Bold page numbers refer to images and tables
absent-mindedness, 59
See also mind-wandering
accessibility, ix, 6–10, 36, 47
American Educational Research Association, 3
Anderson, Britt, 51
There Is No Such Thing as Attention, 51
Ansari, Daniel, 16
applied behavior analysis, 152
applied research, viii–ix, 4, 20, 159
assessment, 11–13, 23, 25, 44–45, 117–133, 134
astrology, vs. astronomy, 4
attention, 3–4, 33, 35, 37, 39, 45, 49–60, 92, 96, 111, 148, 152, 159–160
See also Attentional Control Theory; Increased Saliency Theory of attention; Processing Speed Theory; working memory; Working Memory Theory of attention
Attentional Control Theory, 60
See also learning styles; phonological loop
Bauernschmidt (now Kaminski), Althea, 111
behaviorism, 16
blogs, ix, 8, 8–11, 15, 18–20, 36–37, 39, 70, 93, 97, 109, 111
bottom-up processing, 42, 45–48, 52, 55, 159–160
See also top-down processing
brain, 4, 12, 16, 31–32, 34–38, 44, 70, 72, 74–76, 90, 104, 152, 159–160
Bruer, John, 16
caffeine, 152
central executive, 58–59, 62, 159, 161
Cognitive Load Theory (CLT), 49, 52, 159
cognitive overload, 39, 49, 52, 114, 141
See also Load Theory
cognitive offloading, 66
cognitive psychology, 4, 50–51, 56, 58, 64, 67, 70, 77, 82, 152, 161
experimental methods in, 12–13, 15, 20
learning research in, 2–3, 6, 8–10, 17, 30–31, 39, 55, 75, 83–85, 87, 90,
color, 35, 43–44, 54–55, 60, 105, 119
communicating between learning science and practice in education, 2–11, 18–20
science, ix
See also neural communication
computer analogy of memory, 33, 63, 67
See also library analogy of memory
concept maps, 119, 121, 124, 128–130, 144, 150–51
concrete examples, 7, 18, 26–27, 46,55, 68, 84, 85, 96, 101, 104, 115, 139–140, 145, 149, 151–52, 154, 156, 159
consolidation, 74–77, 121, 157, 159–60
correlation, 14–15, 38, 57, 60, 107, 159
counterbalancing, 14
Cox, Dawn, 8
cramming, 84, 88–90, 93, 98–99, 122, 142, 146–48, 155, 157
cued recall vs. free recall, 47
day-dreaming, 59
See also mind-wandering
Deans for Impact, 7
declarative memory, 66, 70, 73, 159
See also implicit memory; procedural memory
deep processing, 23, 74, 77, 92 102, 103, 159
descriptive vs. predictive research, 13–15
diagrams, x, 27, 112–114, 124, 128, 140–42
distraction, 35, 38, 49, 52–53, 56, 59–60, 72, 114
See also mind-wandering
dual coding, 7, 82, 84–86, 104, 112–15, 140–41, 149, 151, 156, 159
See also learning styles
Ebbinghaus, Hermann, 76, 87–88
education, viii–x, 30–31, 37–39, 47, 52, 55–60, 69–70, 83, 87, 90, 99, 104, 109, 125, 159
educational psychology, x
elaboration, 7, 84–85, 101, 102–4, 114, 139, 148, 151, 154, 156, 159
empirical evidence, 12–20, 159
encoding, 15, 47, 63, 74, 76, 77, 160
evidence, types of in education, 11–20
evidence-based practice, 2, 4–5, 7–8, 18
experimental methods, 5, 11–16, 70 107, 159–61
external memory, 66
fact learning, 92
See also rote memorization
“fake news,” 18
false positives, 5
feedback, x, 18–19, 117, 119–21, 131–32, 139, 143, 156
feel-good learning, 24, 117, 133
Fleming, Alexander, 3
forgetting, 15, 27, 31, 63–64, 66, 76–77, 93, 146
future mental time-travel, 64
See also procedural memory
Increased Saliency Theory of attention, 49, 54–55, 160
See also saliency
inductive learning, 96
information transfer, 60, 109–12, 121, 133, 143
interleaving, v, 7, 53, 84–85, 87–88, 93–97, 99 137, 155, 157–58, 160
lab-to-classroom model, 11, 17–18, 20, 87, 94, 96–98, 106
learning environments, 17, 30, 33–35, 38–39, 45
See also visual noise
learning situations, 45–46, 49, 55, 96, 114, 120, 133, 151, 161
See also situational interest
learning styles, 5–6, 26–28, 30, 33, 35–37, 113
lectures, 18, 52, 56–57, 142–43, 152, 161
library analogy of memory, 63, 67–68, 77
See also computer analogy of memory
Lithander, Marcus, 33
See also Cognitive Load Theory (CLT)
Make It Stick, 19
Making Meaning by Making Connections, 46
Mannion, James, 70
mathematics, 6, 37, 58, 85, 87, 93–97, 107, 148, 156
meaningful learning, ix, 117, 120, 122, 134
memory,
See consolidation; cued recall vs. free recall; declarative memory; encoding; engram; external memory; eyewitness testimony; false memory; forgetting; implicit memory; long-term learning; procedural memory; prospective memory; reconstructive nature of memory; rehearsal; retrieval; schema; short-term memory; storage strength; working memory
memory span task, 57
mind-wandering, 46–47, 49, 56–57, 59–60, 96, 160
misunderstandings about learning, 30–39
mixed-methods design, 12
