-
1
-
-
12844287063
-
Category learning and multiple memory systems
-
doi:10.1016/j.tics.2004.12.003
-
Ashby, F. G., & O'Brien, J. B. (2005). Category learning and multiple memory systems. Trends in Cognitive Sciences, 9(2), 83-9. doi:10.1016/j.tics.2004.12.003
-
(2005)
Trends in Cognitive Sciences
, vol.9
, Issue.2
, pp. 83-89
-
-
Ashby, F.G.1
O'Brien, J.B.2
-
2
-
-
77956064128
-
What makes distributed practice effective?
-
doi:10.1016/j.cogpsych.2010.05.004.What
-
Benjamin, A., & Tullis, J. (2010). What makes distributed practice effective? Cognitive Psychology, 61(3), 228-247. doi:10.1016/j.cogpsych.2010.05.004.What
-
(2010)
Cognitive Psychology
, vol.61
, Issue.3
, pp. 228-247
-
-
Benjamin, A.1
Tullis, J.2
-
3
-
-
84875034590
-
Why interleaving enhances inductive learning: The roles of discrimination and retrieval
-
Birnbaum, M. S., Kornell, N., Bjork, E. L., & Bjork, R. A. (2013). Why interleaving enhances inductive learning: The roles of discrimination and retrieval. Memory & Cognition, 41(3), 392-402.
-
(2013)
Memory & Cognition
, vol.41
, Issue.3
, pp. 392-402
-
-
Birnbaum, M.S.1
Kornell, N.2
Bjork, E.L.3
Bjork, R.A.4
-
4
-
-
0001298749
-
The spacing effect: Consolidation or differential encoding?
-
Bjork, R. A, & Allen, T. W. (1970). The spacing effect: Consolidation or differential encoding? Journal of Verbal Learning and Verbal Behavior, 9(5), 567-572.
-
(1970)
Journal of Verbal Learning and Verbal Behavior
, vol.9
, Issue.5
, pp. 567-572
-
-
Bjork, R.A.1
Allen, T.W.2
-
5
-
-
1442301568
-
As easy to memorize as they are to classify: the 5-4 categories and the category advantage
-
Blair, M., & Homa, D. (2003). As easy to memorize as they are to classify: the 5-4 categories and the category advantage. Memory & Cognition, 31(8), 1293-301.
-
(2003)
Memory & Cognition
, vol.31
, Issue.8
, pp. 1293-1301
-
-
Blair, M.1
Homa, D.2
-
6
-
-
84925973373
-
Effects of massed and distributed practice on the learning and retention of second-language vocabulary
-
Bloom, K. C., & Shuell, T. J. (1981). Effects of massed and distributed practice on the learning and retention of second-language vocabulary. The Journal of Educational Research, 74(4), 245-248.
-
(1981)
The Journal of Educational Research
, vol.74
, Issue.4
, pp. 245-248
-
-
Bloom, K.C.1
Shuell, T.J.2
-
7
-
-
84879226633
-
The effects of interleaving versus blocking on foreign language pronunciation learning
-
Carpenter, S. K., & Mueller, F. E. (2013). The effects of interleaving versus blocking on foreign language pronunciation learning. Memory & Cognition, 41(5), 671-682.
-
(2013)
Memory & Cognition
, vol.41
, Issue.5
, pp. 671-682
-
-
Carpenter, S.K.1
Mueller, F.E.2
-
8
-
-
84906356454
-
Sequential similarity and comparison effects in category learning
-
L. Carlson, C. Holscher, & T. Shipley (Eds.), Boston, MA: Cognitive Science Society.
-
Carvalho, P. F., & Goldstone, R. L. (2011). Sequential similarity and comparison effects in category learning. In L. Carlson, C. Holscher, & T. Shipley (Eds.), Proceedings of the 33rd annual conference of the Cognitive Science Society (pp. 2977-2982). Boston, MA: Cognitive Science Society.
