| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Advances in Cognitive Psychology Relevant to Education: Introduction to the Special Issue
|
Agarwal, Pooja K.
|
|
2012
|
24 |
3 |
p. 353-354
|
artikel
|
| 2 |
Commentary on the Special Issue
|
Phye, Gary D.
|
|
2012
|
24 |
3 |
p. 471-477
|
artikel
|
| 3 |
Distributed Learning: Data, Metacognition, and Educational Implications
|
Son, Lisa K.
|
|
2012
|
24 |
3 |
p. 379-399
|
artikel
|
| 4 |
Editor’s Note: Introducing Intervention Studies as a New Article Category
|
Robinson, Daniel H.
|
|
2012
|
24 |
3 |
p. 349-351
|
artikel
|
| 5 |
Interleaving Helps Students Distinguish among Similar Concepts
|
Rohrer, Doug
|
|
2012
|
24 |
3 |
p. 355-367
|
artikel
|
| 6 |
Retrieval-Based Learning: A Perspective for Enhancing Meaningful Learning
|
Karpicke, Jeffrey D.
|
|
2012
|
24 |
3 |
p. 401-418
|
artikel
|
| 7 |
The Value of Applied Research: Retrieval Practice Improves Classroom Learning and Recommendations from a Teacher, a Principal, and a Scientist
|
Agarwal, Pooja K.
|
|
2012
|
24 |
3 |
p. 437-448
|
artikel
|
| 8 |
Using Fictional Sources in the Classroom: Applications from Cognitive Psychology
|
Marsh, Elizabeth J.
|
|
2012
|
24 |
3 |
p. 449-469
|
artikel
|
| 9 |
Using Spacing to Enhance Diverse Forms of Learning: Review of Recent Research and Implications for Instruction
|
Carpenter, Shana K.
|
|
2012
|
24 |
3 |
p. 369-378
|
artikel
|
| 10 |
When Is Practice Testing Most Effective for Improving the Durability and Efficiency of Student Learning?
|
Rawson, Katherine A.
|
|
2012
|
24 |
3 |
p. 419-435
|
artikel
|
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