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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.

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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 Performance: An Integrative Review // Perspectives on Psychological Science. 2015. March. Vol. 10. № 2. Pp. 176–199 // dx.doi.org/10.1177/1745691615569000.

Witherby A. E., Tauber S. K. The Influence of Judgments of Learning on Long-Term Learning and Short-Term Performance // Journal of Applied Research in Memory and Cognition. 2017. December. Vol. 6. № 4. Pp. 496–503.

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Archer N. S., Pippert R. Don’t Change the Answer!: An Exposé of the Perennial Myth That the First Choices Are Always the Correct Ones // The Clearing House: A Journal of Educational Strategies, Issues and Ideas. 1962. Vol. 37. № 1. Pp. 39–41 // dx.doi.org/10.1080/00098655.1962.11476207.

Bourassa K. J., Ruiz J. M., Sbarra D. A. The Impact of Physical Proximity and Attachment Working Models on Cardiovascular Reactivity: Comparing Mental Activation and Romantic Partner Presence // Psychophysiology. 2019. May. Vol. 56. № 5. Pp. 1–12 // dx.doi.org/10.1111/psyp.13324.

Bramão I., Karlsson A., Johansson M. Mental Reinstatement of Encoding Context Improves Episodic Remembering // Cortex. 2017. September. Vol. 94. Pp. 15–26 // dx.doi.org/10.1016/j.cortex.2017.06.007.

Calma-Birling D., Gurung R. A. R. Does a Brief Mindfulness Intervention Impact Quiz Performance? // Psychology Learning & Teaching. 2017. November. Vol. 16. № 3. Pp. 323–335 // dx.doi.org/10.1177/1475725717712785.

Copeland D. A. Should Chemistry Students Change Answers on Multiple-Choice Tests? // Journal of Chemical Education. 1972. April. Vol. 49. № 4. P. 258 // dx.doi.org/10.1021/ed049p258.

DiBattista D., Sinnige-Egger J.-A., Fortuna G. The ‘None of the Above’ Option in Multiple-Choice Testing: An Experimental Study // Journal of Experimental Education. 2014. Vol. 82. № 2. Pp. 168–183 // dx.doi.org/10.1080/00220973.2013.795127.

Embse N. von der, Barterian J., Segool N. Test Anxiety Interventions for Children and Adolescents: A Systematic Review of Treatment Studies from 2000–2010 // Psychology in the Schools. 2013. January. Vol. 50. № 1. Pp. 57–71 // dx.doi.org/10.1002/PITS.21660.