-
(2011)
Proceedings of the 33rd annual conference of the Cognitive Science Society
, pp. 2977-2982
-
-
Carvalho, P.F.1
Goldstone, R.L.2
-
9
-
-
84897083125
-
Putting category learning in order: category structure and temporal arrangement affect the benefit of interleaved over blocked study
-
doi:10.3758/s13421-013-0371-0
-
Carvalho, P. F., & Goldstone, R. L. (2014a). Putting category learning in order: category structure and temporal arrangement affect the benefit of interleaved over blocked study. Memory & Cognition, 42(3), 481-495. doi:10.3758/s13421-013-0371-0
-
(2014)
Memory & Cognition
, vol.42
, Issue.3
, pp. 481-495
-
-
Carvalho, P.F.1
Goldstone, R.L.2
-
10
-
-
84930666708
-
The benefits of interleaved and blocked study: Different tasks benefit from different schedules of study
-
Carvalho, P.F., & Goldstone, R.L. (2014b). The benefits of interleaved and blocked study: Different tasks benefit from different schedules of study. Psychonomic Bulletin & Review.
-
(2014)
Psychonomic Bulletin & Review
-
-
Carvalho, P.F.1
Goldstone, R.L.2
-
11
-
-
67649544342
-
Optimizing distributed practice: Theoretical analysis and practical implications
-
Cepeda, N. J., Coburn, N., Rohrer, D., Wixted, J. T., Mozer, M. C., & Pashler, H. (2009). Optimizing distributed practice: Theoretical analysis and practical implications. Experimental Psychology, 56(4), 236-246.
-
(2009)
Experimental Psychology
, vol.56
, Issue.4
, pp. 236-246
-
-
Cepeda, N.J.1
Coburn, N.2
Rohrer, D.3
Wixted, J.T.4
Mozer, M.C.5
Pashler, H.6
-
12
-
-
33744908588
-
Distributed practice in verbal recall tasks: A review and quantitative synthesis
-
doi:10.1037/0033-2909.132.3.354
-
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), 354-80. doi:10.1037/0033-2909.132.3.354
-
(2006)
Psychological Bulletin
, vol.132
, Issue.3
, pp. 354-380
-
-
Cepeda, N.J.1
Pashler, H.2
Vul, E.3
Wixted, J.T.4
Rohrer, D.5
-
13
-
-
57349180508
-
Spacing effects in learning: a temporal ridgeline of optimal retention
-
doi:10.1111/j.1467-9280.2008.02209.x
-
Cepeda, N. J., Vul, E., Rohrer, D., Wixted, J. T., & Pashler, H. (2008). Spacing effects in learning: a temporal ridgeline of optimal retention. Psychological Science, 19(11), 1095- 102. doi:10.1111/j.1467-9280.2008.02209.x
-
(2008)
Psychological Science
, vol.19
, Issue.11
, pp. 1095-1102
-
-
Cepeda, N.J.1
Vul, E.2
Rohrer, D.3
Wixted, J.T.4
Pashler, H.5
-
14
-
-
0000084652
-
When forgetting helps memory: an analysis of repetition effects
-
Cuddy, L. J., & Jacoby, L. L. (1982). When forgetting helps memory: an analysis of repetition effects. Journal of Verbal Learning and Verbal Behavior, 21(4), 451-467.
-
(1982)
Journal of Verbal Learning and Verbal Behavior
, vol.21
, Issue.4
, pp. 451-467
-
-
Cuddy, L.J.1
Jacoby, L.L.2
-
16
-
-
79954925497
-
Spacing and Testing Effects :A Deeply Critical, Lengthy, and At Times Discursive Review of the Literatur
-
Delaney, P. F., Verkoeijen, P. P. J. L., & Spirgel, A. (2010). Spacing and Testing Effects :A Deeply Critical, Lengthy, and At Times Discursive Review of the Literature. Psychology of Learning and Motivation - Advances in Research and Theory, Vol 31, 53(10), 63-147.
