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

Дуэк К. Гибкое сознание. Новый взгляд на психологию развития взрослых и детей. М.: Манн, Иванов и Фербер, 2018.

Black P., Wiliam D. Developing the Theory of Formative Assessment // Educational Assessment, Evaluation and Accountability. 2009. Vol. 21. № 5. Pp. 5–31 // dx.doi.org/10.1007/s11092-008-9068-5.

Kornell N., Metcalfe J. The Effects of Memory Retrieval, Errors and Feedback on Learning // Applying Science of Learning in Education: Infusing Psychological Science into the Curriculum, ed. by V. A. Benassi, C. E. Overson, C. M. Hakala. Washington, DC: Division 2, American Psychological Association, 2014. Pp. 225–251 // columbia.edu/cu/psychology/metcalfe/PDFs/Kornell2013.pdf.

Mayer R. E. Rote Versus Meaningful Learning // Theory into Practice. 2002. Autumn. Vol. 41. № 4. Pp. 226–232 // dx.doi.org/10.1207/s15430421tip4104_4.

Morrison F. J., Kim M. H., Connor C. M., Grammer J. K. The Causal Impact of Schooling on Children’s Development: Lessons for Developmental Science // Current Directions in Psychological Science. 2019. October. Vol. 28. № 5. Pp. 441–449 // dx.doi.org/10.1177/0963721419855661.

Roberts D. M. An Empirical Study on the Nature of Trick Test Questions // Journal of Educational Measurement. 1993. December. Vol. 30. № 4. Pp. 331–344 // dx.doi.org/10.1111/J.1745–3984.1993.TB00430.X.

Shute V. J. Focus on Formative Feedback // Review of Educational Research. 2008. March. Vol. 78. № 1. Pp. 153–189 // dx.doi.org/10.3102/0034654307313795.

Simons D. J., Boot W. R., Charness N. C. et al. Do ‘Brain Training’ Programs Work? // Psychological Science in the Public Interest. 2016. October. Vol. 17. № 3. Pp. 103–186.

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Astill R. G., Van der Heijden K. B., Van IJzendoorn M. H., Van Someren E. J. W. Sleep, Cognition, and Behavioral Problems in School-Age Children: A Century of Research Meta-Analyzed // Psychological Bulletin. 2012. November. Vol. 138. № 6. Pp. 1109–1138 // dx.doi.org/10.1037/a0028204.

Buehler R., Griffin D., Ross M. Exploring the ‘Planning Fallacy’: Why People Underestimate Their Task Completion Times // Journal of Personality and Social Psychology. 1994. September. Vol. 67. № 3. Pp. 366–381 // dx.doi.org/10.1037/0022-3514.67.3.366.

Cain N., Gradisar M. Electronic Media Use and Sleep in School-Aged Children and Adolescents: A Review // Sleep Medicine. 2010. September. Vol. 11. № 8. Pp. 735–742 // dx.doi.org/10.1016/j.sleep.2010.02.006.

Crovitz H. F., Daniel W. F. Measurements of Everyday Memory: Toward the Prevention of Forgetting // Bulletin of the Psychonomic Society. 1984. November. Vol. 22. № 5. Pp. 413–414 // dx.doi.org/10.3758/BF03333861.

Gollwitzer P. M., Kentaro F., Oettingen G. Planning and the Implementation of Goals // Handbook of Self-Regulation: Research, Theory, and Applications, ed. by R. F. Baumeister, K. D. Vohs. New York: Guilford, 2004. Pp. 211–228.

Gomez Fonseca A., Genzel L. Sleep and Academic Performance: Considering Amount, Quality and Timing // Current Opinion in Behavioral Sciences. 2020. June. Vol. 33. Pp. 65–71 // dx.doi.org/10.1016/j.cobeha.2019.12.008.

Hartwig M. K., Dunlosky J. Study Strategies of College Students: Are Self-Testing and Scheduling Related to Achievement? // Psychonomic Bulletin & Review. 2012. February. Vol. 19. № 1. Pp. 126–134 // dx.doi.org/10.3758/s13423-011-0181-y.

Kornell N., Bjork R. A. The Promise and Perils of Self-Regulated Study // Psychonomic Bulletin & Review. 2007. April. Vol. 14. № 2. Pp. 219–224 // dx.doi.org/10.3758/bf03194055.

Krause A. J., Simon E. B., Mander B. A. et al. The Sleep-Deprived Human Brain // Nature Reviews Neuroscience. 2017. July. Vol. 18. № 7. Pp. 404–418 // dx.doi.org/10.1038/nrn.2017.55.

Kross E., Bruehlman-Senecal E., Park J. et al. Self-Talk as a Regulatory Mechanism: How You Do It Matters // Journal of Personality and Social Psychology. 2014. February. Vol. 106. № 2. Pp. 304–324 // dx.doi.org/10.1037/a0035173.

Shirtcliff E. A., Allison A. L., Armstrong J. M. et al. Longitudinal Stability and Developmental Properties of Salivary Cortisol Levels and Circadian Rhythms from Childhood to Adolescence // Developmental Psychobiology. 2012. July. Vol. 54. № 5. Pp. 493–502 // dx.doi.org/10.1002/dev.20607.

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