Agarwal, P. K., & Agostinelli, A. (2020). Interleaving in Math: A Research-Based Strategy to Boost Learning. American Educator, 44(1), 24.
Agarwal, P. K., D’antonio, L., Roediger III, H. L., McDermott, K. B., & McDaniel, M. A. (2014). Classroom-based programs of retrieval practice reduce middle school and high school students’ test anxiety. Journal of applied research in memory and cognition, 3(3), 131-139.
Agarwal, P. K., Roediger, H. L., McDaniel, M. A., & McDermott, K. B. (2013). How to use retrieval practice to improve learning. Washington University in St. Louis.
Allen-Lyall, B. (2018). Helping students to automatize multiplication facts: A pilot study. International Electronic Journal of Elementary Education, 10(4), 391-396.
Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of experimental child psychology, 106(1), 20-29.
Anderson, J. R. (1987). Skill acquisition: Compilation of weak-method problem situations. Psychological review, 94(2), 192.
Anderson, J. R., Reder, L. M., Simon, H. A., Ericsson, K. A., & Glaser, R. (1998). Radical constructivism and cognitive psychology. Brookings papers on education policy, (1), 227-278.
Arzi, H. J., Ben-Zvi, R., & Ganiel, U. (1985). Proactive and retroactive facilitation of long-term retention by curriculum continuity. American educational research journal, 22(3), 369-388.
Atchison, K. (2020). True Mastery: The Benefits of Mixed Practice for Learning. EducationalRenaissance.com.
Ausubel, D. P., Robbins, L. C., & Blake Jr, E. (1957). Retroactive inhibition and facilitation in the learning of school materials. Journal of Educational Psychology, 48(6), 334.
Ayres, P. L. (2001). Systematic mathematical errors and cognitive load. Contemporary Educational Psychology, 26(2), 227-248.
Bacon, F. (1620). The new organon: Or true directions concerning the interpretation of nature.
Baddeley, A. D. (1983). Working memory. Philosophical Transactions of the Royal Society of London. B, Biological Sciences, 302(1110), 311-324.
Bahrick, H. P., Bahrick, L. E., Bahrick, A. S., & Bahrick, P. E. (1993). Maintenance of foreign language vocabulary and the spacing effect. Psychological Science, 4(5), 316-321.
Bai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30, 100322.
Baker, R. S. D., Corbett, A. T., Koedinger, K. R., Evenson, S., Roll, I., Wagner, A. Z., ... & Beck, J. E. (2006). Adapting to when students game an intelligent tutoring system. In Intelligent Tutoring Systems: 8th International Conference, ITS 2006, Jhongli, Taiwan, June 26-30, 2006. Proceedings 8 (pp. 392-401). Springer Berlin Heidelberg.
Bernstein, B. O., Lubinski, D., & Benbow, C. P. (2021). Academic acceleration in gifted youth and fruitless concerns regarding psychological well-being: A 35-year longitudinal study. Journal of Educational Psychology, 113(4), 830.
Berzsenyi, G. (2019). Talent search versus talent development. Notices of the American Mathematical Society, 66(9).
Betts, K., Miller, M., Tokuhama-Espinosa, T., Shewokis, P. A., Anderson, A., Borja, C., ... & Dekker, S. (2019). International Report: Neuromyths and Evidence-Based Practices in Higher Education. Online Learning Consortium.
Bjork, E. L., & Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. Psychology and the real world: Essays illustrating fundamental contributions to society, 2(59-68).
Bjork, E. L., & Bjork, R. A. (2023). Introducing Desirable Difficulties Into Practice and Instruction: Obstacles and Opportunities. In C. Overson, C. M. Hakala, L. L. Kordonowy, & V. A. Benassi (Eds.), In Their Own Words: What Scholars and Teachers Want You to Know About Why and How to Apply the Science of Learning in Your Academic Setting (pp. 111-21). Society for the Teaching of Psychology.
Bjork, R. A. (1994). Memory and metamemory considerations in the training of human beings. In J. Metcalfe and A. Shimamura (Eds.), Metacognition: Knowing about knowing (pp.185-205).