-
(2010)
Psychology of Learning and Motivation - Advances in Research and Theory, Vol 31
, vol.53
, Issue.10
, pp. 63-147
-
-
Delaney, P.F.1
Verkoeijen, P.P.J.L.2
Spirgel, A.3
-
17
-
-
0033248639
-
A meta-analytic review of the distribution of practice effect
-
Donovan, J. J., & Radosevich, D. J. (1999). A meta-analytic review of the distribution of practice effect. Journal of Applied Psychology, 84, 795- 805.
-
(1999)
Journal of Applied Psychology
, vol.84
, pp. 795-805
-
-
Donovan, J.J.1
Radosevich, D.J.2
-
18
-
-
0021315320
-
The effects of information order and learning mode on schema abstraction
-
Elio, R., & Anderson, J. R. (1984). The effects of information order and learning mode on schema abstraction. Memory & Cognition, 12(1), 20-30.
-
(1984)
Memory & Cognition
, vol.12
, Issue.1
, pp. 20-30
-
-
Elio, R.1
Anderson, J.R.2
-
19
-
-
0001878290
-
Monotonic and nonmonotonic lag effects in paired-associate and recognition memory paradigms
-
Glenberg, A. M. (1976). Monotonic and nonmonotonic lag effects in paired-associate and recognition memory paradigms. Journal of Verbal Learning and Verbal Behavior, 15(1),1- 16.
-
(1976)
Journal of Verbal Learning and Verbal Behavior
, vol.15
, Issue.1
, pp. 1-16
-
-
Glenberg, A.M.1
-
20
-
-
0019088085
-
Spacing repetitions over 1 week
-
Glenberg, A. M., & Lehmann, T. S. (1980). Spacing repetitions over 1 week. Memory & Cognition, 8(6), 528-538.
-
(1980)
Memory & Cognition
, vol.8
, Issue.6
, pp. 528-538
-
-
Glenberg, A.M.1
Lehmann, T.S.2
-
21
-
-
0029737494
-
Isolated and interrelated concepts
-
Goldstone, R. L. (1996). Isolated and interrelated concepts. Memory & Cognition, 24(5), 608- 628.
-
(1996)
Memory & Cognition
, vol.24
, Issue.5
, pp. 608-628
-
-
Goldstone, R.L.1
-
22
-
-
84897099346
-
Re-learning labeled categories reveals structured representations
-
Hendrickson, A. T., Kachergis, G., Fausey, C. M., & Goldstone, R. L. (2012). Re-learning labeled categories reveals structured representations. In Proceedings of the 34th annual conference of the cognitive science society (pp. 1668-1673).
-
(2012)
Proceedings of the 34th annual conference of the cognitive science society
, pp. 1668-1673
-
-
Hendrickson, A.T.1
Kachergis, G.2
Fausey, C.M.3
Goldstone, R.L.4
-
23
-
-
0038504369
-
A meta-analysis of the spacing effect in verbal learning: Implications for research on advertising repetition and consumer memory
-
Janiszewski, C., Noel, H., & Sawyer, A. G. (2003). A meta-analysis of the spacing effect in verbal learning: Implications for research on advertising repetition and consumer memory. Journal of Consumer Research, 30, 138-149.
-
(2003)
Journal of Consumer Research
, vol.30
, pp. 138-149
-
-
Janiszewski, C.1
Noel, H.2
Sawyer, A.G.3
-
24
-
-
84856000061
-
Learning Painting Styles: Spacing is Advantageous when it Promotes Discriminative Contrast
-
Kang, S. H. K., & Pashler, H. (2012). Learning Painting Styles: Spacing is Advantageous when it Promotes Discriminative Contrast. Applied Cognitive Psychology, 26, 97-103.
