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Research behind the page

  1. 1

    Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner & E. Souberman, Eds.). Harvard University Press. p. 86.

  2. 2

    Kuhbandner, C., & Emmerdinger, K. J. (2019). Do students really prefer repeated rereading over testing when studying textbooks? A reexamination. Memory, 27(7), 952–961. https://doi.org/10.1080/09658211.2019.1610177

    Karpicke, J. D., Butler, A. C., & Roediger, H. L., III. (2009). Metacognitive strategies in student learning: Do students practise retrieval when they study on their own? Memory, 17(4), 471–479. https://doi.org/10.1080/09658210802647009

  3. 3

    Metcalfe, J. (2002). Is study time allocated selectively to a region of proximal learning? Journal of Experimental Psychology: General, 131(3), 349–363. https://doi.org/10.1037/0096-3445.131.3.349

  4. 4

    Metcalfe, J., & Kornell, N. (2005). A region of proximal learning model of study time allocation. Journal of Memory and Language, 52(4), 463–477. https://doi.org/10.1016/j.jml.2004.12.001

  5. 5

    Koriat, A., & Bjork, R. A. (2005). Illusions of competence in monitoring one's knowledge during study. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31(2), 187–194. https://doi.org/10.1037/0278-7393.31.2.187

  6. 6

    Bransford, J. D., & Johnson, M. K. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 11(6), 717–726. https://doi.org/10.1016/S0022-5371(72)80006-9

    Luiten, J., Ames, W., & Ackerson, G. (1980). A meta-analysis of the effects of advance organizers on learning and retention. American Educational Research Journal, 17(2), 211–218. https://doi.org/10.3102/00028312017002211

  7. 7

    Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.

  8. 8

    Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380. https://doi.org/10.1037/0033-2909.132.3.354

    Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students' learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266

The examples on the page

Statistics map: adapted from OpenIntro Statistics, 4th ed., §1.3, by David Diez, Mine Çetinkaya-Rundel and Christopher Barr, licensed under CC BY-SA 3.0. Changes: EncodeOS generated the map, learning objectives and explanation. This adapted Statistics example (the map's text and the panel's objectives and explanation) is itself licensed under CC BY-SA 3.0.

Memory session: adapted from Psychology – H5P Edition, Part VIII, by Rose M. Spielman, Kathryn Dumper, William Jenkins, Arlene Lacombe, Marilyn Lovett and Marion Perlmutter, © 2021 OpenStax, BCcampus, licensed under CC BY 4.0. Changes: EncodeOS generated the outline and the tutor's answers.

Classical conditioning chat (phones): adapted from Psychology – H5P Edition, chapter 32, by Rose M. Spielman, Kathryn Dumper, William Jenkins, Arlene Lacombe, Marilyn Lovett and Marion Perlmutter, © 2021 OpenStax, BCcampus, licensed under CC BY 4.0. Changes: EncodeOS generated the tutor's answer.

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