Bloom, B. S. (1968). Learning for Mastery. Instruction and Curriculum. Regional Education Laboratory for the Carolinas and Virginia, Topical Papers and Reprints, Number 1. Evaluation comment, 1(2), n2.
Bloom, B. S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational researcher, 13(6), 4-16.
Bloom, B. S., ed. (1985). Developing Talent in Young People. New York: Ballantine Books.
Bloom, B. S. (1986). Automaticity: "The Hands and Feet of Genius." Educational leadership, 43(5), 70-77.
Bloom, B. S., & Sosniak, L. A. (1981). Talent development vs. schooling. Educational Leadership, 39(2), 86-94.
Bloom, G. (2002). Role of the elite coach in the development of talent. Psychological foundations of sport, 466-483.
Borland, J. H. (1989). Planning and Implementing Programs for the Gifted. New York: Teachers College Press.
Brandt, R. S. (1985). On Talent Development: A Conversation with Benjamin Bloom. Educational Leadership, 43(1), 33-35.
Brown, J. (1958). Some tests of the decay theory of immediate memory. Quarterly journal of experimental psychology, 10(1), 12-21.
Brown, P. C., Roediger III, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Harvard University Press.
Buskist, W., Cush, D., & DeGrandpre, R. J. (1991). The life and times of PSI. Journal of Behavioral Education, 1, 215-234.
Cacciola, S. (2020). How Kobe Bryant Created His Own Olympic Dream Team. New York Times.
Calvo-Merino, B., Glaser, D. E., Grèzes, J., Passingham, R. E., & Haggard, P. (2005). Action observation and acquired motor skills: an FMRI study with expert dancers. Cerebral cortex, 15(8), 1243-1249.
Calvo-Merino, B., Grèzes, J., Glaser, D. E., Passingham, R. E., & Haggard, P. (2006). Seeing or doing? Influence of visual and motor familiarity in action observation. Current biology, 16(19), 1905-1910.
Campbell, J. I. (1987). The role of associative interference in learning and retrieving arithmetic facts. Cognitive processes in mathematics, 107-122.
Carpenter, S. K., & Agarwal, P. K. (2019). How to use spaced retrieval practice to boost learning. Iowa State University.
Catrambone, R. (1995). Aiding subgoal learning: Effects on transfer. Journal of educational psychology, 87(1), 5.
Cepeda, N. J., Coburn, N., Rohrer, D., Wixted, J. T., Mozer, M. C., & Pashler, H. (2009). Optimizing distributed practice: Theoretical analysis and practical implications. Experimental psychology, 56(4), 236-246.
Chase, W. G., & Ericsson, K. A. (1982). Skill and working memory. In Psychology of learning and motivation (Vol. 16, pp. 1-58). Academic Press.
Clark, R., Kirschner, P. A., & Sweller, J. (2012). Putting students on the path to learning: The case for fully guided instruction. American Educator, 36(1), 5-11.
Clear, J. The Beginner’s Guide to Deliberate Practice. JamesClear.com.
Codding, R. S., Peltier, C., & Campbell, J. (2023). Introducing the Science of Math. TEACHING Exceptional Children, 00400599221121721.
Codding, R. S., VanDerHeyden, A., & Chehayeb, R. (2023). Using Data to Intensify Math Instruction: An Evaluation of the Instructional Hierarchy. Remedial and Special Education, 07419325231194354.
Conway, A., Jarrold, C., Kane, M., Miyake, A., & Towse, J. (2007). Variation in Working Memory: An Introduction. In Conway, A., Jarrold, C., Kane, M., Miyake, A., & Towse, J. (Eds.), Variation in working memory (pp.3-17). Oxford University Press.
Coughlan, E. K., Williams, A. M., McRobert, A. P., & Ford, P. R. (2014). How experts practice: A novel test of deliberate practice theory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(2), 449.
Cowan, N. (2001). The magical number 4 in short-term memory: A reconsideration of mental storage capacity.Behavioral and brain sciences, 24(1), 87-114.
Cowan, N. (2008). What are the differences between long-term, short-term, and working memory?. Progress in brain research, 169, 323-338.
Cross, K. P. (1999). Learning is about making connections. The Cross Papers; 3.