-
(2012)
Applied Cognitive Psychology
, vol.26
, pp. 97-103
-
-
Kang, S.H.K.1
Pashler, H.2
-
25
-
-
44949148428
-
Learning concepts and categories: is spacing the "enemy of induction"?
-
Kornell, N., & Bjork, R. A. (2008). Learning concepts and categories: is spacing the "enemy of induction"? Psychological Science, 19(6), 585-592.
-
(2008)
Psychological Science
, vol.19
, Issue.6
, pp. 585-592
-
-
Kornell, N.1
Bjork, R.A.2
-
26
-
-
77953923853
-
Spacing as the friend of both memory and induction in young and older adults
-
Kornell, N., Castel, A. D., Eich, T. S., & Bjork, R. A. (2010). Spacing as the friend of both memory and induction in young and older adults. Psychology and Aging, 25(2), 498-503.
-
(2010)
Psychology and Aging
, vol.25
, Issue.2
, pp. 498-503
-
-
Kornell, N.1
Castel, A.D.2
Eich, T.S.3
Bjork, R.A.4
-
27
-
-
0026477904
-
ALCOVE: an exemplar-based connectionist model of category learning
-
Kruschke, J. K. (1992). ALCOVE: an exemplar-based connectionist model of category learning. Psychological Review, 99(1), 22-44.
-
(1992)
Psychological Review
, vol.99
, Issue.1
, pp. 22-44
-
-
Kruschke, J.K.1
-
28
-
-
0000594837
-
Massed versus distributed repeated reading: A case of forgetting helping recall?
-
Krug, D., Davis, T. B., & Glover, J. A. (1990). Massed versus distributed repeated reading: A case of forgetting helping recall? Journal of Educational Psychology, 82(2), 366-371.
-
(1990)
Journal of Educational Psychology
, vol.82
, Issue.2
, pp. 366-371
-
-
Krug, D.1
Davis, T.B.2
Glover, J.A.3
-
29
-
-
44949104777
-
Concept learning with differing sequences of instances
-
Kurtz, K. H., & Hovland, C. I. (1956). Concept learning with differing sequences of instances. Journal of Experimental Psychology, 51(4), 239-243.
-
(1956)
Journal of Experimental Psychology
, vol.51
, Issue.4
, pp. 239-243
-
-
Kurtz, K.H.1
Hovland, C.I.2
-
30
-
-
77956743731
-
Can Forgetting Facilitate Skill Acquisition?
-
D. Goodman, R. B. Wilberg, & I. M. Franks (Eds.), Amesterdam: North-Holland.
-
Lee, T. D., & Magill, R. A. (1985). Can Forgetting Facilitate Skill Acquisition? In D. Goodman, R. B. Wilberg, & I. M. Franks (Eds.), Differing perspectives in motor learning, memory, and control (pp. 3-22). Amesterdam: North-Holland.
-
(1985)
Differing perspectives in motor learning, memory, and control
, pp. 3-22
-
-
Lee, T.D.1
Magill, R.A.2
-
31
-
-
0010955124
-
Presentation order and recognition of categorically related examples
-
Medin, D. L., & Bettger, J. G. (1994). Presentation order and recognition of categorically related examples. Psychonomic Bulletin & Review, 1(2), 250-254.
-
(1994)
Psychonomic Bulletin & Review
, vol.1
, Issue.2
, pp. 250-254
-
-
Medin, D.L.1
Bettger, J.G.2
-
32
-
-
0346367461
-
Spacing phenomena in human memory: A study-phase retrieval interpretation (Doctoral dissertation, University of California, Los Angeles, 1982)
-
Murray, J. T. (1983). Spacing phenomena in human memory: A study-phase retrieval interpretation (Doctoral dissertation, University of California, Los Angeles, 1982). Dissertation Abstracts International, 43, 3058.
