Instructional schedule - Revision history

Mbett: Reverted edits by Rosalynbernard (Talk); changed back to last version by Mbett

2011-09-08T12:46:07Z

Reverted edits by Rosalynbernard (Talk); changed back to last version by Mbett

New page

=== Instructional schedule ===

The temporal order of [[learning events]].

[[Category:Glossary]]
[[Category:Independent Variables]]
[[Category:Refinement and Fluency]]

*Balota, D. A., Duchek, J. M., Sergent-Marshall, S. D., & Roediger III, H. L. (2006). Does Expanded Retrieval Produce Benefits Over Equal-Interval Spacing? Explorations of Spacing Effects in Healthy Aging and Early Stage Alzheimer's Disease. Psychology and Aging, 21(1), 19-31.
*Briggs, G. E., & Waters, L. K. (1958). Training and transfer as a function of component interaction. Journal of Experimental Psychology, 56(6), 492-500.
*Carlson, R. A., & Shin, J. C. (1996). Practice schedules and subgoal instantiation in cascaded problem solving. Journal of Experimental Psychology: Learning, Memory, & Cognition, 22(1), 157-168.
*Carlson, R. A., & Yaure, R. G. (1990). Practice schedules and the use of component skills in problem solving. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16(3), 484-496.
*Ciccone, D. S., & Brelsford, J. W. (1976). Spacing repetitions in paired-associate learning: Experimenter versus subject control. Journal of Experimental Psychology: Human Learning & Memory, 2(4), 446-455.
*Goettl, B. P. (1996). The spacing effect in aircraft recognition. Human Factors, 38(1), 34-49.
*Hansen, D. N., & Dick, W. (1969). Memory factors in computer-controlled maintenance training. Navtradevcen Technical Report, 68, 35.
*Heflin, D. T., & Haygood, R. C. (1985). Effects of scheduling on retention of advertising messages. Journal of Advertising, 14(2), 41-47.
*Hintzman, D. L. (1974). Theoretical implications of the spacing effect. In R. L. Solso (Ed.), Theories in cognitive psychology: The Loyola Symposium. Oxford, England: Lawrence Erlbaum.
*Hintzman, D. L., Summers, J. J., & Block, R. A. (1975). What causes the spacing effect? Some effects of repetition, duration, and spacing on memory for pictures. Memory & Cognition, 3(3), 287-294.
*Lundy, D. H. P. S. U. P. A. U. S., Carlson, R. A., & Paquiot, J. (1995). Acquisition of rule-application skills: Practice schedules, rule types, and working memory. American Journal of Psychology 108(4), 471-497.
*Mizuno, R. (1998). Realization of an effective spaced learning schedule based on a reactivation theory of the spacing effect. Japanese Journal of Educational Psychology, 46(2), 173-183.
*Naylor, J. C., & Briggs, G. E. (1963). Effects of task complexity and task organization on the relative efficiency of part and whole training methods. Journal of Experimental Psychology, 65(3), 217-224.
*Pavlik Jr., P. I. (2005). The microeconomics of learning: Optimizing paired-associate memory. Dissertation Abstracts International: Section B: The Sciences and Engineering, 66(10-B), 5704.
*Pavlik Jr., P. I., & Anderson, J. R. (2004). An ACT-R model of memory applied to finding the optimal schedule of practice. In M. Lovett, C. Schunn, C. Lebiere & P. Munro (Eds.), Proceedings of the Sixth International Conference of Cognitive Modeling (pp. 376-377). Pittsburgh, PA: Carnegie Mellon University/University of Pittsburgh.
*Pimsleur, P. (1967). A memory schedule. The Modern Language Journal, 51(2), 73-75.
*Reichardt, C. S., Shaughnessy, J. J., & Zimmerman, J. (1973). On the independence of judged frequencies for items presented in successive lists. Memory & Cognition, Vol. 1(2), 149-156.
*Scott, J. W. (1967). Brain stimulation reinforcement with distributed practice: effects of electrode locus, previous experience, and stimulus intensity. Journal of Comparative and Physiological Psychology, 63(2), 175-183.
*Shaughnessy, J. J. (1976). Persistence of the spacing effect in free recall under varying incidental learning conditions. Memory & Cognition, 4(4), 369-377.
*Shaughnessy, J. J. (1977). Long-term retention and the spacing effect in free-recall and frequency judgments. American Journal of Psychology, 90(4), 587-598.
*Tsao, J. C. (2000). Timing of treatment and return of fear: Effects of massed, uniform, and expanding schedules on public-speaking anxiety. Dissertation Abstracts International: Section B: The Sciences & Engineering, 60(7-B), 3582.
*Underwood, B. J. (1969). Some correlates of item repetition in free-recall learning. Journal of Verbal Learning & Verbal Behavior, 8(1), 83-94.
*Underwood, B. J. (1970). A breakdown of the total-time law in free-recall learning. Journal of Verbal Learning & Verbal Behavior, Vol. 9(5), 573-580.
*Underwood, B. J., Kapelak, S. M., & Malmi, R. A. (1976). The spacing effect: Additions to the theoretical and empirical puzzles. Memory & Cognition, 4(4), 391-400.