Dallimore, E. J., Hertenstein, J. H., & Platt, M. B. (2013). Impact of cold-calling on student voluntary participation.Journal of Management Education, 37(3), 305-341.
Deakin, J. M., & Cobley, S. (2003). A search for deliberate practice. Expert performance in sports, 115-36.
Debatin, T., Hopp, M. D., Vialle, W., & Ziegler, A. (2023). The meta-analyses of deliberate practice underestimate the effect size because they neglect the core characteristic of individualization – An analysis and empirical evidence.Current Psychology, 42(13), 10815-10825.
del Rosario Zavala, Maria, Ma Bernadette Andres-Salgarino, Zandra de Araujo, Amber G. Candela, Gladys Krause, and Erin Sylves (2020). The Mo(ve)ment to Prioritize Antiracist Mathematics: Planning for This and Every School Year. TODOS: Mathematics for All.
Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251-19257.
D'Esposito, M. (2007). From cognitive to neural models of working memory. Philosophical Transactions of the Royal Society B: Biological Sciences, 362(1481), 761-772.
Dori, Y. J., & Belcher, J. (2005). How does technology-enabled active learning affect undergraduate students' understanding of electromagnetism concepts?. The journal of the learning sciences, 14(2), 243-279.
Doz, D. (2021). Students’ mathematics achievements: A comparison between pre-and post-COVID-19 pandemic.Education and Self Development, 16(4), 36-47.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public interest, 14(1), 4-58.
Ebbinghaus, H. (1885). Memory: A contribution to experimental psychology, trans. HA Ruger & CE Bussenius. Teachers College, Columbia University.
Emeny, W. G., Hartwig, M. K., & Rohrer, D. (2021). Spaced mathematics practice improves test scores and reduces overconfidence. Applied Cognitive Psychology, 35(4), 1082-1089.
Engram, D. (1979). Bonus points as tokens: their effect on academic performance (Masters thesis).
Engström, M., Landtblom, A. M., & Karlsson, T. (2013). Brain and effort: brain activation and effort-related working memory in healthy participants and patients with working memory deficits. Frontiers in human neuroscience, 7, 140.
Ericsson, K. A. (2003). The acquisition of expert performance as problem solving: Construction and modification of mediating mechanisms through deliberate practice. The psychology of problem solving, 31-83.
Ericsson, K. A. (2006). The influence of experience and deliberate practice on the development of superior expert performance. The Cambridge handbook of expertise and expert performance, 38(685-705), 2-2.
Ericsson, K. A. (2008). Deliberate practice and acquisition of expert performance: a general overview. Academic emergency medicine, 15(11), 988-994.
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological review, 100(3), 363.
Ericsson, K. A., Prietula, M. J., & Cokely, E. T. (2007). The making of an expert. Harvard business review, 85(7/8), 114.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.
Fuchs, L. S., Bucka, N., Clarke, B., Dougherty, B., Jordan, N. C., Karp, K. S., ... & Morgan, S. (2021). Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades. Educator's Practice Guide. WWC 2021006. What Works Clearinghouse.
Gershenson, S. (2018). Grade Inflation in High Schools (2005-2016). Thomas B. Fordham Institute.
Gobet, F., & Simon, H. A. (1998). Expert chess memory: Revisiting the chunking hypothesis. Memory, 6(3), 225-255.
Goldhaber, D., & Young, M. G. (2023). Course Grades as a Signal of Student Achievement: Evidence on Grade Inflation Before and After COVID-19. CALDER Research Brief No. 35.
Gonzalez, J. (2017). Retrieval Practice: The Most Powerful Learning Strategy You’re Not Using. CultOfPedagogy.com.
Grospietsch, F., & Lins, I. (2021). Review on the prevalence and persistence of neuromyths in education–Where we stand and what Is still needed. In Frontiers in Education (Vol. 6, p. 665752). Frontiers Media SA.
Guryan, J., Ludwig, J., Bhatt, M. P., Cook, P. J., Davis, J. M., Dodge, K., ... & Stoddard, G. (2023). Not too late: Improving academic outcomes among adolescents. American Economic Review, 113(3), 738-765.
Halpern, D. F., & Hakel, M. D. (2003). Applying the Science of Learning. Change, 37.