-
(1983)
Dissertation Abstracts International
, vol.43
, pp. 3058
-
-
Murray, J.T.1
-
33
-
-
0025803032
-
Typicality in logically defined categories: Exemplar-similarity versus rule instantiation
-
Nosofsky, R. M. (1991). Typicality in logically defined categories: Exemplar-similarity versus rule instantiation. Memory & Cognition, 19(2), 131-150.
-
(1991)
Memory & Cognition
, vol.19
, Issue.2
, pp. 131-150
-
-
Nosofsky, R.M.1
-
34
-
-
0024636270
-
Rules and exemplars in categorization, identification, and recognition
-
Nosofsky, R. M., Clark, S. E., & Shin, H. J. (1989). Rules and exemplars in categorization, identification, and recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15(2), 282-304.
-
(1989)
Journal of Experimental Psychology: Learning, Memory, and Cognition
, vol.15
, Issue.2
, pp. 282-304
-
-
Nosofsky, R.M.1
Clark, S.E.2
Shin, H.J.3
-
35
-
-
0029303779
-
Recognition memory for exceptions to the category rule
-
Palmeri, T., & Nosofsky, R. (1995). Recognition memory for exceptions to the category rule. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21(3), 548-568.
-
(1995)
Journal of Experimental Psychology: Learning, Memory, and Cognition
, vol.21
, Issue.3
, pp. 548-568
-
-
Palmeri, T.1
Nosofsky, R.2
-
36
-
-
34547494227
-
Enhancing learning and retarding forgetting: Choices and consequences
-
Pashler, H., Rohrer, D., Cepeda, N. J., & Carpenter, S. K. (2007). Enhancing learning and retarding forgetting: Choices and consequences. Psychonomic Bulletin & Review, 14(2), 187-193.
-
(2007)
Psychonomic Bulletin & Review
, vol.14
, Issue.2
, pp. 187-193
-
-
Pashler, H.1
Rohrer, D.2
Cepeda, N.J.3
Carpenter, S.K.4
-
37
-
-
33744947263
-
Supplementary report: time between pairings and short-term retention
-
Peterson, L. R., Hillner, K., & Saltzman, D. (1962). Supplementary report: time between pairings and short-term retention. Journal of Experimental Psychology, 64, 550-1.
-
(1962)
Journal of Experimental Psychology
, vol.64
, pp. 550-551
-
-
Peterson, L.R.1
Hillner, K.2
Saltzman, D.3
-
38
-
-
0008264394
-
Recency and frequency in pairedassociate learning
-
Peterson, L. R., Saltzman, D., Hillner, K., & Land, V. (1962). Recency and frequency in pairedassociate learning. Journal of Experimental Psychology, 63(4), 396-403.
-
(1962)
Journal of Experimental Psychology
, vol.63
, Issue.4
, pp. 396-403
-
-
Peterson, L.R.1
Saltzman, D.2
Hillner, K.3
Land, V.4
-
39
-
-
85018096744
-
The Power of Examples: Illustrative Examples Enhance Conceptual Learning of Declarative Concepts
-
Rawson, K. A., Thomas, R. C., & Jacoby, L.L. (2014). The Power of Examples: Illustrative Examples Enhance Conceptual Learning of Declarative Concepts. Educational Psychology Review.
-
(2014)
Educational Psychology Review
-
-
Rawson, K.A.1
Thomas, R.C.2
Jacoby, L.L.3
-
40
-
-
33845911958
-
The effects of overlearning and distributed practise on the retention of mathematics knowledge
-
Rohrer, D., & Taylor, K. (2006). The effects of overlearning and distributed practise on the retention of mathematics knowledge. Applied Cognitive Psychology, 20(9), 1209-1224.
-
(2006)
Applied Cognitive Psychology
, vol.20
, Issue.9
, pp. 1209-1224
-
-
Rohrer, D.1
Taylor, K.2
-
41
-
-
35148888538
-
The shuffling of mathematics problems improves learning
-
Rohrer, D., & Taylor, K. (2007). The shuffling of mathematics problems improves learning. Instructional Science, 35(6), 481-498.
