about
What you learn is more than what you see: what can sequencing effects tell us about inductive category learning?Differences in procedural knowledge after a "spaced" and a "massed" version of an intensive course in emergency medicine, investigating a very short spacing intervalThe right time to learn: mechanisms and optimization of spaced learningWhy internet-based education?Reduction in Prosodic Prominence Predicts Speakers' Recall: Implications for Theories of Prosody.Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology.Towards a Theory of Learning for Naming Rehabilitation: Retrieval Practice and Spacing Effects.The roles of working memory and intervening task difficulty in determining the benefits of repetitionThe role of reminding in the effects of spaced repetitions on cued recall: sufficient but not necessary.Spacing Repetitions Over Long Timescales: A Review and a Reconsolidation Explanation.Effects of interleaved and blocked study on delayed test of category learning generalization.Remindings influence the interpretation of ambiguous stimuliA retrieved context account of spacing and repetition effects in free recall.Differential effects of Parkinson's disease and dopamine replacement on memory encoding and retrievalMemory for flip-flopping: detection and recollection of political contradictionsRetrieval speeds context fluctuation: why semantic generation enhances later learning but hinders prior learning.Effectiveness of motor sequential learning according to practice schedules in healthy adults; distributed practice versus massed practice.UBE3A Regulates Synaptic Plasticity and Learning and Memory by Controlling SK2 Channel EndocytosisEffects of learning experience on forgetting rates of item and associative memories.Equal spacing and expanding schedules in children's categorization and generalization.Differences between synaptic plasticity thresholds result in new timing rules for maximizing long-term potentiation.Maximizing students' retention via spaced review: practical guidance from computational models of memory.Multiple cellular cascades participate in long-term potentiation and in hippocampus-dependent learning.Examining the lag effect under incidental encoding: contributions of semantic priming and reminding.A dual memory theory of the testing effect.Calpain-1 and Calpain-2: The Yin and Yang of Synaptic Plasticity and Neurodegeneration.Off-site training of laparoscopic skills, a scoping review using a thematic analysis.Distributed practice. The more the merrier? A randomised bronchoscopy simulation study.A molecular brake controls the magnitude of long-term potentiation.Peer-led small groups: Are we on the right track?Retrieval practice and spacing effects in young and older adults: An examination of the benefits of desirable difficulty.Adaptive response-time-based category sequencing in perceptual learning.When will bigger be (recalled) better? The influence of category size on JOLs depends on test format.Scheduling scaffolding: the extent and arrangement of assistance during training impacts test performance.Learning science as a potential new source of understanding and improvement for continuing education and continuing professional development.Updating metacognitive control in response to expected retention intervals.Does mediator use contribute to the spacing effect for cued recall? Critical tests of the mediator hypothesis.Working memory capacity and the spacing effect in cued recall.Memory and learning.Optimising retention through multiple study opportunities over days: The benefit of an expanding schedule of repetitions.
P2860
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P2860
description
2010 nî lūn-bûn
@nan
2010 թուականի Նոյեմբերին հրատարակուած գիտական յօդուած
@hyw
2010 թվականի նոյեմբերին հրատարակված գիտական հոդված
@hy
2010年の論文
@ja
2010年論文
@yue
2010年論文
@zh-hant
2010年論文
@zh-hk
2010年論文
@zh-mo
2010年論文
@zh-tw
2010年论文
@wuu
name
What makes distributed practice effective?
@ast
What makes distributed practice effective?
@en
What makes distributed practice effective?
@nl
type
label
What makes distributed practice effective?
@ast
What makes distributed practice effective?
@en
What makes distributed practice effective?
@nl
prefLabel
What makes distributed practice effective?
@ast
What makes distributed practice effective?
@en
What makes distributed practice effective?
@nl
P2860
P1433
P1476
What makes distributed practice effective?
@en
P2093
Aaron S Benjamin
Jonathan Tullis
P2860
P304
P356
10.1016/J.COGPSYCH.2010.05.004
P577
2010-11-01T00:00:00Z