-
1
-
-
84865404911
-
Advances in cognitive psychology relevant to education: Introduction to the special issue
-
Agarwal, P. K. (2012). Advances in cognitive psychology relevant to education: Introduction to the special issue. Educational Psychology Review, 24, 353-354. http://dx.doi.org/10.1007/s10648-012-9212-0
-
(2012)
Educational Psychology Review
, vol.24
, pp. 353-354
-
-
Agarwal, P.K.1
-
2
-
-
0035577836
-
Episodic future thinking
-
Atance, C. M., & O'Neill, D. K. (2001). Episodic future thinking. Trends in Cognitive Sciences, 5, 533-539. http://dx.doi.org/10.1016/S1364-6613(00)01804-0
-
(2001)
Trends in Cognitive Sciences
, vol.5
, pp. 533-539
-
-
Atance, C.M.1
O'Neill, D.K.2
-
3
-
-
0037346953
-
Autobiographical memory: Exploring its functions in everyday life
-
Bluck, S. (2003). Autobiographical memory: Exploring its functions in everyday life. Memory, 11, 113-123. http://dx.doi.org/10.1080/74193 8206
-
(2003)
Memory
, vol.11
, pp. 113-123
-
-
Bluck, S.1
-
4
-
-
0017660928
-
Memory for the pragmatic implications of sentences
-
Brewer, W. F. (1977). Memory for the pragmatic implications of sentences. Memory & Cognition, 5, 673-678. http://dx.doi.org/10.3758/BF031 97414
-
(1977)
Memory & Cognition
, vol.5
, pp. 673-678
-
-
Brewer, W.F.1
-
5
-
-
47549091511
-
Correcting a metacognitive error: Feedback increases retention of low-confidence correct responses
-
Butler, A. C., Karpicke, J. D., & Roediger, H. L. (2008). Correcting a metacognitive error: Feedback increases retention of low-confidence correct responses. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 918-928. http://dx.doi.org/10.1037/0278-7393 .34.4.918
-
(2008)
Journal of Experimental Psychology: Learning, Memory, and Cognition
, vol.34
, pp. 918-928
-
-
Butler, A.C.1
Karpicke, J.D.2
Roediger, H.L.3
-
6
-
-
45849127987
-
Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing
-
Butler, A. C., & Roediger, H. L., III. (2008). Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Memory & Cognition, 36, 604-616. http://dx.doi.org/10.3758/ MC.36.3.604
-
(2008)
Memory & Cognition
, vol.36
, pp. 604-616
-
-
Butler, A.C.1
Roediger, H.L.2
-
7
-
-
33746111408
-
Remembering pragmatic inferences
-
Chan, J. C. K., & McDermott, K. B. (2006). Remembering pragmatic inferences. Applied Cognitive Psychology, 20, 633-639. http://dx.doi .org/10.1002/acp.1215
-
(2006)
Applied Cognitive Psychology
, vol.20
, pp. 633-639
-
-
Chan, J.C.K.1
McDermott, K.B.2
-
8
-
-
84948512218
-
Cognitive load theory and the format of instruction
-
Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8, 293-332. http://dx.doi.org/10 .1207/s1532690xci0804_2
-
(1991)
Cognition and Instruction
, vol.8
, pp. 293-332
-
-
Chandler, P.1
Sweller, J.2
-
10
-
-
85029559423
-
The impact of critical feedback choice on students' revision, performance, learning, and memory
-
Cutumisu, M., & Schwartz, D. L. (2018). The impact of critical feedback choice on students' revision, performance, learning, and memory. Computers in Human Behavior, 78, 351-367. http://dx.doi.org/10.1016/j.chb .2017.06.029
-
(2018)
Computers in Human Behavior
, vol.78
, pp. 351-367
-
-
Cutumisu, M.1
Schwartz, D.L.2
-
11
-
-
50849134878
-
On the measurement of achievement goals: Critique, illustration, and application
-
Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100, 613-628. http://dx.doi.org/10.1037/0022-0663.100.3 .613
-
(2008)
Journal of Educational Psychology
, vol.100
, pp. 613-628
-
-