-
(2007)
Instructional Science
, vol.35
, Issue.6
, pp. 481-498
-
-
Rohrer, D.1
Taylor, K.2
-
42
-
-
0021456550
-
Remindings and their effects in learning a cognitive skill
-
Retrieved from
-
Ross, B. H. (1984). Remindings and their effects in learning a cognitive skill. Cognitive Psychology, 16(3), 371-416. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/6478776
-
(1984)
Cognitive Psychology
, vol.16
, Issue.3
, pp. 371-416
-
-
Ross, B.H.1
-
43
-
-
0002100994
-
Generalizing from the use of earlier examples in problem solving
-
doi:10.1037//0278-7393.16.1.42
-
Ross, B. H., & Kennedy, P. T. (1990). Generalizing from the use of earlier examples in problem solving. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16(1), 42-55. doi:10.1037//0278-7393.16.1.42
-
(1990)
Journal of Experimental Psychology: Learning, Memory, and Cognition
, vol.16
, Issue.1
, pp. 42-55
-
-
Ross, B.H.1
Kennedy, P.T.2
-
44
-
-
0014251851
-
Textual constraints as function of repeated inspection
-
Rothkopth, E. Z. (1968). Textual constraints as function of repeated inspection. Journal of Educational Psychology, 59(1), 20-25.
-
(1968)
Journal of Educational Psychology
, vol.59
, Issue.1
, pp. 20-25
-
-
Rothkopth, E.Z.1
-
45
-
-
10844241366
-
Schematic influences on category learning and recognition memory
-
Sakamoto, Y., & Love, B. C. (2004). Schematic influences on category learning and recognition memory. Journal of Experimental Psychology: General, 133(4), 534-53.
-
(2004)
Journal of Experimental Psychology: General
, vol.133
, Issue.4
, pp. 534-553
-
-
Sakamoto, Y.1
Love, B.C.2
-
46
-
-
0000635383
-
Contextual Interference Effects on the Acquisition, Retention, and Transfer of a Motor Skill
-
Shea, J. B., & Morgan, R. L. (1979). Contextual Interference Effects on the Acquisition, Retention, and Transfer of a Motor Skill. Journal of Experimental Psychology: Human Learning and Memory, 5(2), 179-187.
-
(1979)
Journal of Experimental Psychology: Human Learning and Memory
, vol.5
, Issue.2
, pp. 179-187
-
-
Shea, J.B.1
Morgan, R.L.2
-
47
-
-
1242314203
-
High levels of contextual interference enhance handwriting skill acquisition
-
Ste-Marie, D. M., Clark, S. E., Findlay, L. C., & Latimer, A. E. (2004). High levels of contextual interference enhance handwriting skill acquisition. Journal of Motor Behavior, 36(1), 115- 126.
-
(2004)
Journal of Motor Behavior
, vol.36
, Issue.1
, pp. 115-126
-
-
Ste-Marie, D.M.1
Clark, S.E.2
Findlay, L.C.3
Latimer, A.E.4
-
48
-
-
78149347392
-
The effects of interleaved practice
-
Taylor, K., & Rohrer, D. (2010). The effects of interleaved practice. Applied Cognitive Psychology, 24(6), 837-848.
-
(2010)
Applied Cognitive Psychology
, vol.24
, Issue.6
, pp. 837-848
-
-
Taylor, K.1
Rohrer, D.2
-
49
-
-
84855289298
-
At the Same Time or Apart in Time? The Role of Presentation Timing and Retrieval Dynamics in Generalization
-
Vlach, H. A., Ankowski, A. A., & Sandhofer, C. M. (2012). At the Same Time or Apart in Time? The Role of Presentation Timing and Retrieval Dynamics in Generalization. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38(1), 246-254.