National Council on Teacher Quality (NCTQ), 6–7
neurons, 16, 34, 75–76, 159–60
neuroscience, 4, 11, 15–16, 30–32, 36–38, 74–76, 160
Neuroscience in Education: The Good, the Bad, and the Ugly, 16
notes,
guided, 152
note-taking, 152
restudying, 21, 23, 25, 52, 88, 133, 139, 146, 148–50
See also external memory; sketching
null hypothesis, 28
parents, i, 9–10, 22, 28, 64, 86, 124–25, 142, 146, 154–158
Pashler, Hal, 5, 36, 50, 83, 84, 90, 113, 142
perception, 4, 39, 42–48, 159–60
phonological loop, 58–59, 160–61
planning, 84–85, 87–99, 137–39, 145–146, 154–155
See also spaced practice
predictions about learning, 12, 21, 24–25,132–133
prepare-to-teach method, 108
prior knowledge, 42, 45, 47, 76, 105, 107, 161
problem solving, 92, 96, 148, 156
procedural memory, 66, 73–74, 160
See also indirect memory
Processing Speed Theory, 60, 160
professional development, 32
See also teacher training
quizzes, 11–13, 36, 54, 97, 117–118, 124–27, 137, 141–43
See also guided retrieval; retrieval: practice; testing
randomized controlled trials, 11, 13, 160
reconstructive nature of memory, 31, 63, 67–69, 74, 76, 118, 150
recall, review, recall, 128
refutational teaching, 38–39, 161
re-reading, 4, 23–25, 85, 88, 90–92, 107, 118, 123, 139, 146
See also notes: restudying
retrieval
See also motivation
Roediger, Henry (Roddy) L. III, vi, viii, 3, 12, 16, 19, 23–25, 67, 77, 85, 118–119, 122–26, 132–33
See also Make It Stick
See also fact learning
Rowley, Shannon, 33
saliency, 46, 49, 54–55, 111, 140, 160
scaffolding, 117, 128–30, 142–44, 161
sensory deprivation, 34–35, 39
short-term memory, 57–58, 63, 70–72, 74, 161
situational interest, 49, 55–56, 161
six strategies for effective learning, 6–7, 82–134, 137, 151
size constancy principle, 44
sketching, 7, 84–85, 124, 141, 150–151, 154, 156
skill-based memory, 66
See also procedural memory
sleep, 13–14, 76, 139, 148, 157
Small Teaching, 137
Smith, Megan A., i, 12, 102, 103, 106, 109, 119–120, 126–127, 143
See also Sumeracki, Megan A.
Source Monitoring Framework, 69, 161
spaced practice, 7, 82 84–85, 87–93, 97–99, 122–124, 137–39, 142–43, 145–48, 151, 155, 157, 161
See also planning
stimulation, 12, 30, 34–35, 38–39
stimulus-independent thought, 59
See also mind-wandering
study strategies,
See blocked practice; concept maps; concrete examples; cramming; diagrams; dual coding; elaboration; highlighting; interleaving; massing; notes: guided; note-taking; notes: restudying; prepare-to-teach method; recall, review, recall; re-reading; retrieval: guided; retrieval practice; self-explanation; six strategies for effective learning; sketching; spaced practice; visuals; vocabulary learning; Wish Outcome Obstacle Plan (WOOP)
Sumeracki, Megan A., i, vii–x, 18, 22, 55, 60, 64, 69, 83, 103, 108, 118, 120, 126, 150
See also Smith, Megan A.
task set, 56
See also mind-wandering
task-switching costs, 53–54, 161
teacher training 2, 6–7, 37, 83
See also professional development
teaching,
See assessment, evidence-based practice, feedback, homework, learning environments, learning styles, lectures, Make It Stick, mathematics, motivation, neuromyths, planning, professional development, quizzes, refutational teaching, rewards, scaffolding, Small Teaching, study strategies, teacher training, textbooks
testing, ix, 7, 12, 16, 45, 57, 77, 84, 88, 94, 143
closed- v. open-book exams, 45
multiple-choice, 125–27, 131–32, 141
short-answer, 120, 125–26, 131–32, 141–42
test-potentiated learning, 120, 161
See also retrieval
textbooks, 2, 4, 6–7, 18, 21, 23–25, 52, 83, 127, 133, 148–51
top-down processing, 42, 45–48, 55, 161
See also bottom-up processing
See also learning styles
Transient Information Effect, 66
Uncapher, Melina, 37
understanding, 47, 83, 86, 101–15, 139, 141–42, 148, 150–51, 158
United Kingdom, 8, 22, 45, 54, 97, 139
United States, 6–7, 22–23, 54, 83, 157
University of Toulouse, 98
unlearning, 47
vaccines, 22
visuals, x, 43–44, 59, 84–85, 112–15, 140–41, 145, 149, 154, 156, 159–61
“visual learners,” 5, 33, 35, 113, 160
See also dual coding; learning styles
See also learning environments
Washington University in St. Louis, ix, 3, 23
Weinstein, Yana, i, vii–ix, 12, 16, 18, 22, 32, 36, 54–55, 56, 60, 64, 69, 74, 77, 83–85, 98, 141, 143, 150, 158
Wikipedia, 69
Wish Outcome Obstacle Plan (WOOP), 139
within-subjects design, 13–14, 161
Wooldridge (now Nebel), Cynthia L., 143
working memory, 52, 58–59, 66, 121, 159–61
Working Memory Theory of attention, 60
Yan, Veronica, 93