Учись как профи. 14 супернавыков, чтобы освоить все что хочешь

Holyoak K. J., Stamenković D. Metaphor Comprehension: A Critical Review of Theories and Evidence // Psychological Bulletin. 2018. June. Vol. 144. № 6. Pp. 641–671. // dx.doi.org/10.1037/bul0000145.

Long N., Kuhl B. A., Chun M. M. Memory and Attention // Stevens’ Handbook of Experimental Psychology and Cognitive Neuroscience. 4th ed. Vol. 1. Language and Memory, ed. by E. Phelps, L. Davachi. New York: Wiley, 2018. Pp. 285–321.

Morris C. D., Bransford J. D., Franks J. J. Levels of Processing Versus Transfer Appropriate Processing // Journal of Verbal Learning and Verbal Behavior. 1997. October. Vol. 16. № 5. Pp. 519–533 // dx.doi.org/10.1016/S0022-5371(77)80016-9.

Tulving E., Thompson D. M. Encoding Specificity and Retrieval Processes in Episodic Memory // Psychological Review. 1973. September. Vol. 80. № 5. Pp. 352–373 // dx.doi.org/10.1037/h0020071.

Глава 4

Bower G. H., Clark M. C., Lesgold A. M., Winzenz D. Hiearchical Retrieval Schemes in Recall of Categorized Word Lists // Journal of Verbal Learning and Verbal Behavior. 1969. June. Vol. 8. № 3. Pp. 323–343 // dx.doi.org/10.1016/S0022-5371(69)80124-6.

Chularut P., DeBacker T. K. The Influence of Concept Mapping on Achievement, Self-Regulation, and Self-Efficacy in Students of English as a Second Language // Contemporary Educational Psychology. 2004. July. Vol. 29. № 3. Pp. 248–263 // dx.doi.org/10.1016/j.cedpsych.2003.09.001.

Cohen D., Kim E., Tan J., Winkelmes M. A. A Note-Restructuring Intervention Increases Students’ Exam Scores // College Teaching. 2013. July. Vol. 61. № 3. Pp. 95–99 // dx.doi.org/10.1080/87567555.2013.793168.

Crawford C. C. The Correlation Between College Lecture Notes and Quiz Papers // Journal of Educational Research. 1925. Vol. 12. № 4. Pp. 282–291 // dx.doi.org/10.1080/00220671.1925.10879600.

Kiewra K. A. Note Taking on Trial: A Legal Application of Note-Taking Research // Educational Psychology Review. 2016. June. Vol. 28. № 2. Pp. 377–384 // dx.doi.org/10.1007/s10648-015-9353-z.

Kiewra K. A., Benton S. L. The Relationship Between Information-Processing Ability and Notetaking // Contemporary Educational Psychology. 1988. January. Vol. 13. № 1. Pp. 33–44 // dx.doi.org/10.1016/0361-476X(88)90004-5.

Luo L., Kiewra K. A., Samuelson L. Revising Lecture Notes: How Revision, Pauses, and Partners Affect Note Taking and Achievement // Instructional Science. 2016. February. Vol. 44. Pp. 45–67 // dx.doi.org/10.1007/s11251-016-9370-4.

Makany T., Kemp J., Dror I. E. Optimising the Use of Note-Taking as an External Cognitive Aid for Increasing Learning // British Journal of Educational Technology. 2009. July. Vol. 40. № 4. Pp. 619–635 // dx.doi.org/10.1111/j.1467–8535.2008.00906.x.

Rachal K. C., Daigle S., Rachal W. S. Learning Problems Reported by College Students: Are They Using Learning Strategies? // Journal of Instructional Psychology. 2007. December. Vol. 34. № 4. Pp. 191–199.

Глава 5

Bartoszewski B. L., Gurung R. A. R. Comparing the Relationship of Learning Techniques and Exam Score // Scholarship of Teaching and Learning in Psychology. 2015. September. Vol. 1. № 3. Pp. 219–228 // dx.doi.org/10.1037/stl0000036.

Bohay M., Blakely D. P., Tamplin A. K., Radvansky G. A. Note Taking, Review, Memory, and Comprehension // American Journal of Psychology. 2011. Spring. Vol. 124. № 1. Pp. 63–73 // dx.doi.org/10.5406/amerjpsyc.124.1.0063.

Denton C. A., Wolters C. A., York M. J. et al. Adolescents’ Use of Reading Comprehension Strategies: Differences Related to Reading Proficiency, Grade Level, and Gender // Learning and Individual Differences. 2015. January. Vol. 37. Pp. 81–95 // dx.doi.org/10.1016/j.lindif.2014.11.016.

Glenberg A. M., Wilkinson A. C., Epstein W. The Illusion of Knowing: Failure in the Self-Assessment of Comprehension // Memory & Cognition. 1982. November. Vol. 10. № 6. Pp. 597–602 // dx.doi.org/10.3758/BF03202442.

Gurung R. A. R. How Do Students Really Study (and Does It Matter)? // Teaching of Psychology. 2005. Vol. 32. № 4. Pp. 239–241.

Gurung R. A. R., Daniel D. B. Evidence-Based Pedagogy: Do Pedagogical Features Enhance Student Learning? // Best Practices for Teaching Introduction to Psychology, ed. by D. S. Dunn, S. L. Chew. Mahwah, NJ: Erlbaum, 2005. Pp. 41–55.

Gurung R. A. R., Weidert J., Jeske A. Focusing on How Students Study // Journal of the Scholarship of Teaching and Learning. 2010. January. Vol. 10. № 1. Pp. 28–35 // files.eric.ed.gov/fulltext/EJ882123.pdf.