Mbett: Reverted edits by Abarufefute (Talk); changed back to last version by PhilPavlik

2010-11-15T17:54:39Z

Reverted edits by Abarufefute (Talk); changed back to last version by PhilPavlik

Abarufefute at 00:33, 15 November 2010

2010-11-15T00:33:16Z

PhilPavlik at 20:00, 12 December 2007

2007-12-12T20:00:45Z

← Older revision		Revision as of 20:00, 12 December 2007
Line 6:		Line 6:
	[[Category:Independent Variables]]		[[Category:Independent Variables]]
	[[Category:Refinement and Fluency]]		[[Category:Refinement and Fluency]]

			*Balota, D. A., Duchek, J. M., Sergent-Marshall, S. D., & Roediger III, H. L. (2006). Does Expanded Retrieval Produce Benefits Over Equal-Interval Spacing? Explorations of Spacing Effects in Healthy Aging and Early Stage Alzheimer's Disease. Psychology and Aging, 21(1), 19-31.
			*Briggs, G. E., & Waters, L. K. (1958). Training and transfer as a function of component interaction. Journal of Experimental Psychology, 56(6), 492-500.
			*Carlson, R. A., & Shin, J. C. (1996). Practice schedules and subgoal instantiation in cascaded problem solving. Journal of Experimental Psychology: Learning, Memory, & Cognition, 22(1), 157-168.
			*Carlson, R. A., & Yaure, R. G. (1990). Practice schedules and the use of component skills in problem solving. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16(3), 484-496.
			*Ciccone, D. S., & Brelsford, J. W. (1976). Spacing repetitions in paired-associate learning: Experimenter versus subject control. Journal of Experimental Psychology: Human Learning & Memory, 2(4), 446-455.
			*Goettl, B. P. (1996). The spacing effect in aircraft recognition. Human Factors, 38(1), 34-49.
			*Hansen, D. N., & Dick, W. (1969). Memory factors in computer-controlled maintenance training. Navtradevcen Technical Report, 68, 35.
			*Heflin, D. T., & Haygood, R. C. (1985). Effects of scheduling on retention of advertising messages. Journal of Advertising, 14(2), 41-47.
			*Hintzman, D. L. (1974). Theoretical implications of the spacing effect. In R. L. Solso (Ed.), Theories in cognitive psychology: The Loyola Symposium. Oxford, England: Lawrence Erlbaum.
			*Hintzman, D. L., Summers, J. J., & Block, R. A. (1975). What causes the spacing effect? Some effects of repetition, duration, and spacing on memory for pictures. Memory & Cognition, 3(3), 287-294.
			*Lundy, D. H. P. S. U. P. A. U. S., Carlson, R. A., & Paquiot, J. (1995). Acquisition of rule-application skills: Practice schedules, rule types, and working memory. American Journal of Psychology 108(4), 471-497.
			*Mizuno, R. (1998). Realization of an effective spaced learning schedule based on a reactivation theory of the spacing effect. Japanese Journal of Educational Psychology, 46(2), 173-183.
			*Naylor, J. C., & Briggs, G. E. (1963). Effects of task complexity and task organization on the relative efficiency of part and whole training methods. Journal of Experimental Psychology, 65(3), 217-224.
			*Pavlik Jr., P. I. (2005). The microeconomics of learning: Optimizing paired-associate memory. Dissertation Abstracts International: Section B: The Sciences and Engineering, 66(10-B), 5704.
			*Pavlik Jr., P. I., & Anderson, J. R. (2004). An ACT-R model of memory applied to finding the optimal schedule of practice. In M. Lovett, C. Schunn, C. Lebiere & P. Munro (Eds.), Proceedings of the Sixth International Conference of Cognitive Modeling (pp. 376-377). Pittsburgh, PA: Carnegie Mellon University/University of Pittsburgh.
			*Pimsleur, P. (1967). A memory schedule. The Modern Language Journal, 51(2), 73-75.
			*Reichardt, C. S., Shaughnessy, J. J., & Zimmerman, J. (1973). On the independence of judged frequencies for items presented in successive lists. Memory & Cognition, Vol. 1(2), 149-156.
			*Scott, J. W. (1967). Brain stimulation reinforcement with distributed practice: effects of electrode locus, previous experience, and stimulus intensity. Journal of Comparative and Physiological Psychology, 63(2), 175-183.
			*Shaughnessy, J. J. (1976). Persistence of the spacing effect in free recall under varying incidental learning conditions. Memory & Cognition, 4(4), 369-377.
			*Shaughnessy, J. J. (1977). Long-term retention and the spacing effect in free-recall and frequency judgments. American Journal of Psychology, 90(4), 587-598.
			*Tsao, J. C. (2000). Timing of treatment and return of fear: Effects of massed, uniform, and expanding schedules on public-speaking anxiety. Dissertation Abstracts International: Section B: The Sciences & Engineering, 60(7-B), 3582.
			*Underwood, B. J. (1969). Some correlates of item repetition in free-recall learning. Journal of Verbal Learning & Verbal Behavior, 8(1), 83-94.
			*Underwood, B. J. (1970). A breakdown of the total-time law in free-recall learning. Journal of Verbal Learning & Verbal Behavior, Vol. 9(5), 573-580.
			*Underwood, B. J., Kapelak, S. M., & Malmi, R. A. (1976). The spacing effect: Additions to the theoretical and empirical puzzles. Memory & Cognition, 4(4), 391-400.