Elliot, A.J.1
Murayama, K.2
-
12
-
-
84971644046
-
Deconstructing constructive criticism: The nature of academic emotions associated with constructive, positive, and negative feedback
-
Fong, C. J., Warner, J. R., Williams, K. M., Schallert, D. L., Chen, L. H., Williamson, Z. H., & Lin, S. (2016). Deconstructing constructive criticism: The nature of academic emotions associated with constructive, positive, and negative feedback. Learning and Individual Differences, 49, 393-399. http://dx.doi.org/10.1016/j.lindif.2016.05.019
-
(2016)
Learning and Individual Differences
, vol.49
, pp. 393-399
-
-
Fong, C.J.1
Warner, J.R.2
Williams, K.M.3
Schallert, D.L.4
Chen, L.H.5
Williamson, Z.H.6
Lin, S.7
-
13
-
-
37349108167
-
Photographs can distort memory for the news
-
Garry, M., Strange, D., Bernstein, D. M., & Kinzett, T. (2007). Photographs can distort memory for the news. Applied Cognitive Psychology, 21, 995-1004. http://dx.doi.org/10.1002/acp.1362
-
(2007)
Applied Cognitive Psychology
, vol.21
, pp. 995-1004
-
-
Garry, M.1
Strange, D.2
Bernstein, D.M.3
Kinzett, T.4
-
14
-
-
77949875444
-
Improving the effectiveness of peer feedback for learning
-
Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K. (2010). Improving the effectiveness of peer feedback for learning. Learning and Instruction, 20, 304-315. http://dx.doi.org/10.1016/j.learninstruc.2009 .08.007
-
(2010)
Learning and Instruction
, vol.20
, pp. 304-315
-
-
Gielen, S.1
Peeters, E.2
Dochy, F.3
Onghena, P.4
Struyven, K.5
-
15
-
-
58149207603
-
Representation of intentions: Persisting activation in memory
-
Goschke, T., & Kuhl, J. (1993). Representation of intentions: Persisting activation in memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 1211-1226. http://dx.doi.org/10.1037/0278-7393.19.5.1211
-
(1993)
Journal of Experimental Psychology: Learning, Memory, and Cognition
, vol.19
, pp. 1211-1226
-
-
Goschke, T.1
Kuhl, J.2
-
16
-
-
84859308369
-
Teachers' classroom feedback: Still trying to get it right
-
Hargreaves, E. (2012). Teachers' classroom feedback: Still trying to get it right. Pedagogies, 7, 1-15. http://dx.doi.org/10.1080/1554480X.2012 .630454
-
(2012)
Pedagogies
, vol.7
, pp. 1-15
-
-
Hargreaves, E.1
-
18
-
-
78651257745
-
The costs and benefits of providing feedback during learning
-
Hays, M. J., Kornell, N., & Bjork, R. A. (2010). The costs and benefits of providing feedback during learning. Psychonomic Bulletin & Review, 17, 797-801. http://dx.doi.org/10.3758/PBR.17.6.797
-
(2010)
Psychonomic Bulletin & Review
, vol.17
, pp. 797-801
-
-
Hays, M.J.1
Kornell, N.2
Bjork, R.A.3
-
19
-
-
84879420612
-
Behavioral obligation and information avoidance
-
Howell, J. L., & Shepperd, J. A. (2013). Behavioral obligation and information avoidance. Annals of Behavioral Medicine, 45, 258-263. http:// dx.doi.org/10.1007/s12160-012-9451-9
-
(2013)
Annals of Behavioral Medicine
, vol.45
, pp. 258-263
-
-
Howell, J.L.1
Shepperd, J.A.2
-
20
-
-
0001017866
-
The "Barnum effect" revisited: Cognitive and motivational factors in the acceptance of personality descriptions
-
Johnson, J. T., Cain, L. M., Falke, T. L., Hayman, J., & Perillo, E. (1985). The "Barnum effect" revisited: Cognitive and motivational factors in the acceptance of personality descriptions. Journal of Personality and Social Psychology, 49, 1378-1391. http://dx.doi.org/10.1037/0022-3514.49.5 .1378
-
(1985)
Journal of Personality and Social Psychology
, vol.49
, pp. 1378-1391
-
-
