Difference between revisions of "Instructional schedule"

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>=== Instructional schedule ===
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=== Instructional schedule ===
  
 
The temporal order of [[learning events]].
 
The temporal order of [[learning events]].
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[[Category:Refinement and Fluency]]
 
[[Category:Refinement and Fluency]]
  
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*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.
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*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.
 
*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., & Zimmerman, J. (1973). On the independence of judged frequencies for items presented in successive lists. Memory & 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 & 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 & 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 & 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 & 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., & Malmi, R. A. (1976). The spacing effect: Additions to the theoretical and empirical puzzles. Memory & 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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Latest revision as of 12:46, 8 September 2011

Instructional schedule

The temporal order of learning events.

  • 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.
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