The register
All twenty-one entries. Every entry states the effect, what it predicts, how well it replicates, and where it breaks. No effect size is printed where the published estimates disagree.
| Sec. | Entry | What it predicts | Where it breaks | Evidence |
|---|---|---|---|---|
| 01 | The testing effect Retrieval |
Retrieval practice beats re-reading on any delayed test of the same material. | Immediate tests, multiple-choice formats, and far transfer. | Replicates broadly |
| 01 | Retrieval difficulty Retrieval |
More effortful successful recall produces more durable memory than easy recall. | When the attempt fails and no correction follows. | Robust, bounded |
| 01 | Feedback timing Retrieval |
Delayed corrective feedback is remembered better than immediate feedback. | Procedural skills, and learners very early in acquisition. | Mixed |
| 02 | Distributed practice Spacing |
The same total study time spread across occasions beats the same time massed. | Very short retention intervals, where massing can win. | Replicates broadly |
| 02 | Expanding intervals Spacing |
Review gaps that lengthen as material is relearned outperform fixed gaps. | Comparisons with equal-interval schedules, which often tie. | Mixed |
| 03 | Mixing problem types Interleaving |
Mixed practice lowers accuracy during practice and raises it on a later test. | Types with nothing to confuse, and very short practice sets. | Robust, bounded |
| 03 | Discrimination Interleaving |
Interleaving works by forcing the choice of method, not its execution. | It is a mechanism claim, and it is tested indirectly. | Mixed |
| 04 | Cognitive load theory Cognitive Load |
Working memory is narrow, and the design of an explanation adds to what it must hold. | Its partitions of load resist independent measurement. | Robust, bounded |
| 04 | Split attention Cognitive Load |
A diagram separated from the text that explains it worsens comprehension of both. | Readers already fluent in the material. | Robust, bounded |
| 04 | The expertise reversal Cognitive Load |
Support that helps a beginner measurably hinders someone who already knows the material. | Where expertise is assumed rather than measured. | Robust, bounded |
| 05 | The Ebbinghaus curve Forgetting |
Retention falls steeply at first and then progressively more slowly. | As a source of exact intervals: nonsense syllables, one subject. | Shape replicates |
| 05 | Bartlett's reconstruction Forgetting |
Recall of meaningful material is reconstruction shaped by expectation, not replay. | As a quantitative model; the original studies were loosely controlled. | Replicates broadly |
| 06 | Fluency Illusions |
Ease of processing raises confidence in later recall without raising recall. | When judgements follow a delayed practice test rather than a reading. | Robust, bounded |
| 06 | Judgements of learning Illusions |
People predict their own future recall badly, and in a predictable direction. | Delayed judgements are markedly better calibrated. | Replicates broadly |
| 07 | Near and far transfer Transfer |
Gains from practice extend to genuinely novel problems. | Most tests of far transfer; near transfer is the safer claim. | Contested |
| 07 | Desirable difficulties Transfer |
Conditions that slow acquisition can improve long-term retention. | Difficulty beyond what the learner can resolve unaided. | Robust, bounded |
| 08 | Replication Evidence Standards |
Which of these findings survived the replication crisis, which shrank, and which did not. | A single failed replication settles less than it appears to. | Method note |
| 08 | Effect size Evidence Standards |
A statistically real effect can still be too small to matter, and several here are. | Effect sizes travel badly from the laboratory to real study. | Method note |
| 08 | Lab versus classroom Evidence Standards |
Effects measured over an afternoon on word lists do not automatically hold over a term. | Field studies trade control for realism and usually find less. | Method note |
| 09 | The self-experiment How We Know |
One rigorous subject can found a field and still represent nobody but himself. | Any generalisation from a single participant. | Method note |
| 09 | Working memory How We Know |
A limited-capacity system with separable components handles information in use. | It was never a model of long-term learning. | Robust, bounded |
21 entries shown.
No entry carries that combination. Clear one of the two filters, or read how entries are marked.