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

Hertzog C., Hines J. C., Touron D. R. Judgments of Learning Are Influenced by Multiple Cues in Addition to Memory for Past Test Accuracy // Archives of Scientific Psychology. 2013. Vol. 1. № 1. Pp. 23–32 // dx.doi.org/10.1037/arc0000003.

Kornell N., Hausman H. Performance Bias: Why Judgments of Learning Are Not Affected by Learning // Memory & Cognition. 2017. November. Vol. 45. № 8. Pp. 1270–1280 // dx.doi.org/10.3758/s13421-017-0740-1.

Roelle J., Schmidt E. M., Buchau A., Berthold K. Effects of Informing Learners About the Dangers of Making Overconfident Judgments of Learning // Journal of Educational Psychology. 2017. January. Vol. 109. № 1. Pp. 99–117.

Schwartz B. L., Metcalfe J. Metamemory: An Update of Critical Findings // Cognitive Psychology of Memory. Vol. 2. A Comprehensive Reference, ed. by J. H. Byrne. Oxford, UK: Academic Press, 2017. Pp. 423–432.

Shanks L. L., Serra M. J. Domain Familiarity as a Cue for Judgments of Learning // Psychonomic Bulletin & Review. 2014. April. Vol. 21. № 2. Pp. 445–453 // dx.doi.org/10.3758/s13423-013-0513-1.

Soderstrom N. C., Bjork R. A. Learning Versus Performance: An Integrative Review // Perspectives on Psychological Science. 2015. March. Vol. 10. № 2. Pp. 176–199 // dx.doi.org/10.1177/1745691615569000.

Witherby A. E., Tauber S. K. The Influence of Judgments of Learning on Long-Term Learning and Short-Term Performance // Journal of Applied Research in Memory and Cognition. 2017. December. Vol. 6. № 4. Pp. 496–503.

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Archer N. S., Pippert R. Don’t Change the Answer!: An Exposé of the Perennial Myth That the First Choices Are Always the Correct Ones // The Clearing House: A Journal of Educational Strategies, Issues and Ideas. 1962. Vol. 37. № 1. Pp. 39–41 // dx.doi.org/10.1080/00098655.1962.11476207.

Bourassa K. J., Ruiz J. M., Sbarra D. A. The Impact of Physical Proximity and Attachment Working Models on Cardiovascular Reactivity: Comparing Mental Activation and Romantic Partner Presence // Psychophysiology. 2019. May. Vol. 56. № 5. Pp. 1–12 // dx.doi.org/10.1111/psyp.13324.

Bramão I., Karlsson A., Johansson M. Mental Reinstatement of Encoding Context Improves Episodic Remembering // Cortex. 2017. September. Vol. 94. Pp. 15–26 // dx.doi.org/10.1016/j.cortex.2017.06.007.

Calma-Birling D., Gurung R. A. R. Does a Brief Mindfulness Intervention Impact Quiz Performance? // Psychology Learning & Teaching. 2017. November. Vol. 16. № 3. Pp. 323–335 // dx.doi.org/10.1177/1475725717712785.

Copeland D. A. Should Chemistry Students Change Answers on Multiple-Choice Tests? // Journal of Chemical Education. 1972. April. Vol. 49. № 4. P. 258 // dx.doi.org/10.1021/ed049p258.

DiBattista D., Sinnige-Egger J.-A., Fortuna G. The ‘None of the Above’ Option in Multiple-Choice Testing: An Experimental Study // Journal of Experimental Education. 2014. Vol. 82. № 2. Pp. 168–183 // dx.doi.org/10.1080/00220973.2013.795127.

Embse N. von der, Barterian J., Segool N. Test Anxiety Interventions for Children and Adolescents: A Systematic Review of Treatment Studies from 2000–2010 // Psychology in the Schools. 2013. January. Vol. 50. № 1. Pp. 57–71 // dx.doi.org/10.1002/PITS.21660.

Erdelyi M. H. The Recovery of Unconscious Memories: Hypermnesia and Reminiscence. Chicago: University of Chicago Press, 1996.

Kruger J., Wirtz D., Miller D. T. Counterfactual Thinking and the First Instinct Fallacy // Journal of Personality and Social Psychology. 2005. May. Vol. 88. № 5. Pp. 725–735.

Pichert J. W., Anderson R. C. Taking Different Perspectives on a Story // Journal of Educational Psychology. 1977. August. Vol. 69. № 4. Pp. 309–315 // experts.illinois.edu/en/publications/taking-different-perspectives-on-a-story.

Schwarz S. P., McMorris R. F., DeMers L. P. Reasons for Changing Answers: An Evaluation Using Personal Interviews // Journal of Educational Measurement. 1991. June. Vol. 28. № 2. Pp. 163–171 // dx.doi.org/10.1111/j.1745–3984.1991.tb00351.x.

Smith S. M., Handy J. D. Effects of Varied and Constant Environmental Contexts on Acquisition and Retention // Journal of Experimental Psychology: Learning, Memory, and Cognition. 2014. November. Vol. 40. № 6. Pp. 1582–1593.

Vispoel W. P. Reviewing and Changing Answers on Computerized Fixed-Item Vocabulary Tests // Educational and Psychological Measurement. 2000. June. Vol. 60. № 3. Pp. 371–384 // dx.doi.org/10.1177/00131640021970600.

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