Hardt, O., Nader, K., & Nadel, L. (2013). Decay happens: the role of active forgetting in memory. Trends in cognitive sciences, 17(3), 111-120.
Hartwig, M. K., Rohrer, D., & Dedrick, R. F. (2022). Scheduling math practice: Students’ underappreciation of spacing and interleaving. Journal of Experimental Psychology: Applied, 28(1), 100.
Hattie, J., & Yates, G. C. (2013). Visible learning and the science of how we learn. Routledge.
Hofstadter, D., & Carter, K. (2012). Some Reflections on Mathematics from a Mathematical Non-mathematician.Mathematics in School, 41(5), 2-4.
Iosup, A., & Epema, D. (2014). An experience report on using gamification in technical higher education. In Proceedings of the 45th ACM technical symposium on Computer science education (pp. 27-32).
Jonides, J., Lewis, R. L., Nee, D. E., Lustig, C. A., Berman, M. G., & Moore, K. S. (2008). The mind and brain of short-term memory. Annu. Rev. Psychol., 59, 193-224.
Joy Cumming, J., & Elkins, J. (1999). Lack of automaticity in the basic addition facts as a characteristic of arithmetic learning problems and instructional needs. Mathematical Cognition, 5(2), 149-180.
Kang, S. H. (2016). Spaced repetition promotes efficient and effective learning: Policy implications for instruction.Policy Insights from the Behavioral and Brain Sciences, 3(1), 12-19.
Karpicke, J. D., Butler, A. C., & Roediger III, H. L. (2009). Metacognitive strategies in student learning: Do students practise retrieval when they study on their own?. Memory, 17(4), 471-479.
Kellogg, R. T., & Whiteford, A. P. (2009). Training advanced writing skills: The case for deliberate practice.Educational Psychologist, 44(4), 250-266.
Kersey, A. J., & James, K. H. (2013). Brain activation patterns resulting from learning letter forms through active self-production and passive observation in young children. Frontiers in psychology, 4, 567.
Kirschner, P., & Hendrick, C. (2024). How learning happens: Seminal works in educational psychology and what they mean in practice. Routledge.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational psychologist, 41(2), 75-86.
Kornell, N., & Bjork, R. A. (2008). Learning concepts and categories: Is spacing the “enemy of induction”?.Psychological science, 19(6), 585-592.
Kuhfeld, M., Soland, J., & Lewis, K. (2022). Test score patterns across three COVID-19-impacted school years.Educational Researcher, 51(7), 500-506.
Kulasegaram, K. M., Grierson, L. E., & Norman, G. R. (2013). The roles of deliberate practice and innate ability in developing expertise: evidence and implications. Medical education, 47(10), 979-989.
Kulik, C. L. C., Kulik, J. A., & Bangert-Drowns, R. L. (1990). Effectiveness of mastery learning programs: A meta-analysis. Review of educational research, 60(2), 265-299.
Kulik, J. A., & Kulik, C. L. C. (1984). Effects of accelerated instruction on students. Review of educational research, 54(3), 409-425.
Kyllonen, P. C., & Tirre, W. C. (1988). Individual differences in associative learning and forgetting. Intelligence, 12(4), 393-421.
Lehtinen, E., Hannula-Sormunen, M., McMullen, J., & Gruber, H. (2017). Cultivating mathematical skills: From drill-and-practice to deliberate practice. ZDM, 49, 625-636.
Lei, H., Wang, C., Chiu, M. M., & Chen, S. (2022). Do educational games affect students' achievement emotions? Evidence from a meta‐analysis. Journal of Computer Assisted Learning, 38(4), 946-959.
Looyestyn, J., Kernot, J., Boshoff, K., Ryan, J., Edney, S., & Maher, C. (2017). Does gamification increase engagement with online programs? A systematic review. PloS one, 12(3), e0173403.
Luo, L., & Kiewra, K. A. (2021). Parents’ roles in talent development. Gifted Education International, 37(1), 30-40.
Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning?. American psychologist, 59(1), 14.
McDaniel, M. A., Anderson, J. L., Derbish, M. H., & Morrisette, N. (2007). Testing the testing effect in the classroom.European journal of cognitive psychology, 19(4-5), 494-513.
