Presentation - The Higher Education Academy

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Corresponding conceptual distinctions: Hull (1943): Momentary reaction potential versus Habit strength Estes (1955): Response strength versus Habit strength Bjork & Bjork (1992): Retrieval strength versus Storage strength
Manipulations that introduce “desirable difficulties” (Bjork, 1994) for the learner Varying the conditions of learning Providing “contextual interference” during learning (e.g., interleaving rather than blocking practice) Distributing or spacing study or practice sessions Reducing feedback to the learner Using tests (rather than presentations) as learning events
Page 1 and 2: Making things hard on yourself: Des
Page 3: Learning versus performance Empiri
Page 7 and 8: Roediger & Karpicke (2004) (Passage
Page 9 and 10: Varying the conditions of learning
Page 11 and 12: Kerr and Booth (1978): Results Abs
Page 13 and 14: Blocked versus random practice (e.g
Page 17 and 18: Simon & Bjork (2001) High Actual Er
Page 19 and 20: Simon & Bjork (2001) High Actual Pr
Page 21 and 22: Distributing/Spacing of Practice Ba
Page 24 and 25: (Mannes & Kintsch, 1987) Microbes A
Page 26 and 27: CHARACTERISTICS OF MICROBES I. BACT
Page 28 and 29: Mannes & Kintsch (1987)
Page 30 and 31: (Reder, 1987, 1988) “What is the
Page 34 and 35: Desirable-difficulties findings: Im
Page 36 and 37: How we learn versus how we think we
Page 38 and 39: Parents Of Nasal Learners Demand Od
Page 40 and 41: Which Order Is Optimal? Doing the R
Page 42: Finally, some concluding comments o
Page 48: The End

Presentation - The Higher Education Academy

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