Учись как профи - Дэн Уиллингэм

Research Review: Clickers // Scholarship of Teaching and Learning in Psychology. 2015. September. Vol. 1. № 3. Pp. 250–254. // dx.doi.org/10.1037/stl0000031.

Raver S. A., Maydosz A. S. Impact of the Provision and Timing of Instructor-Provided Notes on University Students’ Learning // Active Learning in Higher Education. 2010. November. Vol. 11. № 3. Pp. 189–200 // dx.doi.org/10.1177/1469787410379682.

Shernoff D. J., Sannella A. J., Schorr R. Y. et al. Separate Worlds: The Influence of Seating Location on Student Engagement, Classroom Experience, and Performance in the Large University Lecture Hall // Journal of Environmental Psychology. 2017. April. Vol. 49. Pp. 55–64 // dx.doi.org/10.1016/J.JENVP.2016.12.002.

Worthington D. L., Levasseur D. G. To Provide or Not to Provide Course PowerPoint Slides? The Impact of Instructor-Provided Slides upon Student Attendance and Performance // Computers & Education. 2015. July. Vol. 85. Pp. 14–22 // researchgate.net/publication/273400767_To_provide_or_not_to_provide_course_PowerPoint_slides_The_impact_of_instructor-provided_slides_upon_student_attendance_and_performance.

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Carter S. P., Greenberg K., Walker M. S. The Impact of Computer Usage on Academic Performance: Evidence from a Randomized Trial at the United States Military Academy // Economics of Education Review. 2017. February. Vol. 56. Pp. 118–132 // dx.doi.org/10.1016/j.econedurev.2016.12.005.

Flanigan A. E., Titsworth S. The Impact of Digital Distraction on Lecture Note Taking and Student Learning // Instructional Science. 2020. October. Vol. 48. № 5. Pp. 495–524 // dx.doi.org/10.1007/s11251-020-09517-2.

Gaudreau P., Miranda D., Gareau A. Canadian University Students in Wireless Classrooms: What Do They Do on Their Laptops and Does It Really Matter? // Computers & Education. 2014. January. Vol. 70. Pp. 245–255 // dx.doi.org/10.1016/j.compedu.2013.08.019.

Luo L., Kiewra K. A., Flanigan A. E., Peteranetz M. S. Laptop Versus Longhand Note Taking: Effects on Lecture Notes and Achievement // Instructional Science. 2018. December. Vol. 46. № 6. Pp. 947–971 // dx.doi.org/10.1007/s11251-018-9458-0.

Mueller P. A., Oppenheimer D. M. The Pen Is Mightier than the Keyboard: Advantages of Longhand over Laptop Note Taking // Psychological Science. 2014. June. Vol. 25. № 6. Pp. 1159–1168 // dx.doi.org/10.1177/0956797614524581.

Peverly S. T., Garner J. K.,Vekaria P. C. Both Handwriting Speed and Selective Attention Are Important to Lecture Note-Taking // Reading and Writing. 2014. January. Vol. 27. № 1. Pp. 1–30 // dx.doi.org/10.1007/s11145-013-9431-x.

Peverly S. T., Vekaria P. C., Reddington L. A. et al. The Relationship of Handwriting Speed, Working Memory, Language Comprehension and Outlines to Lecture Note-Taking and Test-Taking Among College Students // Applied Cognitive Psychology. 2013. January — February 27. № 1. Pp. 115–126 // dx.doi.org/10.1002/acp.2881.

Phillips N. E., Ralph B. C. W., Carriere J. S. A., Smilek D. Examining the Influence of Saliency of Peer-Induced Distractions on Direction of Gaze and Lecture Recall // Computers & Education. 2014. August. Vol. 99. Pp. 81–93 // dx.doi.org/10.1016/j.compedu.2016.04.006.

Piolat A., Olive T., Kellogg R. T. Cognitive Effort During Note Taking // Applied Cognitive Psychology. 2005. April. Vol. 19. № 3. Pp. 291–312 // dx.doi.org/10.1002/acp.1086.

Reed D. K., Rimel H., Hallett A. Note-Taking Interventions for College Students: A Synthesis and Meta-Analysis of the Literature // Journal of Research on Educational Effectiveness. 2016. January. Vol. 9. № 3. Pp. 307–333 // dx.doi.org/10.1080/19345747.2015.1105894.

Sana F., Weston T., Cepeda N. J. Laptop Multitasking Hinders Classroom Learning for Both Users and Nearby Peers // Computers & Education. 2013. March. Vol. 62. Pp. 24–31 // dx.doi.org/10.1016/j.compedu.2012.10.003.