McDaniel, M. A., Cahill, M. J., Frey, R. F., Rauch, M., Doele, J., Ruvolo, D., & Daschbach, M. M. (2018). Individual differences in learning exemplars versus abstracting rules: Associations with exam performance in college science.Journal of Applied Research in Memory and Cognition, 7(2), 241-251.
McDaniel, M. A., Cahill, M. J., Robbins, M., & Wiener, C. (2014). Individual differences in learning and transfer: stable tendencies for learning exemplars versus abstracting rules. Journal of Experimental Psychology: General, 143(2), 668.
McDermott, K. B., & Zerr, C. L. (2019). Individual differences in learning efficiency. Current Directions in Psychological Science, 28(6), 607-613.
Meinz, E. J., & Hambrick, D. Z. (2010). Deliberate practice is necessary but not sufficient to explain individual differences in piano sight-reading skill: The role of working memory capacity. Psychological science, 21(7), 914-919.
Metcalfe, J., & Xu, J. (2016). People mind wander more during massed than spaced inductive learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42(6), 978.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological review, 63(2), 81.
Nairne, J. S., & Neath, I. (2012). Sensory and working memory. Handbook of Psychology, Second Edition, 4.
National Council of Supervisors of Mathematics and TODOS: Mathematics for ALL. (2016). Mathematics education through the lens of social justice: Acknowledgment, actions, and accountability. Joint Position Paper.
Pan, S. C. (2015). The interleaving effect: mixing it up boosts learning. Scientific American, 313(2).
Pardo, A., Poquet, O., Martínez-Maldonado, R., & Dawson, S. (2017). Provision of data-driven student feedback in LA & EDM. Handbook of learning analytics, 163-174.
Park, G., Lubinski, D., & Benbow, C. P. (2013). When less is more: Effects of grade skipping on adult STEM productivity among mathematically precocious adolescents. Journal of Educational Psychology, 105(1), 176.
Parrish, S. The Ultimate Deliberate Practice Guide: How to Be the Best. FS.blog.
Pashler, H., Rohrer, D., Cepeda, N. J., & Carpenter, S. K. (2007). Enhancing learning and retarding forgetting: Choices and consequences. Psychonomic bulletin & review, 14(2), 187-193.
Pasquinelli, E. (2012). Neuromyths: Why do they exist and persist?. Mind, Brain, and Education, 6(2), 89-96.
Pastötter, B., & Frings, C. (2019). The forward testing effect is reliable and independent of learners’ working memory capacity. Journal of cognition, 2(1).
Pedersen, B., Makel, M. C., Rambo-Hernandez, K. E., Peters, S. J., & Plucker, J. (2023). Most mathematics classrooms contain wide-ranging achievement levels. Gifted Child Quarterly, 67(3), 220-234.
Plant, E. A., Ericsson, K. A., Hill, L., & Asberg, K. (2005). Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance. Contemporary educational psychology, 30(1), 96-116.
Qadir, J., & Imran, M. A. (2018). Learning 101: The untaught basics. IEEE Potentials, 37(3), 33-38.
Reber, P. J., & Kotovsky, K. (1997). Implicit learning in problem solving: The role of working memory capacity.Journal of Experimental Psychology: General, 126(2), 178.
Redick, T. S., Shipstead, Z., Wiemers, E. A., Melby-Lervåg, M., & Hulme, C. (2015). What’s working in working memory training? An educational perspective. Educational Psychology Review, 27(4), 617-633.
Reeves, W. R. (2014). Creativity as a learned skill: The role of deliberate practice in the development of creativity(Doctoral dissertation).
Ricker, T. J., Vergauwe, E., & Cowan, N. (2016). Decay theory of immediate memory: From Brown (1958) to today (2014). Quarterly Journal of Experimental Psychology, 69(10), 1969-1995.
Rohrer, D. (2009). Research commentary: The effects of spacing and mixing practice problems. Journal for Research in Mathematics Education, 40(1), 4-17.
Rohrer, D. (2012). Interleaving helps students distinguish among similar concepts. Educational Psychology Review, 24, 355-367.
Rohrer, D., Dedrick, R. F., & Agarwal, P. K. (2017). Interleaved mathematics practice: giving students a chance to learn what they need to know. RetrievalPractice.org.