Koedinger at 22:40, 19 April 2007

2007-04-19T22:40:26Z

← Older revision		Revision as of 22:40, 19 April 2007
Line 3:		Line 3:
	The temporal order of [[learning events]].		The temporal order of [[learning events]].

	~~[[Category:Independent Variable]]~~
	[[Category:Glossary]]		[[Category:Glossary]]
			[[Category:Independent Variables]]
	[[Category:Refinement and Fluency]]		[[Category:Refinement and Fluency]]

PhilPavlik at 16:06, 21 March 2007

2007-03-21T16:06:58Z

← Older revision		Revision as of 16:06, 21 March 2007
Line 4:		Line 4:

	[[Category:Independent Variable]]		[[Category:Independent Variable]]
			[[Category:Glossary]]
			[[Category:Refinement and Fluency]]

PhilPavlik: /* Instructional schedule */

2007-03-21T16:06:16Z

Instructional schedule

← Older revision		Revision as of 16:06, 21 March 2007
Line 1:		Line 1:
	=== Instructional schedule ===		=== Instructional schedule ===

			The temporal order of [[learning events]].

	[[Category:Independent Variable]]		[[Category:Independent Variable]]

PhilPavlik: /* = Instructional schedule */

2006-09-12T19:39:38Z

= Instructional schedule

← Older revision		Revision as of 19:39, 12 September 2006
Line 1:		Line 1:
	=== Instructional schedule ==		=== Instructional schedule ===

	[[Category:Independent Variable]]		[[Category:Independent Variable]]

PhilPavlik at 19:39, 12 September 2006

2006-09-12T19:39:27Z

New page

=== Instructional schedule ==

[[Category:Independent Variable]]

← Older revision		Revision as of 17:54, 15 November 2010
Line 1:		Line 1:
	>=== Instructional schedule ===		=== Instructional schedule ===

	The temporal order of [[learning events]].		The temporal order of [[learning events]].
Line 7:		Line 7:
	[[Category:Refinement and Fluency]]		[[Category:Refinement and Fluency]]