Johnson, J.T.1
Cain, L.M.2
Falke, T.L.3
Hayman, J.4
Perillo, E.5
-
21
-
-
34347371769
-
Test format and corrective feedback modify the effect of testing on long-term retention
-
Kang, S. H., McDermott, K. B., & Roediger, H. L., III. (2007). Test format and corrective feedback modify the effect of testing on long-term retention. European Journal of Cognitive Psychology, 19, 528-558. http:// dx.doi.org/10.1080/09541440601056620
-
(2007)
European Journal of Cognitive Psychology
, vol.19
, pp. 528-558
-
-
Kang, S.H.1
McDermott, K.B.2
Roediger, H.L.3
-
22
-
-
84888396100
-
The temporal orientation of memory: It's time for a change of direction
-
Klein, S. B. (2013). The temporal orientation of memory: It's time for a change of direction. Journal of Applied Research in Memory & Cognition, 2, 222-234. http://dx.doi.org/10.1016/j.jarmac.2013.08.001
-
(2013)
Journal of Applied Research in Memory & Cognition
, vol.2
, pp. 222-234
-
-
Klein, S.B.1
-
23
-
-
75149117824
-
Facing the future: Memory as an evolved system for planning future acts
-
Klein, S. B., Robertson, T. E., & Delton, A. W. (2010). Facing the future: Memory as an evolved system for planning future acts. Memory & Cognition, 38, 13-22. http://dx.doi.org/10.3758/MC.38.1.13
-
(2010)
Memory & Cognition
, vol.38
, pp. 13-22
-
-
Klein, S.B.1
Robertson, T.E.2
Delton, A.W.3
-
24
-
-
79951717096
-
The futureorientation of memory: Planning as a key component mediating the high levels of recall found with survival processing
-
Klein, S. B., Robertson, T. E., & Delton, A. W. (2011). The futureorientation of memory: Planning as a key component mediating the high levels of recall found with survival processing. Memory, 19, 121-139. http://dx.doi.org/10.1080/09658211.2010.537827
-
(2011)
Memory
, vol.19
, pp. 121-139
-
-
Klein, S.B.1
Robertson, T.E.2
Delton, A.W.3
-
25
-
-
85021859184
-
When is an image a health claim?. A false-recollection method to detect implicit inferences about products' health benefits
-
Klepacz, N. A., Nash, R. A., Egan, M. B., Hodgkins, C. E., & Raats, M. M. (2016). When is an image a health claim? A false-recollection method to detect implicit inferences about products' health benefits. Health Psychology, 35, 898-907. http://dx.doi.org/10.1037/hea0000317
-
(2016)
Health Psychology
, vol.35
, pp. 898-907
-
-
Klepacz, N.A.1
Nash, R.A.2
Egan, M.B.3
Hodgkins, C.E.4
Raats, M.M.5
-
26
-
-
84893396860
-
The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory
-
Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254-284. http://dx.doi.org/10.1037/0033-2909.119.2.254
-
(1996)
Psychological Bulletin
, vol.119
, pp. 254-284
-
-
Kluger, A.N.1
DeNisi, A.2
-
27
-
-
0025187093
-
Encoding information for future action: Memory for to-be-performed tasks versus memory for to-be-recalled tasks
-
Koriat, A., Ben-Zur, H., & Nussbaum, A. (1990). Encoding information for future action: Memory for to-be-performed tasks versus memory for to-be-recalled tasks. Memory & Cognition, 18, 568-578. http://dx.doi .org/10.3758/BF03197099
-
(1990)
Memory & Cognition
, vol.18
, pp. 568-578
-
-
Koriat, A.1
Ben-Zur, H.2
Nussbaum, A.3
-
28
-
-
79955864438
-
Using confidence intervals in within-subject designs
-
Loftus, G. R., & Masson, M. E. J. (1994). Using confidence intervals in within-subject designs. Psychonomic Bulletin & Review, 1, 476-490. http://dx.doi.org/10.3758/BF03210951
-
(1994)
Psychonomic Bulletin & Review
, vol.1
, pp. 476-490
-
-
Loftus, G.R.1
Masson, M.E.J.2
