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Improving Students’ Learning With Effective Learning Techniques
Many students are being left behind by an educational system that some people believe is in crisis. Improving educational outcomes will require efforts on many fronts, but a central premise of thisExpand
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A neuropsychological theory of motor skill learning.
This article describes a neuropsychological theory of motor skill learning that is based on the idea that learning grows directly out of motor control processes. Three motor control processes may beExpand
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Critical Thinking: Why Is It So Hard to Teach?
irtually everyone would agree that a primary, yet insufficiently met, goal of schooling is to enable students to think critically. In laypersons terms, critical thinking consists of seeing both sidesExpand
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Implicit motor sequence learning is not purely perceptual
Many reports have indicated that implicit learning of sequences in a choice response time task is primarily perceptual; subjects learn the sequence of stimuli rather than the sequence of motorExpand
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Why Don't Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom
Acknowledgments. The Author. Introduction. CHAPTER 1 Why Don't Students Like School? CHAPTER 2 How Can I Teach Students the Skills They Need When Standardized Tests Require Only Facts? CHAPTER 3 WhyExpand
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Direct comparison of neural systems mediating conscious and unconscious skill learning.
Procedural learning, such as perceptual-motor sequence learning, has been suggested to be an obligatory consequence of practiced performance and to reflect adaptive plasticity in the neural systemsExpand
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Implicit motor sequence learning is represented in response locations
Previous work (Willingham, 1999) has indicated that implicit motor sequence learning is not primarily perceptual; that is, what is learned is not a sequence of stimuli. Still other work has indicatedExpand
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Differential Effect of Reward and Punishment on Procedural Learning
Reward and punishment are potent modulators of associative learning in instrumental and classical conditioning. However, the effect of reward and punishment on procedural learning is not known. TheExpand
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Why Don't Students Like School?
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Contributions of Spatial Working Memory to Visuomotor Learning
Previous studies of motor learning have described the importance of cognitive processes during the early stages of learning; however, the precise nature of these processes and their neural correlatesExpand
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