	*Balota, D. A., Duchek, J. M., Sergent-Marshall, S. D., &~~amp;~~ Roediger III, H. L. (2006). Does Expanded Retrieval Produce Benefits Over Equal-Interval Spacing? Explorations of Spacing Effects in Healthy Aging and Early Stage Alzheimer's Disease. Psychology and Aging, 21(1), 19-31.		*Balota, D. A., Duchek, J. M., Sergent-Marshall, S. D., & Roediger III, H. L. (2006). Does Expanded Retrieval Produce Benefits Over Equal-Interval Spacing? Explorations of Spacing Effects in Healthy Aging and Early Stage Alzheimer's Disease. Psychology and Aging, 21(1), 19-31.
	*Briggs, G. E., &~~amp;~~ Waters, L. K. (1958). Training and transfer as a function of component interaction. Journal of Experimental Psychology, 56(6), 492-500.		*Briggs, G. E., & Waters, L. K. (1958). Training and transfer as a function of component interaction. Journal of Experimental Psychology, 56(6), 492-500.
	*Carlson, R. A., &~~amp;~~ Shin, J. C. (1996). Practice schedules and subgoal instantiation in cascaded problem solving. Journal of Experimental Psychology: Learning, Memory, &~~amp;~~ Cognition, 22(1), 157-168.		*Carlson, R. A., & Shin, J. C. (1996). Practice schedules and subgoal instantiation in cascaded problem solving. Journal of Experimental Psychology: Learning, Memory, & Cognition, 22(1), 157-168.
	*Carlson, R. A., &~~amp;~~ Yaure, R. G. (1990). Practice schedules and the use of component skills in problem solving. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16(3), 484-496.		*Carlson, R. A., & Yaure, R. G. (1990). Practice schedules and the use of component skills in problem solving. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16(3), 484-496.
	*Ciccone, D. S., &~~amp;~~ Brelsford, J. W. (1976). Spacing repetitions in paired-associate learning: Experimenter versus subject control. Journal of Experimental Psychology: Human Learning &~~amp;~~ Memory, 2(4), 446-455.		*Ciccone, D. S., & Brelsford, J. W. (1976). Spacing repetitions in paired-associate learning: Experimenter versus subject control. Journal of Experimental Psychology: Human Learning & Memory, 2(4), 446-455.
	*Goettl, B. P. (1996). The spacing effect in aircraft recognition. Human Factors, 38(1), 34-49.		*Goettl, B. P. (1996). The spacing effect in aircraft recognition. Human Factors, 38(1), 34-49.
	*Hansen, D. N., &~~amp;~~ Dick, W. (1969). Memory factors in computer-controlled maintenance training. Navtradevcen Technical Report, 68, 35.		*Hansen, D. N., & Dick, W. (1969). Memory factors in computer-controlled maintenance training. Navtradevcen Technical Report, 68, 35.
	*Heflin, D. T., &~~amp;~~ Haygood, R. C. (1985). Effects of scheduling on retention of advertising messages. Journal of Advertising, 14(2), 41-47.		*Heflin, D. T., & Haygood, R. C. (1985). Effects of scheduling on retention of advertising messages. Journal of Advertising, 14(2), 41-47.
	*Hintzman, D. L. (1974). Theoretical implications of the spacing effect. In R. L. Solso (Ed.), Theories in cognitive psychology: The Loyola Symposium. Oxford, England: Lawrence Erlbaum.		*Hintzman, D. L. (1974). Theoretical implications of the spacing effect. In R. L. Solso (Ed.), Theories in cognitive psychology: The Loyola Symposium. Oxford, England: Lawrence Erlbaum.
	*Hintzman, D. L., Summers, J. J., &~~amp;~~ Block, R. A. (1975). What causes the spacing effect? Some effects of repetition, duration, and spacing on memory for pictures. Memory &~~amp;~~ Cognition, 3(3), 287-294.		*Hintzman, D. L., Summers, J. J., & Block, R. A. (1975). What causes the spacing effect? Some effects of repetition, duration, and spacing on memory for pictures. Memory & Cognition, 3(3), 287-294.
	*Lundy, D. H. P. S. U. P. A. U. S., Carlson, R. A., &~~amp;~~ Paquiot, J. (1995). Acquisition of rule-application skills: Practice schedules, rule types, and working memory. American Journal of Psychology 108(4), 471-497.		*Lundy, D. H. P. S. U. P. A. U. S., Carlson, R. A., & Paquiot, J. (1995). Acquisition of rule-application skills: Practice schedules, rule types, and working memory. American Journal of Psychology 108(4), 471-497.
	*Mizuno, R. (1998). Realization of an effective spaced learning schedule based on a reactivation theory of the spacing effect. Japanese Journal of Educational Psychology, 46(2), 173-183.		*Mizuno, R. (1998). Realization of an effective spaced learning schedule based on a reactivation theory of the spacing effect. Japanese Journal of Educational Psychology, 46(2), 173-183.
