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Index
Cover
Table of Contents
How to approach your teaching or learning
What you need for successful learning
Intelligence isn’t as important as you think
The role of motivation on academic performance
Motivation, study habits—not IQ—determine growth in math achievement
Those less motivated to achieve will excel on tasks seen as fun
Anxiety
Stereotype threat is a potential factor for gender, ethnicity, and age
Letters A and F affect test scores
The effect of stress on performance depends on individual and situational factors
Easy solution for test anxiety
Maybe persistence has nothing to do with self-control
Self-regulation
Regulating your study time and effort
Choosing your strategies
Metamemory
Using strategies effectively
Assessing strategy
Successful Transfer
Preventing interference between topics or skills
Context and the conditionalization of knowledge
About expert knowledge
Desirable difficulty for effective learning
Using hard to read fonts may help you remember more
Should learning facts by rote be central to education?
Strategies for successful study
Reading
Working memory, expertise and retrieval structures
Understanding scientific text
Novices' problems with scientific text
Identifying text structures
Why good readers might have reading comprehension difficulties and how to deal with them
Speed Reading
Effects of diagram orientation on comprehension
Note-taking
Notetaking examples
Outlines and Graphic organizers
Concept maps
Visual language
Students fail to connect without explicit instruction
Better learning through handwriting
Reaching Understanding
Elaborating the information for better remembering
Asking better questions
Metacognitive questioning and the use of worked examples
Final Remarks
Related Books by Dr McPherson
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