-
(2012)
Journal of Experimental Psychology: Learning, Memory, and Cognition
, vol.38
, Issue.1
, pp. 246-254
-
-
Vlach, H.A.1
Ankowski, A.A.2
Sandhofer, C.M.3
-
50
-
-
84899083086
-
Equal spacing and expanding schedules in children's categorization and generalization
-
Vlach, H. A., Sandhofer, C. M., & Bjork, R. A. (2014). Equal spacing and expanding schedules in children's categorization and generalization. Journal of Experimental Child Psychology, 123, 129-137
-
(2014)
Journal of Experimental Child Psychology
, vol.123
, pp. 129-137
-
-
Vlach, H.A.1
Sandhofer, C.M.2
Bjork, R.A.3
-
51
-
-
54249167388
-
The spacing effect in children's memory and category induction
-
Vlach, H. A., Sandhofer, C. M., & Kornell, N. (2008). The spacing effect in children's memory and category induction. Cognition, 109(1), 163-167.
-
(2008)
Cognition
, vol.109
, Issue.1
, pp. 163-167
-
-
Vlach, H.A.1
Sandhofer, C.M.2
Kornell, N.3
-
52
-
-
80055052443
-
Spacing enhances the learning of natural concepts: an investigation of mechanisms, metacognition, and aging
-
Wahlheim, C. N., Dunlosky, J., & Jacoby, L. L. (2011). Spacing enhances the learning of natural concepts: an investigation of mechanisms, metacognition, and aging. Memory & Cognition, 39(5), 750-763.
-
(2011)
Memory & Cognition
, vol.39
, Issue.5
, pp. 750-763
-
-
Wahlheim, C.N.1
Dunlosky, J.2
Jacoby, L.L.3
-
53
-
-
84890892632
-
The Role of Reminding in the Effects of Spaced Repetitions on Cued Recall: Sufficient but Not Necessary
-
doi:10.1037/a0034055
-
Wahlheim, C. N., Maddox, G. B., & Jacoby, L. L. (2014). The Role of Reminding in the Effects of Spaced Repetitions on Cued Recall: Sufficient but Not Necessary. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(1), 94 -105. doi:10.1037/a0034055
-
(2014)
Journal of Experimental Psychology: Learning, Memory, and Cognition
, vol.40
, Issue.1
, pp. 94-105
-
-
Wahlheim, C.N.1
Maddox, G.B.2
Jacoby, L.L.3
-
54
-
-
9544231808
-
Concept Learning as a Function of Form of Internal Structure
-
Whitman, J. R., & Garner, W. R. (1963). Concept Learning as a Function of Form of Internal Structure. Journal Of Verbal Learning And Verbal Behavior, 2(2), 195-202.
-
(1963)
Journal Of Verbal Learning And Verbal Behavior
, vol.2
, Issue.2
, pp. 195-202
-
-
Whitman, J.R.1
Garner, W.R.2
-
55
-
-
84879481247
-
The exemplar interleaving effect in inductive learning: Moderation by the difficulty of category discriminations
-
Zulkiply, N., & Burt, J. S. (2013). The exemplar interleaving effect in inductive learning: Moderation by the difficulty of category discriminations. Memory & Cognition, 41, 16-27.
-
(2013)
Memory & Cognition
, vol.41
, pp. 16-27
-
-
Zulkiply, N.1
Burt, J.S.2
-
56
-
-
84856569863
-
Spacing and induction: Application to exemplars presented as auditory and visual text
-
Zulkiply, N., McLean, J., Burt, J. S., & Bath, D. (2012). Spacing and induction: Application to exemplars presented as auditory and visual text. Learning and Instruction, 22(3), 215-221.
-
(2012)
Learning and Instruction
, vol.22
, Issue.3
, pp. 215-221
-
-
Zulkiply, N.1
McLean, J.2
Burt, J.S.3
Bath, D.4
|