	*Naylor, J. C., &~~amp;~~ Briggs, G. E. (1963). Effects of task complexity and task organization on the relative efficiency of part and whole training methods. Journal of Experimental Psychology, 65(3), 217-224.		*Naylor, J. C., & Briggs, G. E. (1963). Effects of task complexity and task organization on the relative efficiency of part and whole training methods. Journal of Experimental Psychology, 65(3), 217-224.
	*Pavlik Jr., P. I. (2005). The microeconomics of learning: Optimizing paired-associate memory. Dissertation Abstracts International: Section B: The Sciences and Engineering, 66(10-B), 5704.		*Pavlik Jr., P. I. (2005). The microeconomics of learning: Optimizing paired-associate memory. Dissertation Abstracts International: Section B: The Sciences and Engineering, 66(10-B), 5704.
	*Pavlik Jr., P. I., &~~amp;~~ Anderson, J. R. (2004). An ACT-R model of memory applied to finding the optimal schedule of practice. In M. Lovett, C. Schunn, C. Lebiere &~~amp;~~ P. Munro (Eds.), Proceedings of the Sixth International Conference of Cognitive Modeling (pp. 376-377). Pittsburgh, PA: Carnegie Mellon University/University of Pittsburgh.		*Pavlik Jr., P. I., & Anderson, J. R. (2004). An ACT-R model of memory applied to finding the optimal schedule of practice. In M. Lovett, C. Schunn, C. Lebiere & P. Munro (Eds.), Proceedings of the Sixth International Conference of Cognitive Modeling (pp. 376-377). Pittsburgh, PA: Carnegie Mellon University/University of Pittsburgh.
	*Pimsleur, P. (1967). A memory schedule. The Modern Language Journal, 51(2), 73-75.		*Pimsleur, P. (1967). A memory schedule. The Modern Language Journal, 51(2), 73-75.
	*Reichardt, C. S., Shaughnessy, J. J., &~~amp;~~ Zimmerman, J. (1973). On the independence of judged frequencies for items presented in successive lists. Memory &~~amp;~~ Cognition, Vol. 1(2), 149-156.		*Reichardt, C. S., Shaughnessy, J. J., & Zimmerman, J. (1973). On the independence of judged frequencies for items presented in successive lists. Memory & Cognition, Vol. 1(2), 149-156.
	*Scott, J. W. (1967). Brain stimulation reinforcement with distributed practice: effects of electrode locus, previous experience, and stimulus intensity. Journal of Comparative and Physiological Psychology, 63(2), 175-183.		*Scott, J. W. (1967). Brain stimulation reinforcement with distributed practice: effects of electrode locus, previous experience, and stimulus intensity. Journal of Comparative and Physiological Psychology, 63(2), 175-183.
	*Shaughnessy, J. J. (1976). Persistence of the spacing effect in free recall under varying incidental learning conditions. Memory &~~amp;~~ Cognition, 4(4), 369-377.		*Shaughnessy, J. J. (1976). Persistence of the spacing effect in free recall under varying incidental learning conditions. Memory & Cognition, 4(4), 369-377.
	*Shaughnessy, J. J. (1977). Long-term retention and the spacing effect in free-recall and frequency judgments. American Journal of Psychology, 90(4), 587-598.		*Shaughnessy, J. J. (1977). Long-term retention and the spacing effect in free-recall and frequency judgments. American Journal of Psychology, 90(4), 587-598.
	*Tsao, J. C. (2000). Timing of treatment and return of fear: Effects of massed, uniform, and expanding schedules on public-speaking anxiety. Dissertation Abstracts International: Section B: The Sciences &~~amp;~~ Engineering, 60(7-B), 3582.		*Tsao, J. C. (2000). Timing of treatment and return of fear: Effects of massed, uniform, and expanding schedules on public-speaking anxiety. Dissertation Abstracts International: Section B: The Sciences & Engineering, 60(7-B), 3582.
	*Underwood, B. J. (1969). Some correlates of item repetition in free-recall learning. Journal of Verbal Learning &~~amp;~~ Verbal Behavior, 8(1), 83-94.		*Underwood, B. J. (1969). Some correlates of item repetition in free-recall learning. Journal of Verbal Learning & Verbal Behavior, 8(1), 83-94.
	*Underwood, B. J. (1970). A breakdown of the total-time law in free-recall learning. Journal of Verbal Learning &~~amp;~~ Verbal Behavior, Vol. 9(5), 573-580.		*Underwood, B. J. (1970). A breakdown of the total-time law in free-recall learning. Journal of Verbal Learning & Verbal Behavior, Vol. 9(5), 573-580.
	*Underwood, B. J., Kapelak, S. M., &~~amp;~~ Malmi, R. A. (1976). The spacing effect: Additions to the theoretical and empirical puzzles. Memory &~~amp;~~ Cognition, 4(4), 391-400.		*Underwood, B. J., Kapelak, S. M., & Malmi, R. A. (1976). The spacing effect: Additions to the theoretical and empirical puzzles. Memory & Cognition, 4(4), 391-400.

