behavior Analyst. 1996. October. Vol. 19. № 2. Pp. 289–292 // dx.doi.org/10.1007/BF03393171.

Hertzog C., Hines J. C., Touron D. R. Judgments of Learning Are Influenced by Multiple Cues in Addition to Memory for Past Test Accuracy // Archives of Scientific Psychology. 2013. Vol. 1. № 1. Pp. 23–32 // dx.doi.org/10.1037/arc0000003.

Kornell N., Hausman H. Performance Bias: Why Judgments of Learning Are Not Affected by Learning // Memory & Cognition. 2017. November. Vol. 45. № 8. Pp. 1270–1280 // dx.doi.org/10.3758/s13421-017-0740-1.

Roelle J., Schmidt E. M., Buchau A., Berthold K. Effects of Informing Learners About the Dangers of Making Overconfident Judgments of Learning // Journal of Educational Psychology. 2017. January. Vol. 109. № 1. Pp. 99–117.

Schwartz B. L., Metcalfe J. Metamemory: An Update of Critical Findings // Cognitive Psychology of Memory. Vol. 2. A Comprehensive Reference, ed. by J. H. Byrne. Oxford, UK: Academic Press, 2017. Pp. 423–432.

Shanks L. L., Serra M. J. Domain Familiarity as a Cue for Judgments of Learning // Psychonomic Bulletin & Review. 2014. April. Vol. 21. № 2. Pp. 445–453 // dx.doi.org/10.3758/s13423-013-0513-1.

Soderstrom N. C., Bjork R. A. Learning Versus