Urry H. L. et al. Don’t Ditch the Laptop Just Yet: A Direct Replication of Mueller and Oppenheimer’s (2014) Study 1 Plus Mini Meta-Analyses Across Similar Studies // Psychological Science. 2021. March. Vol. 32. № 3. Pp. 326–339 // dx.doi.org/10.1177/0956797620965541.

Will P., Bischof W. F., Kingstone A. The Impact of Classroom Seating Location and Computer Use on Student Academic Performance // PLOS ONE. 2020. August 5. Vol. 15. № 8. P. e0236131 // dx.doi.org/10.1371/journal.pone.0236131.

Williams A., Birch E., Hancock P. The Impact of Online Lecture Recordings on Student Performance // Australasian Journal of Educational Technology. 2012. Vol. 28. № 2. Pp. 199–213 // dx.doi.org/10.14742/ajet.869.

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Brooks C. M., Ammons J. L. Free Riding in Group Projects and the Effects of Timing, Frequency, and Specificity of Criteria in Peer Assessments // Journal of Education for Business. 2003. May. Vol. 78. № 5. Pp. 268–272 // dx.doi.org/10.1080/08832320309598613.

Ericsson A., Pool R. Peak: Secrets from the New Science of Expertise. Boston: Houghton Mifflin Harcourt, 2016.

Ho V. Learning by Doing // Encyclopedia of Health Economics, ed. by A. J. Culyer. Amsterdam: Elsevier, 2014. Pp. 141–145.

Holyoak K. J., Stamenković D. Metaphor Comprehension: A Critical Review of Theories and Evidence // Psychological Bulletin. 2018. June. Vol. 144. № 6. Pp. 641–671. // dx.doi.org/10.1037/bul0000145.

Long N., Kuhl B. A., Chun M. M. Memory and Attention // Stevens’ Handbook of Experimental Psychology and Cognitive Neuroscience. 4th ed. Vol. 1. Language and Memory, ed. by E. Phelps, L. Davachi. New York: Wiley, 2018. Pp. 285–321.

Morris C. D., Bransford J. D., Franks J. J. Levels of Processing Versus Transfer Appropriate Processing // Journal of Verbal Learning and Verbal Behavior. 1997. October. Vol. 16. № 5. Pp. 519–533 // dx.doi.org/10.1016/S0022-5371(77)80016-9.

Tulving E., Thompson D. M. Encoding Specificity and Retrieval Processes in Episodic Memory // Psychological Review. 1973. September. Vol. 80. № 5. Pp. 352–373 // dx.doi.org/10.1037/h0020071.

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Bower G. H., Clark M. C., Lesgold A. M., Winzenz D. Hiearchical Retrieval Schemes in Recall of Categorized Word Lists // Journal of Verbal Learning and Verbal Behavior. 1969. June. Vol. 8. № 3. Pp. 323–343 // dx.doi.org/10.1016/S0022-5371(69)80124-6.

Chularut P., DeBacker T. K. The Influence of Concept Mapping on Achievement, Self-Regulation, and Self-Efficacy in Students of English as a Second Language // Contemporary Educational Psychology. 2004. July. Vol. 29. № 3. Pp. 248–263 // dx.doi.org/10.1016/j.cedpsych.2003.09.001.

Cohen D., Kim E., Tan J., Winkelmes M. A. A Note-Restructuring Intervention Increases Students’ Exam Scores // College Teaching. 2013. July. Vol. 61. № 3. Pp. 95–99 // dx.doi.org/10.1080/87567555.2013.793168.

Crawford C. C. The Correlation Between College Lecture Notes and Quiz Papers // Journal of Educational Research. 1925. Vol. 12. № 4. Pp. 282–291 // dx.doi.org/10.1080/00220671.1925.10879600.

Kiewra K. A. Note Taking on Trial: A Legal Application of Note-Taking Research // Educational Psychology Review. 2016. June. Vol. 28. № 2. Pp. 377–384 // dx.doi.org/10.1007/s10648-015-9353-z.

Kiewra K. A., Benton S. L. The Relationship Between Information-Processing Ability and Notetaking // Contemporary Educational Psychology. 1988. January. Vol. 13. № 1. Pp. 33–44 // dx.doi.org/10.1016/0361-476X(88)90004-5.

Luo L., Kiewra K. A., Samuelson L. Revising Lecture Notes: How Revision, Pauses, and Partners Affect Note Taking and Achievement // Instructional Science. 2016. February. Vol. 44. Pp. 45–67 // dx.doi.org/10.1007/s11251-016-9370-4.

Makany T., Kemp J., Dror I. E. Optimising the Use