Sections
Nine sections, twenty-one entries. Everything on the site is reachable from this page.
- The testing effectRoediger and Karpicke found that students who re-read felt more confident and remembered far less than students who tested themselves — retrieval is a learning event, not a measurement of one.Replicates broadly
- Retrieval difficultyEffortful recall produces more durable memory than easy recall, which is why a hint given too early costs something.Robust, bounded
- Feedback timingDelayed feedback often beats immediate feedback, against most people's intuition.Mixed
- Cognitive load theoryJohn Sweller's account of why a badly built explanation costs more than the idea it carries.Robust, bounded
- Split attentionA diagram and its key placed apart force the reader to hold one while finding the other.Robust, bounded
- The expertise reversalSupport that helps a beginner measurably hinders an expert.Robust, bounded
- ReplicationWhich of these results survived the replication crisis intact, which shrank, and which did not survive.Method note
- Effect sizeA real effect can still be too small to matter, and several here are.Method note
- Lab versus classroomEffects measured over an afternoon on word lists do not automatically hold over a term on real material.Method note