about
Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology.Correcting false memories.Story stimuli for creating false beliefs about the world.Surprising feedback improves later memory.On Known Unknowns: Fluency and the Neural Mechanisms of Illusory TruthMemorial consequences of testing school-aged children.Neural correlates of retrieval-based memory enhancement: an fMRI study of the testing effect.Receiving right/wrong feedback: consequences for learning.Expertise effects in the Moses illusion: detecting contradictions with stored knowledge.Older, not younger, children learn more false facts from stories.Learning facts from fiction: effects of healthy aging and early-stage dementia of the Alzheimer type.Does test-induced priming play a role in the creation of false memories?Aging and the memorial consequences of catching contradictions with prior knowledge.Memorial consequences of multiple-choice testing on immediate and delayed tests.Inferring facts from fiction: reading correct and incorrect information affects memory for related information.Ironic effects of drawing attention to story errors.Understanding the cognitive processes involved in writing to learn.Family Matters: Measuring Impact Through One's Academic Descendants.Competing cues: Older adults rely on knowledge in the face of fluency.Evoking false beliefs about autobiographical experience.Learning errors from fiction: difficulties in reducing reliance on fictional stories.Correcting false memories: Errors must be noticed and replaced.Recent study, but not retrieval, of knowledge protects against learning errors.Learning misinformation from fictional sources: understanding the contributions of transportation and item-specific processing.Ageing and the Moses illusion: older adults fall for Moses but if asked directly, stick with Noah.Retrieving and applying knowledge to different examples promotes transfer of learning.The memorial consequences of multiple-choice testing.Using verification feedback to correct errors made on a multiple-choice test.Knowledge Supports Memory Retrieval through Familiarity, Not Recollection.The cognitive, emotional, and social impacts of the September 11 attacks: group differences in memory for the reception context and the determinants of flashbulb memory.Judging the familiarity of strangers: does the context matter?Multiple-choice tests stabilize access to marginal knowledge.Understanding How Prior Knowledge Influences Memory in Older Adults.The hypercorrection effect persists over a week, but high-confidence errors return.Memory and the Moses illusion: failures to detect contradictions with stored knowledge yield negative memorial consequences.Creating illusions of knowledge: learning errors that contradict prior knowledge.Memorial consequences of answering SAT II questions.Fact learning: how information accuracy, delay, and repeated testing change retention and retrieval experience.Slowing presentation speed increases illusions of knowledge.When does generation enhance memory for location?
P50
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P50
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Amerikaans pyschologe
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psicologa statunitense
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psicóloga estadounidense
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psicóloga norte-americana
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psikologo estatubatuarra
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psychologist
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psychologue américaine
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Elizabeth J. Marsh
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Elizabeth J. Marsh
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Elizabeth J. Marsh
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Elizabeth J. Marsh
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Elizabeth J. Marsh
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Elizabeth J. Marsh
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Elizabeth J. Marsh
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Elizabeth J. Marsh
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Elizabeth J. Marsh
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Elizabeth J. Marsh
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Elizabeth J. Marsh
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Elizabeth J. Marsh
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Elizabeth J. Marsh
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Elizabeth J. Marsh
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Elizabeth J. Marsh
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