-
29
-
-
85047683645
-
Fears, phobias, and preparedness: Toward an evolved module of fear and fear learning
-
öhman, A., & Mineka, S. (2001). Fears, phobias, and preparedness: Toward an evolved module of fear and fear learning. Psychological Review, 108, 483-522. http://dx.doi.org/10.1037/0033-295X.108.3.483
-
(2001)
Psychological Review
, vol.108
, pp. 483-522
-
-
Öhman, A.1
Mineka, S.2
-
30
-
-
76249092808
-
Learning styles: Concepts and evidence
-
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9, 105-119. http://dx.doi.org/10.1111/j.1539-6053.2009 .01038.x
-
(2008)
Psychological Science in the Public Interest
, vol.9
, pp. 105-119
-
-
Pashler, H.1
McDaniel, M.2
Rohrer, D.3
Bjork, R.4
-
31
-
-
0037343437
-
Directive functions of autobiographical memory: The guiding power of the specific episode
-
Pillemer, D. B. (2003). Directive functions of autobiographical memory: The guiding power of the specific episode. Memory, 11, 193-202. http://dx.doi.org/10.1080/741938208
-
(2003)
Memory
, vol.11
, pp. 193-202
-
-
Pillemer, D.B.1
-
32
-
-
0040950320
-
Memories of college: The importance of specific educational episodes
-
D. C. Rubin (Ed.) New York, NY: Cambridge University Press
-
Pillemer, D. B., Picariello, M. L., Law, A. B., & Reichman, J. S. (1999). Memories of college: The importance of specific educational episodes. In D. C. Rubin (Ed.), Remembering our past: Studies in autobiographical memory (pp. 318-337). New York, NY: Cambridge University Press
-
(1999)
Remembering our past: Studies in autobiographical memory
, pp. 318-337
-
-
Pillemer, D.B.1
Picariello, M.L.2
Law, A.B.3
Reichman, J.S.4
-
33
-
-
84980044683
-
The neurocognitive development of episodic prospection and its implications for academic achievement
-
Prabhakar, J., Coughlin, C., & Ghetti, S. (2016). The neurocognitive development of episodic prospection and its implications for academic achievement. Mind, Brain and Education, 10, 196-206. http://dx.doi .org/10.1111/mbe.12124
-
(2016)
Mind, Brain and Education
, vol.10
, pp. 196-206
-
-
Prabhakar, J.1
Coughlin, C.2
Ghetti, S.3
-
34
-
-
84878364068
-
Applying cognitive psychology to education: Translational educational science
-
Roediger, H. L., III. (2013). Applying cognitive psychology to education: Translational educational science. Psychological Science in the Public Interest, 14, 1-3. http://dx.doi.org/10.1177/1529100612454415
-
(2013)
Psychological Science in the Public Interest
, vol.14
, pp. 1-3
-
-
Roediger, H.L.1
-
35
-
-
84869800517
-
Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice
-
Roediger, H. L., III, & Pyc, M. A. (2012). Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice. Journal of Applied Research in Memory & Cognition, 1, 242-248. http://dx.doi.org/10.1016/j.jarmac.2012.09.002
-
(2012)
Journal of Applied Research in Memory & Cognition
, vol.1
, pp. 242-248
-
-
Roediger, H.L.1
Pyc, M.A.2
-
36
-
-
74049083746
-
Learning from feedback: Spacing and the delay-retention effect
-
Smith, T. A., & Kimball, D. R. (2010). Learning from feedback: Spacing and the delay-retention effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 80-95. http://dx.doi.org/10.1037/ a0017407
-
(2010)
Journal of Experimental Psychology: Learning, Memory, and Cognition
, vol.36
, pp. 80-95
-
-
Smith, T.A.1
Kimball, D.R.2
-
37
-
-
78650257691
-
Information avoidance: Who, what, when, and why
-
