• Publications
  • Influence
Remembering can cause forgetting: retrieval dynamics in long-term memory.
TLDR
A critical role for suppression in models of retrieval inhibition and a retrieval-induced forgetting that implicate the retrieval process itself in everyday forgetting are suggested.
New Conceptualizations of Practice: Common Principles in Three Paradigms Suggest New Concepts for Training
We argue herein that typical training procedures are far from optimal. The goat of training in real-world settings is, or should be, to support two aspects of posttraining performance: (a) the level
Learning Styles
TLDR
It is concluded that at present, there is no adequate evidence base to justify incorporating learning-styles assessments into general educational practice and limited education resources would better be devoted to adopting other educational practices that have a strong evidence base.
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.
Predicting one's own forgetting: the role of experience-based and theory-based processes.
TLDR
Results and others reported suggest that participants can access their knowledge about forgetting but only when theory-based predictions are made, and then only when the notion of forgetting is accentuated either by manipulating retention interval within individuals or by framing recall predictions in terms of forgetting rather than remembering.
Disrupted retrieval in directed forgetting: a link with posthypnotic amnesia.
TLDR
It was concluded here that retrieval inhibition plays a significant role in nonhypnotic as well as in hypnotic instances of directed forgetting and the usefulness of retrieval inhibition as a mechanism for memory updating was also discussed.
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.
...
...