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Justin Sung Mindmaps Starter References

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Aug 29th, 2022
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  1. Adams, N. E. (2015). Bloom's taxonomy of cognitive learning objectives. Journal of the Medical Library Association : JMLA, 103(3), 152-153. https://doi.org/10.3163/1536-5050.103.3.010
  2. Baars, M., Wijnia, L., de Bruin, A., & Paas, F. (2020). The relation between students’ effort and monitoring judgments during learning: a meta-analysis. Educational Psychology Review, 32(4), 979-1002. https://doi.org/10.1007/s10648-020-09569-3
  3. Bretzing, B. H., & Kulhavy, R. W. (1979). Notetaking and depth of processing. Contemporary Educational Psychology, 4(2), 145-153.
  4. Bui, D. C., & McDaniel, M. A. (2015). Enhancing learning during lecture note-taking using outlines and illustrative diagrams. Journal of Applied Research in Memory and Cognition, 4(2), 129-135.
  5. Carpenter, S. K., Endres, T., & Hui, L. (2020). Students’ use of retrieval in self-regulated learning: Implications for monitoring and regulating effortful learning experiences. Educational Psychology Review, 32(4), 1029-1054. https://doi.org/10.1007/s10648-020-09562-w
  6. Crowe, A., Dirks, C., & Wenderoth, M. P. (2008). Biology in bloom: implementing Bloom's Taxonomy to enhance student learning in biology. CBE life sciences education, 7(4), 368-381. https://doi.org/10.1187/cbe.08-05-0024
  7. de Bruin, A. B., Roelle, J., Carpenter, S. K., & Baars, M. (2020). Synthesizing cognitive load and self-regulation theory: A theoretical framework and research agenda. Educational Psychology Review, 32(4), 903-915. https://doi.org/10.1007/s10648-020-09576-4
  8. Einstein, G. O., Morris, J., & Smith, S. (1985). Note-taking, individual differences, and memory for lecture information. Journal of educational psychology, 77(5), 522.
  9. Jansen, R. S., Lakens, D., & Ijsselsteijn, W. A. (2017). An integrative review of the cognitive costs and benefits of note-taking. Educational Research Review, 22, 223-233. https://doi.org/10.1016/j.edurev.2017.10.001
  10. Kiewra, K. A., & Benton, S. L. (1988). The relationship between information-processing ability and notetaking. Contemporary Educational Psychology, 13(1), 33-44.
  11. Kirk-Johnson, A., Galla, B. M., & Fraundorf, S. H. (2019). Perceiving effort as poor learning: The misinterpreted-effort hypothesis of how experienced effort and perceived learning relate to study strategy choice. Cognitive Psychology, 115, 101237. https://doi.org/10.1016/j.cogpsych.2019.101237
  12. McDaniel, M. A., & Einstein, G. O. (2020). Training learning strategies to promote self-regulation and transfer: The knowledge, belief, commitment, and planning framework. Perspectives on Psychological Science, 15(6), 1363-1381. https://doi.org/10.1177/1745691620920723
  13. Morehead, K., Dunlosky, J., & Rawson, K. A. (2019). How Much Mightier Is the Pen than the Keyboard for Note-Taking? A Replication and Extension of Mueller and Oppenheimer (2014). Educational Psychology Review, 31(3), 753-780. https://doi.org/10.1007/s10648-019-09468-2
  14. Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological science, 25(6), 1159-1168.
  15. Peper, R. J., & Mayer, R. E. (1986). Generative effects of note-taking during science lectures. Journal of educational psychology, 78(1), 34.
  16. Schoen, I. (2012). Effects of method and context of note-taking on memory: handwriting versus typing in lecture and textbook-reading contexts.
  17. Voyer, D., Ronis, S. T., & Byers, N. (2022). The effect of notetaking method on academic performance: A systematic review and meta-analysis. Contemporary Educational Psychology, 68, 102025. https://doi.org/10.1016/j.cedpsych.2021.102025
  18. Svinicki, M. (2017). Supporting the Cognitive Skills Behind Note‐Taking (1057-2880). (The National Teaching & Learning Forum, Issue.
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