• Publications
  • Influence
Learning Concepts and Categories
TLDR
Surprisingly, induction profited from spacing, even though massing apparently created a sense of fluent learning: Participants rated massing as more effective than spacing,even after their own test performance had demonstrated the opposite.
Self-regulated learning: beliefs, techniques, and illusions.
TLDR
A discussion of what learners need to understand in order to become effective stewards of their own learning and a discussion of societal assumptions and attitudes that can be counterproductive in terms of individuals becoming maximally effective learners.
The promise and perils of self-regulated study
TLDR
The research on the decisions people make, for better or worse, when deciding what to study, how long toStudy, and how to study is reviewed.
Unsuccessful retrieval attempts enhance subsequent learning.
TLDR
It is demonstrated that retrieval attempts enhance future learning; it is suggested that taking challenging tests-instead of avoiding errors-may be one key to effective learning.
Optimising Learning Using Flashcards: Spacing Is More Effective Than Cramming
SUMMARY The spacing effect—that is, the benefit of spacing learning events apart rather than massing them together—has been demonstrated in hundreds of experiments, but is not well known to educators
Transfer of Metacognitive Skills and Hint Seeking in Monkeys
TLDR
This study demonstrates, for the first time, that nonhuman primates share with humans the ability to monitor and transfer their metacognitive ability both within and between different cognitive tasks, and to seek new knowledge on a need-to-know basis.
Why interleaving enhances inductive learning: The roles of discrimination and retrieval
TLDR
In three experiments, using photographs of butterflies and birds as the stimuli, temporal spacing was harmful when it interrupted the juxtaposition of interleaved categories, even when total spacing was held constant, supporting the discriminative-contrast hypothesis.
Learners’ choices and beliefs about self-testing
TLDR
The results demonstrated a mismatch between metacognitive beliefs and study choices: Participants judged that the pair mode resulted in the most learning, but chose the test mode most frequently.
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