User contributions
(newest | oldest) View (newer 50 | older 50) (20 | 50 | 100 | 250 | 500)
- 16:28, 3 December 2007 (diff | hist) . . (-15) . . Understanding paired associate transfer effects based on shared stimulus components (current)
- 16:27, 3 December 2007 (diff | hist) . . (+518) . . Applying optimal scheduling of practice in the Chinese Learnlab
- 16:21, 3 December 2007 (diff | hist) . . (+183) . . Applying optimal scheduling of practice in the Chinese Learnlab (→Findings)
- 22:02, 2 December 2007 (diff | hist) . . (+87) . . Optimizing the practice schedule (→Hypothesis)
- 21:59, 2 December 2007 (diff | hist) . . (-117) . . Instructional Principles and Hypotheses (→Refinement and Fluency)
- 21:59, 2 December 2007 (diff | hist) . . (0) . . Testing effect
- 21:58, 2 December 2007 (diff | hist) . . (0) . . Testing effect
- 21:57, 2 December 2007 (diff | hist) . . (-4) . . Testing effect
- 21:57, 2 December 2007 (diff | hist) . . (+330) . . N Active Processing (New page: This is the notion that active processing involving student generation, assessment, or testing results in more learning than passive presentation such as reading or viewing information. Se...)
- 21:54, 2 December 2007 (diff | hist) . . (+790) . . N Testing effect (New page: Category:Glossary Category:PSLC General Category:Refinement and Fluency Probably due the the generativity of active processing tests have been shown to be more effective t...)
- 21:49, 2 December 2007 (diff | hist) . . (+598) . . Wide spacing interval (current)
- 21:48, 2 December 2007 (diff | hist) . . (+598) . . Temporal spacing (current)
- 21:48, 2 December 2007 (diff | hist) . . (+744) . . N Spaced practice (New page: Distributed practice has been shown to benefit long-term recall by reducing forgetting. Category:Glossary Category:Refinement and Fluency * Cepeda, N. J., Pashler, H., Vul, E., W...) (current)
- 21:46, 2 December 2007 (diff | hist) . . (+97) . . Optimal spacing interval (→Optimal spacing interval) (current)
- 21:43, 2 December 2007 (diff | hist) . . (0) . . Optimized scheduling (→Theoretical rationale)
- 21:43, 2 December 2007 (diff | hist) . . (+109) . . Optimized scheduling (→Conditions of application)
- 21:41, 2 December 2007 (diff | hist) . . (+13) . . Instructional Principles and Hypotheses (→Refinement and Fluency)
- 21:41, 2 December 2007 (diff | hist) . . (-91) . . Instructional Principles and Hypotheses (→Refinement and Fluency)
- 21:39, 2 December 2007 (diff | hist) . . (+36) . . Repetition
- 21:39, 2 December 2007 (diff | hist) . . (+4) . . Practice
- 21:38, 2 December 2007 (diff | hist) . . (+417) . . N Recency (New page: Category:Glossary Category:PSLC General Recency is a fundamental memory effect whereby more recent practice takes less time and has a higher level of correctness. Recency was firs...) (current)
- 21:36, 2 December 2007 (diff | hist) . . (+12) . . Optimized scheduling (→Examples)
- 21:36, 2 December 2007 (diff | hist) . . (+168) . . Optimized scheduling (→Theoretical rationale)
- 21:34, 2 December 2007 (diff | hist) . . (+680) . . Optimized scheduling (→Conditions of application)
- 21:26, 2 December 2007 (diff | hist) . . (0) . . Repetition
- 21:25, 2 December 2007 (diff | hist) . . (+49) . . Repetition
- 21:24, 2 December 2007 (diff | hist) . . (+185) . . Optimized scheduling (→Theoretical rationale)
- 21:17, 2 December 2007 (diff | hist) . . (+367) . . N Repetition (New page: Category:Glossary Category:Learning Processes Category:PSLC General Repetition is a fundamental learning process. It was first listed as a main principle of association by Tho...)
- 21:14, 2 December 2007 (diff | hist) . . (-18) . . Optimized scheduling (→Theoretical rationale)
- 21:07, 2 December 2007 (diff | hist) . . (-216) . . Optimized scheduling (→Operational definition)
- 21:05, 2 December 2007 (diff | hist) . . (+2,383) . . Optimized scheduling
- 20:57, 2 December 2007 (diff | hist) . . (+62) . . Optimized scheduling
- 20:54, 2 December 2007 (diff | hist) . . (-60) . . Learning event scheduling
- 20:53, 2 December 2007 (diff | hist) . . (+362) . . Learning event scheduling
- 20:51, 2 December 2007 (diff | hist) . . (+230) . . Instructional Principles and Hypotheses (→Refinement and Fluency)
- 15:31, 4 May 2007 (diff | hist) . . (-5) . . Musings on Learning Events (→I.1 Events)
- 15:26, 4 May 2007 (diff | hist) . . (+2,552) . . Musings on Learning Events (→II. Robust learning)
- 14:54, 4 May 2007 (diff | hist) . . (-1) . . Musings on Learning Events (→I.1 Events)
- 14:54, 4 May 2007 (diff | hist) . . (+58) . . Musings on Learning Events (→I.1 Events)
- 14:53, 4 May 2007 (diff | hist) . . (+631) . . Musings on Learning Events (→I.1 Events)
- 21:12, 3 April 2007 (diff | hist) . . (+31) . . Understanding paired associate transfer effects based on shared stimulus components (→Annotated bibliography)
- 21:11, 3 April 2007 (diff | hist) . . (+299) . . Understanding paired associate transfer effects based on shared stimulus components (→Annotated bibliography)
- 21:10, 3 April 2007 (diff | hist) . . (-8) . . Applying optimal scheduling of practice in the Chinese Learnlab (→Annotated bibliography)
- 21:10, 3 April 2007 (diff | hist) . . (+87) . . Applying optimal scheduling of practice in the Chinese Learnlab (→Annotated bibliography)
- 21:09, 3 April 2007 (diff | hist) . . (+91) . . Optimizing the practice schedule (→Annotated bibliography)
- 21:06, 3 April 2007 (diff | hist) . . (+442) . . Applying optimal scheduling of practice in the Chinese Learnlab (→Annotated bibliography)
- 21:05, 3 April 2007 (diff | hist) . . (-1) . . Optimizing the practice schedule (→Annotated bibliography)
- 21:05, 3 April 2007 (diff | hist) . . (+1) . . Optimizing the practice schedule (→Annotated bibliography)
- 21:04, 3 April 2007 (diff | hist) . . (-2) . . Optimizing the practice schedule (→Annotated bibliography)
- 21:04, 3 April 2007 (diff | hist) . . (-7) . . Optimizing the practice schedule (→Annotated bibliography)
(newest | oldest) View (newer 50 | older 50) (20 | 50 | 100 | 250 | 500)
