• Publications
  • Influence
Improving Students’ Learning With Effective Learning Techniques
TLDR
This monograph discusses 10 learning techniques that benefit learners of different ages and abilities and have been shown to boost students’ performance across many criterion tasks and even in educational contexts.
Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology
John Dunlosky, Katherine A. Rawson, Elizabeth J. Marsh, Mitchell J. Nathan, and Daniel T. Willingham Department of Psychology, Kent State University; Department of Psychology and Neuroscience, Duke
Why Testing Improves Memory: Mediator Effectiveness Hypothesis
TLDR
Supporting the mediator effectiveness hypothesis, test-restudy practice resulted in mediators that were more likely to be retrieved and morelikely to elicit targets on a final test.
Are performance predictions for text based on ease of processing?
TLDR
In 4 experiments, the authors evaluated the hypothesis that performance predictions for text are based on ease of processing, and prediction magnitudes increased as coherence increased, suggesting that predictions were based on processing ease.
Optimizing schedules of retrieval practice for durable and efficient learning: how much is enough?
TLDR
On the basis of the overall patterns of durability and efficiency, the prescriptive conclusion for students is to practice recalling concepts to an initial criterion of 3 correct recalls and then to relearn them 3 times at widely spaced intervals.
The METER: A Brief, Self-Administered Measure of Health Literacy
TLDR
These initial findings show that the METER is a quick and practical measure of health literacy for use in clinical settings, and was associated with various health-related measures (including significant correlations with measures of neuropsychological function and cardiovascular health).
The rereading effect: Metacomprehension accuracy improves across reading trials
TLDR
It is discovered that rereading improves metacomprehension accuracy, and correlations between comprehension ratings and test scores were reliably greater for participants who reread texts than for Participants who read texts only once.
...
...