Sweeny, K., Melnyk, D., Miller, W., & Shepperd, J. A. (2010). Information avoidance: Who, what, when, and why. Review of General Psychology, 14, 340-353. http://dx.doi.org/10.1037/a0021288
-
(2010)
Review of General Psychology
, vol.14
, pp. 340-353
-
-
Sweeny, K.1
Melnyk, D.2
Miller, W.3
Shepperd, J.A.4
-
38
-
-
58149357028
-
Evaluating the negative or valuing the positive?. Neural mechanisms supporting feedback-based learning across development
-
van Duijvenvoorde, A. C., Zanolie, K., Rombouts, S. A., Raijmakers, M. E., & Crone, E. A. (2008). Evaluating the negative or valuing the positive? Neural mechanisms supporting feedback-based learning across development. The Journal of Neuroscience, 28, 9495-9503. http://dx.doi .org/10.1523/JNEUROSCI.1485-08.2008
-
(2008)
The Journal of Neuroscience
, vol.28
, pp. 9495-9503
-
-
van Duijvenvoorde, A.C.1
Zanolie, K.2
Rombouts, S.A.3
Raijmakers, M.E.4
Crone, E.A.5
-
39
-
-
77957255715
-
A comparison of study strategies for passages: Rereading, answering questions, and generating questions
-
Weinstein, Y., McDermott, K. B., & Roediger, H. L. (2010). A comparison of study strategies for passages: Rereading, answering questions, and generating questions. Journal of Experimental Psychology: Applied, 16, 308-316. http://dx.doi.org/10.1037/a0020992
-
(2010)
Journal of Experimental Psychology: Applied
, vol.16
, pp. 308-316
-
-
Weinstein, Y.1
McDermott, K.B.2
Roediger, H.L.3
-
40
-
-
84986220304
-
Supporting learners' agentic engagement with feedback: A systematic review and a taxonomy of recipience processes
-
Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017). Supporting learners' agentic engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52, 17-37. http://dx.doi.org/10.1080/00461520.2016.1207538
-
(2017)
Educational Psychologist
, vol.52
, pp. 17-37
-
-
Winstone, N.E.1
Nash, R.A.2
Parker, M.3
Rowntree, J.4
-
41
-
-
84939485861
-
What do students want most from written feedback information?. Distinguishing necessities from luxuries using a budgeting methodology
-
Winstone, N. E., Nash, R. A., Rowntree, J., & Menezes, R. (2016). What do students want most from written feedback information? Distinguishing necessities from luxuries using a budgeting methodology. Assessment & Evaluation in Higher Education, 41, 1237-1253. http://dx.doi .org/10.1080/02602938.2015.1075956
-
(2016)
Assessment & Evaluation in Higher Education
, vol.41
, pp. 1237-1253
-
-
Winstone, N.E.1
Nash, R.A.2
Rowntree, J.3
Menezes, R.4
-
42
-
-
84954526598
-
'It'd be useful, but I wouldn't use it': Barriers to university students' feedback seeking and recipience
-
Winstone, N. E., Nash, R. A., Rowntree, J., & Parker, M. (2017). 'It'd be useful, but I wouldn't use it': Barriers to university students' feedback seeking and recipience. Studies in Higher Education, 42, 2026-2041. http://dx.doi.org/10.1080/03075079.2015.1130032
-
(2017)
Studies in Higher Education
, vol.42
, pp. 2026-2041
-
-
Winstone, N.E.1
Nash, R.A.2
Rowntree, J.3
Parker, M.4
-
43
-
-
84951757726
-
Transparency of learning goals is not enough. Contemporary Educational Psychology
-
Wollenschläger, M., Hattie, J., Machts, N., Möller, J., & Harms, U. (2016). What makes rubrics effective in teacher-feedback? Transparency of learning goals is not enough. Contemporary Educational Psychology, 44-45, 1-11. http://dx.doi.org/10.1016/j.cedpsych.2015.11.003
-
(2016)
What makes rubrics effective in teacher-feedback?
, vol.44-45
, pp. 1-11
-
-
Wollenschläger, M.1
Hattie, J.2
Machts, N.3
Möller, J.4
Harms, U.5
|