Tag Archives: boundary conditions

The Limits of Retrieval Practice, Take II…

Just two weeks ago, I posted about a study showing potential boundary conditions for retrieval practice: one of the most robustly supported classroom strategies for enhancing long-term memories. As luck would have it, the authors of that study wrote up their



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The Limits of Retrieval Practice: A Helpful Case Study

Here on the blog, I write A LOT about the benefits of “retrieval practice.” (For example: here and here.) In brief: our students often review by trying to put information into their brains. That is: they “go over” the material. However,



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The Benefits of Prediction; the Dangers of Vocabulary

What’s the best way to study complex material? Working with Charles Atwood at the University of Utah, Brock Casselman tried an idea: He had students in a general chemistry class do weekly online problems and practice tests; after completing that



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Cell Phones and Boundaries

Regular readers of this blog—and, people who have even a glimpse of common sense—already know that mobile devices distract college students during lectures. (If you’d like a review of research on this topic, you can check out The Distracted Mind



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Chocolate and Cocoa Help You Learn, Right?

What’s not to love? The photo shows a mug of cocoa, with an already-nibbled chocolate bar in the background. Even better, the headline alerts us that both the cocoa and the chocolate “enhance cognitive abilities and memory.” For once, this headline



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