Rohrer, D., Dedrick, R. F., & Stershic, S. (2015). Interleaved practice improves mathematics learning. Journal of Educational Psychology, 107(3), 900.
Rohrer, D., & Hartwig, M. K. (2020). Unanswered questions about spaced interleaved mathematics practice. Journal of Applied Research in Memory and Cognition, 9(4), 433.
Rohrer, D., & Hartwig, M. K. (2023). Spaced and Interleaved Mathematics Practice. In C. Overson, C. M. Hakala, L. L. Kordonowy, & V. A. Benassi (Eds.), In Their Own Words: What Scholars and Teachers Want You to Know About Why and How to Apply the Science of Learning in Your Academic Setting (pp. 111-21). Society for the Teaching of Psychology.
Rohrer, D., & Pashler, H. (2007). Increasing retention without increasing study time. Current Directions in Psychological Science, 16(4), 183-186.
Ross, P. E. (2006). The expert mind. Scientific American, 295(2), 64-71.
Roth, J. K., & Courtney, S. M. (2007). Neural system for updating object working memory from different sources: sensory stimuli or long-term memory. Neuroimage, 38(3), 617-630.
Rowland, C. A. (2014). The effect of testing versus restudy on retention: a meta-analytic review of the testing effect.Psychological bulletin, 140(6), 1432.
Rudner, M., Lunner, T., Behrens, T., Thorén, E. S., & Rönnberg, J. (2012). Working memory capacity may influence perceived effort during aided speech recognition in noise. Journal of the American Academy of Audiology, 23(08), 577-589.
Pashler, H., Rohrer, D., & Cepeda, N. J. (2006). Temporal spacing and learning. APS Observer, 19.
Salomon, G., & Globerson, T. (1989). When teams do not function the way they ought to. International journal of Educational research, 13(1), 89-99.
Sanchez, E. I., & Moore, R. (2022). Grade Inflation Continues to Grow in the Past Decade. Research Report. ACT, Inc.
Schmidt, S., & Eisend, M. (2015). Advertising repetition: A meta-analysis on effective frequency in advertising.Journal of Advertising, 44(4), 415-428.
Shamloo, F., & Helie, S. (2016). Changes in default mode network as automaticity develops in a categorization task.Behavioural Brain Research, 313, 324-333.
Sherman, J. G. (1992). Reflections on PSI: Good news and bad. Journal of Applied Behavior Analysis, 25(1), 59.
Simonton, D. K. (2007). Talent and expertise: The empirical evidence for genetic endowment. High Ability Studies, 18(1), 83-84.
Simonton, D. K. (2013). If innate talent doesn’t exist, where do the data disappear?. The complexity of greatness: Beyond talent or practice, 17-26.
Sloboda, J. A. (1996). The acquisition of musical performance expertise: Deconstructing the "talent" account of individual differences in musical expressivity. In K. A. Ericsson (Ed.), The road to excellence: The acquisition of expert performance in the arts and sciences, sports, and games (pp. 112-114). Psychology Press.
Smith, C. D., & Scarf, D. (2017). Spacing repetitions over long timescales: a review and a reconsolidation explanation.Frontiers in Psychology, 8, 962.
Steenbergen-Hu, S., Makel, M. C., & Olszewski-Kubilius, P. (2016). What one hundred years of research says about the effects of ability grouping and acceleration on K–12 students’ academic achievement: Findings of two second-order meta-analyses. Review of Educational Research, 86(4), 849-899.
Sternberg, R. J. (2014). Costs of expertise. In K. A. Ericsson (Ed.), The road to excellence: The acquisition of expert performance in the arts and sciences, sports, and games (pp. 347-354). Psychology Press.
Subirana, B., Bagiati, A., & Sarma, S. (2017). On the Forgetting of College Academics: at "Ebbinghaus Speed"?.Center for Brains, Minds and Machines (CBMM).
Swanson, H. L., & Beebe-Frankenberger, M. (2004). The relationship between working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties. Journal of educational psychology, 96(3), 471.
Swanson, H. L., & Siegel, L. (2011). Learning disabilities as a working memory deficit. Experimental Psychology, 49(1), 5-28.