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← Older revision		Revision as of 00:33, 15 November 2010
Line 1:		Line 1:
	=== Instructional schedule ===		>=== Instructional schedule ===

	The temporal order of [[learning events]].		The temporal order of [[learning events]].
Line 7:		Line 7:
	[[Category:Refinement and Fluency]]		[[Category:Refinement and Fluency]]

	*Balota, D. A., Duchek, J. M., Sergent-Marshall, S. D., & Roediger III, H. L. (2006). Does Expanded Retrieval Produce Benefits Over Equal-Interval Spacing? Explorations of Spacing Effects in Healthy Aging and Early Stage Alzheimer's Disease. Psychology and Aging, 21(1), 19-31.		*Balota, D. A., Duchek, J. M., Sergent-Marshall, S. D., & Roediger III, H. L. (2006). Does Expanded Retrieval Produce Benefits Over Equal-Interval Spacing? Explorations of Spacing Effects in Healthy Aging and Early Stage Alzheimer's Disease. Psychology and Aging, 21(1), 19-31.
	*Briggs, G. E., & Waters, L. K. (1958). Training and transfer as a function of component interaction. Journal of Experimental Psychology, 56(6), 492-500.		*Briggs, G. E., & Waters, L. K. (1958). Training and transfer as a function of component interaction. Journal of Experimental Psychology, 56(6), 492-500.
	*Carlson, R. A., & Shin, J. C. (1996). Practice schedules and subgoal instantiation in cascaded problem solving. Journal of Experimental Psychology: Learning, Memory, & Cognition, 22(1), 157-168.		*Carlson, R. A., & Shin, J. C. (1996). Practice schedules and subgoal instantiation in cascaded problem solving. Journal of Experimental Psychology: Learning, Memory, & Cognition, 22(1), 157-168.
	*Carlson, R. A., & Yaure, R. G. (1990). Practice schedules and the use of component skills in problem solving. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16(3), 484-496.		*Carlson, R. A., & Yaure, R. G. (1990). Practice schedules and the use of component skills in problem solving. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16(3), 484-496.
	*Ciccone, D. S., & Brelsford, J. W. (1976). Spacing repetitions in paired-associate learning: Experimenter versus subject control. Journal of Experimental Psychology: Human Learning & Memory, 2(4), 446-455.		*Ciccone, D. S., & Brelsford, J. W. (1976). Spacing repetitions in paired-associate learning: Experimenter versus subject control. Journal of Experimental Psychology: Human Learning & Memory, 2(4), 446-455.
	*Goettl, B. P. (1996). The spacing effect in aircraft recognition. Human Factors, 38(1), 34-49.		*Goettl, B. P. (1996). The spacing effect in aircraft recognition. Human Factors, 38(1), 34-49.
	*Hansen, D. N., & Dick, W. (1969). Memory factors in computer-controlled maintenance training. Navtradevcen Technical Report, 68, 35.		*Hansen, D. N., & Dick, W. (1969). Memory factors in computer-controlled maintenance training. Navtradevcen Technical Report, 68, 35.
	*Heflin, D. T., & Haygood, R. C. (1985). Effects of scheduling on retention of advertising messages. Journal of Advertising, 14(2), 41-47.		*Heflin, D. T., & Haygood, R. C. (1985). Effects of scheduling on retention of advertising messages. Journal of Advertising, 14(2), 41-47.
