| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Are There Costs to Using Incorrect Worked Examples in Mathematics Education?
|
Pillai, Raunak M.
|
|
|
9 |
4 |
p. 519-531
|
artikel
|
| 2 |
Desirable Difficulties in Theory and Practice
|
Bjork, Robert A.
|
|
|
9 |
4 |
p. 475-479
|
artikel
|
| 3 |
Difficulty is a Real Challenge: A Perspective on the Role of Cognitive Effort in Motor Skill Learning
|
Hodges, Nicola J.
|
|
|
9 |
4 |
p. 455-460
|
artikel
|
| 4 |
Do False Allegations Persist? Retracted Misinformation Does Not Continue to Influence Explicit Person Impressions
|
Ecker, Ullrich K.H.
|
|
|
9 |
4 |
p. 587-601
|
artikel
|
| 5 |
Do Multiple Doses of Feedback Have Cumulative Effects on Eyewitness Confidence?
|
Smalarz, Laura
|
|
|
9 |
4 |
p. 508-518
|
artikel
|
| 6 |
Everyday Challenges to the Practice of Desirable Difficulties: Introduction to the Forum
|
Hertel, Paula
|
|
|
9 |
4 |
p. 425-427
|
artikel
|
| 7 |
Exploring Interactions Between Motivation and Cognition to Better Shape Self-Regulated Learning
|
Finn, Bridgid
|
|
|
9 |
4 |
p. 461-467
|
artikel
|
| 8 |
Future Steps in Teaching Desirably Difficult Learning Strategies: Reflections from the Study Smart Program
|
Biwer, Felicitas
|
|
|
9 |
4 |
p. 439-446
|
artikel
|
| 9 |
Implementing Distributed Practice in Statistics Courses: Benefits for Retention and Transfer
|
Ebersbach, Mirjam
|
|
|
9 |
4 |
p. 532-541
|
artikel
|
| 10 |
Legal Education's Difficulty with “Desirable Difficulties” and its Impact on Student Success and Bar Passage Rates
|
Schulze Jr., Louis N.
|
|
|
9 |
4 |
p. 428-432
|
artikel
|
| 11 |
Misremembering Motives: The Unreliability of Voters’ Memories of the Reasons for their Vote
|
Murphy, Gillian
|
|
|
9 |
4 |
p. 564-575
|
artikel
|
| 12 |
Motivational Strategies to Engage Learners in Desirable Difficulties
|
Zepeda, Cristina D.
|
|
|
9 |
4 |
p. 468-474
|
artikel
|
| 13 |
Only Half of What I’ll Tell You is True: Expecting to Encounter Falsehoods Reduces Illusory Truth
|
Jalbert, Madeline
|
|
|
9 |
4 |
p. 602-613
|
artikel
|
| 14 |
Pretesting Reduces Mind Wandering and Enhances Learning During Online Lectures
|
Pan, Steven C.
|
|
|
9 |
4 |
p. 542-554
|
artikel
|
| 15 |
Self-Concept Focus: A Tendency to Perceive Autobiographical Events as Central to Identity
|
Rubin, David C.
|
|
|
9 |
4 |
p. 576-586
|
artikel
|
| 16 |
The Benefits and Costs of Editing and Reviewing Photos of One’s Experiences on Subsequent Memory
|
Henkel, Linda A.
|
|
|
9 |
4 |
p. 480-494
|
artikel
|
| 17 |
The Effects of Prequestions versus Postquestions on Memory Retention in Children
|
Lima, Natália Klik de
|
|
|
9 |
4 |
p. 555-563
|
artikel
|
| 18 |
Unanswered Questions about Spaced Interleaved Mathematics Practice
|
Rohrer, Doug
|
|
|
9 |
4 |
p. 433-438
|
artikel
|
| 19 |
When are Difficulties Desirable for Children? First Steps Toward a Developmental and Individual Differences Account of the Spacing Effect
|
Knabe, Melina L.
|
|
|
9 |
4 |
p. 447-454
|
artikel
|
| 20 |
Why do Mistaken Identification Rates Increase When Either Witnessing or Testing Conditions get Worse?
|
Smith, Andrew M.
|
|
|
9 |
4 |
p. 495-507
|
artikel
|
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