Sweller, J., Ayres, P. L., Kalyuga, S., & Chandler, P. (2003). The expertise reversal effect. Educational Psychologist, 38(1), 23-31.
Sweller, J. (2006). The worked example effect and human cognition. Learning and instruction.
Sweller, J., Clark, R., & Kirschner, P. (2010). Teaching general problem-solving skills is not a substitute for, or a viable addition to, teaching mathematics. Notices of the American Mathematical Society, 57(10), 1303-1304.
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory. Springer Science+Business Media.
Talcott, J. B. (2021). The neurodevelopmental underpinnings of children’s learning: Connectivity is key.
Taylor, K., & Rohrer, D. (2010). The effects of interleaved practice. Applied cognitive psychology, 24(6), 837-848.
Tharayil, S., Borrego, M., Prince, M., Nguyen, K. A., Shekhar, P., Finelli, C. J., & Waters, C. (2018). Strategies to mitigate student resistance to active learning. International Journal of STEM Education, 5, 1-16.
TODOS: Mathematics for All (2020). Where Is Manuel? A Rejection of ‘Learning Loss’.
Underwood, B. J., & Ekstrand, B. R. (1967). Studies of distributed practice: XXIV. Differentiation and proactive inhibition. Journal of Experimental Psychology, 74(4p1), 574.
Unsworth, N., & Engle, R. W. (2005). Individual differences in working memory capacity and learning: Evidence from the serial reaction time task. Memory & cognition, 33(2), 213-220.
VanDerHeyden, A. M., & Codding, R. S. (2020). Belief-Based versus Evidence-Based Math Assessment and Instruction. Communique, 48(5).
Vlach, H. A., Sandhofer, C. M., & Bjork, R. A. (2014). Equal spacing and expanding schedules in children’s categorization and generalization. Journal of experimental child psychology, 123, 129-137.
Vogel, E. K., & Machizawa, M. G. (2004). Neural activity predicts individual differences in visual working memory capacity. Nature, 428(6984), 748-751.
Von Glasersfeld, E. (1984). An introduction to radical constructivism. The invented reality, 1740, 28.
Wai, J. (2015). Long-term effects of educational acceleration. A nation empowered: Evidence trumps the excuses holding back America’s brightest students, 2, 73-83.
Weinstein, Y., Madan, C. R., & Sumeracki, M. A. (2018). Teaching the science of learning. Cognitive research: principles and implications, 3(1), 1-17.
Westervelt, Eric (2016). A Nobel Laureate’s education plea: revolutionize teaching. NPR.
Wright, R. E. (1981). Aging, divided attention, and processing capacity. Journal of Gerontology, 36(5), 605-614.
Yang, C., Shanks, D. R., Zhao, W., Fan, T., & Luo, L. (2023a). Frequent Quizzing Accelerates Classroom Learning. In C. Overson, C. M. Hakala, L. L. Kordonowy, & V. A. Benassi (Eds.), In Their Own Words: What Scholars and Teachers Want You to Know About Why and How to Apply the Science of Learning in Your Academic Setting (pp. 252-62). Society for the Teaching of Psychology.
Yang, C., Li, J., Zhao, W., Luo, L., & Shanks, D. R. (2023b). Do practice tests (quizzes) reduce or provoke test anxiety? A meta-analytic review. Educational Psychology Review, 35(3), 87.
Y Combinator (2018). Peter Reinhardt on Finding Product Market Fit at Segment.
Zerr, C. L., Berg, J. J., Nelson, S. M., Fishell, A. K., Savalia, N. K., & McDermott, K. B. (2018). Learning efficiency: Identifying individual differences in learning rate and retention in healthy adults. Psychological science, 29(9), 1436-1450.
Zou, X., Ma, W., Ma, Z., & Baker, R. S. (2019). Towards helping teachers select optimal content for students. In Artificial Intelligence in Education: 20th International Conference, AIED 2019, Chicago, IL, USA, June 25-29, 2019, Proceedings, Part II 20 (pp. 413-417). Springer International Publishing.
上一章：
术语表原文：The Math Academy Way: Using the Power of Science to Supercharge Student Learning