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

Jairam D., Kiewra K. A., Rogers-Kasson S., Patterson-Hazley M., Marxhausen K. SOAR Versus SQ3R: A Test of Two Study Systems // Instructional Science. 2014. May. Vol. 42. № 3. Pp. 409–420 // dx.doi.org/10.1007/s11251-013-9295-0.

McDaniel M. A., Howard D. C., Einstein G. O. The Read-Recite-Review Study Strategy: Effective and Portable // Psychological Science. 2009. April. Vol. 20. № 4. Pp. 516–522 // dx.doi.org/10.1111/j.1467–9280.2009.02325.x.

Nist S. L., Kirby K. The Text Marking Patterns of College Students // Reading Psychology. 1989. Fall. Vol. 10. № 4. Pp. 321–338 // dx.doi.org/10.1080/0270271890100403.

Otero J., Kintsch W. Failures to Detect Contradictions in a Text: What Readers Believe Versus What They Read // Psychological Science. 1992. July. Vol. 3. № 4. Pp. 229–235 // dx.doi.org/10.1111/j.1467–9280.1992.tb00034.x.

Rayner K… Schotter E. R, Masson M. E. J. et al. So Much to Read, So Little Time: How Do We Read, and Can Speed Reading Help? // Psychological Science in the Public Interest. 2016. May. Vol. 17. № 1. Pp. 4–34 // dx.doi.org/10.1177/1529100615623267.

Глава 6

Бэддели А. Ваша память. Руководство по тренировке и развитию. М.: Эксмо-Пресс, 2001.

Alfieri L., Nokes-Malach T. J., Schunn C. D. Learning Through Case Comparisons: A Meta-analytic Review // Educational Psychologist. 2013. Vol. 48. № 2. Pp. 87–113 // dx.doi.org/10.1080/00461520.2013.775712.

Blasiman R. N., Dunlosky J., Rawson K. A. The What, How Much, and When of Study Strategies: Comparing Intended Versus Actual Study Behaviour // Memory. 2017. July. Vol. 25. № 6. Pp. 784–792 // dx.doi.org/10.1080/09658211.2016.1221974.

Callender A. A., McDaniel M. A. The Limited Benefits of Rereading Educational Texts // Contemporary Educational Psychology. 2009. January. Vol. 34. № 1. Pp. 30–41 // dx.doi.org/10.1016/j.cedpsych.2008.07.001.

Catrambone R. The Subgoal Learning Model: Creating Better Examples to Improve Transfer to Novel Problems // Journal of Experimental Psychology: General. 1998. December. Vol. 127. № 4. Pp. 355–376 // dx.doi.org/10.1037/0096-3445.127.4.355.

Dunlosky J., Rawson K. A., Marsh E. J., Nathan M. J., Willingham D. T. Improving Students’ Learning with Effective Learning Techniques: Promising Directions from Cognitive and Educational Psychology // Psychological Science in the Public Interest. 2013. January. Vol. 14. № 1. Pp. 4–58 // dx.doi.org/10.1177/1529100612453266.

Fernandes M. A., Wammes J. D., Meade M. E. The Surprisingly Powerful Influence of Drawing on Memory // Current Directions in Psychological Science. 2018. October. Vol. 27. № 5. Pp. 302–308 // dx.doi.org/10.1177/0963721418755385.

Margulieux L. E., Catrambone R. Improving Problem Solving with Subgoal Labels in Expository Text and Worked Examples // Learning and Instruction. 2016. April. Vol. 42. Pp. 58–71 // dx.doi.org/10.1016/j.learninstruc.2015.12.002.

Rawson K. A., Dunlosky J., Sciartelli S. M. The Power of Successive Relearning: Improving Performance on Course Exams and Long-Term Retention // Educational Psychology Review. 2013. December. Vol. 25. № 4. Pp. 523–548 // dx.doi.org/10.1007/s10648-013-9240-4.

Tauber S. K., Witherby A. E., Dunlosky J. et al. Does Covert Retrieval Benefit Learning of Key-Term Definitions? // Journal of Applied Research in Memory and Cognition. 2018. March. Vol. 7. № 1. Pp. 106–115 // dx.doi.org/10.1016/j.jarmac.2016.10.004.

Willingham D. T. Does Tailoring Instruction to ‘Learning Styles’ Help Students Learn? // American Educator. 2018. Summer. Vol. 42. № 2. Pp. 28–36 // files.eric.ed.gov/fulltext/EJ1182080.pdf.

Yang C., Luo L., Vadillo M. A., Yu R., Shanks D. R. Testing (Quizzing) Boosts Classroom Learning: A Systematic and Meta-analytic Review // Psychological Bulletin. 2021. April. Vol. 147. № 4. Pp. 399–435 // dx.doi.org/10.1037/bul0000309.

Глава 7

Bjork E. L., Bjork R. A. Making Things Hard on Yourself, but in a Good Way: Creating Desirable Difficulties to Enhance Learning // Psychology and the Real World: Essays Illustrating Fundamental Contributions to Society, ed. by M. A. Gernsbacher, R. W. Pew, L. M. Hough, J. R. Pomerantz. New York: FABBS Foundation, 2009. Pp. 56–64.

Dougherty K. M., Johnston J. M. Overlearning, Fluency, and Automaticity // Behavior Analyst. 1996. October. Vol. 19. № 2. Pp. 289–292 // dx.doi.org/10.1007/BF03393171.