User contributions
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- 18:59, 12 December 2007 (diff | hist) . . (+417) . . Automaticity (→Automaticity) (current)
- 18:54, 12 December 2007 (diff | hist) . . (+126) . . Refinement and Fluency (→Knowledge accessibility)
- 18:54, 12 December 2007 (diff | hist) . . (+71) . . Refinement and Fluency (→Knowledge accessibility)
- 18:53, 12 December 2007 (diff | hist) . . (+70) . . Refinement and Fluency (→Explicit instruction)
- 18:52, 12 December 2007 (diff | hist) . . (+145) . . Refinement and Fluency
- 18:33, 4 December 2007 (diff | hist) . . (+2) . . Refinement and Fluency (→Explicit instruction)
- 18:32, 4 December 2007 (diff | hist) . . (-1) . . Refinement and Fluency (→Explicit instruction)
- 17:00, 3 December 2007 (diff | hist) . . (+965) . . Applying optimal scheduling of practice in the Chinese Learnlab (current)
- 16:45, 3 December 2007 (diff | hist) . . (+701) . . Understanding encoding inhibition, retrieval inhibition and destructive interference effects of errors during practice (current)
- 16:30, 3 December 2007 (diff | hist) . . (-26) . . Optimizing the practice schedule (→Findings)
- 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...)
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