	*Hintzman, D. L. (1974). Theoretical implications of the spacing effect. In R. L. Solso (Ed.), Theories in cognitive psychology: The Loyola Symposium. Oxford, England: Lawrence Erlbaum.		*Hintzman, D. L. (1974). Theoretical implications of the spacing effect. In R. L. Solso (Ed.), Theories in cognitive psychology: The Loyola Symposium. Oxford, England: Lawrence Erlbaum.
	*Hintzman, D. L., Summers, J. J., & Block, R. A. (1975). What causes the spacing effect? Some effects of repetition, duration, and spacing on memory for pictures. Memory & Cognition, 3(3), 287-294.		*Hintzman, D. L., Summers, J. J., & Block, R. A. (1975). What causes the spacing effect? Some effects of repetition, duration, and spacing on memory for pictures. Memory & Cognition, 3(3), 287-294.
	*Lundy, D. H. P. S. U. P. A. U. S., Carlson, R. A., & Paquiot, J. (1995). Acquisition of rule-application skills: Practice schedules, rule types, and working memory. American Journal of Psychology 108(4), 471-497.		*Lundy, D. H. P. S. U. P. A. U. S., Carlson, R. A., & Paquiot, J. (1995). Acquisition of rule-application skills: Practice schedules, rule types, and working memory. American Journal of Psychology 108(4), 471-497.
	*Mizuno, R. (1998). Realization of an effective spaced learning schedule based on a reactivation theory of the spacing effect. Japanese Journal of Educational Psychology, 46(2), 173-183.		*Mizuno, R. (1998). Realization of an effective spaced learning schedule based on a reactivation theory of the spacing effect. Japanese Journal of Educational Psychology, 46(2), 173-183.
	*Naylor, J. C., & Briggs, G. E. (1963). Effects of task complexity and task organization on the relative efficiency of part and whole training methods. Journal of Experimental Psychology, 65(3), 217-224.		*Naylor, J. C., & Briggs, G. E. (1963). Effects of task complexity and task organization on the relative efficiency of part and whole training methods. Journal of Experimental Psychology, 65(3), 217-224.
	*Pavlik Jr., P. I. (2005). The microeconomics of learning: Optimizing paired-associate memory. Dissertation Abstracts International: Section B: The Sciences and Engineering, 66(10-B), 5704.		*Pavlik Jr., P. I. (2005). The microeconomics of learning: Optimizing paired-associate memory. Dissertation Abstracts International: Section B: The Sciences and Engineering, 66(10-B), 5704.
	*Pavlik Jr., P. I., & Anderson, J. R. (2004). An ACT-R model of memory applied to finding the optimal schedule of practice. In M. Lovett, C. Schunn, C. Lebiere & P. Munro (Eds.), Proceedings of the Sixth International Conference of Cognitive Modeling (pp. 376-377). Pittsburgh, PA: Carnegie Mellon University/University of Pittsburgh.		*Pavlik Jr., P. I., & Anderson, J. R. (2004). An ACT-R model of memory applied to finding the optimal schedule of practice. In M. Lovett, C. Schunn, C. Lebiere & P. Munro (Eds.), Proceedings of the Sixth International Conference of Cognitive Modeling (pp. 376-377). Pittsburgh, PA: Carnegie Mellon University/University of Pittsburgh.
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