claim that learners use a variety of strategies to achieve their learning goals, and that the quality of strategy use should be related to performance

Theories of self-regulated learning (SRL)

Carvalho, P.F., Sana, F. & Yan, V.X. (2020). Self-regulated spacing in a massive open online course is related to better learning. npj Sci. Learn. 5(2), 1-7.

University of Michigan - Ann Arbor

Conditioning in non-human animals:
- Long-term habituation of a defensive withdrawal reflex in Aplysia

Verbal learning:
- Maintenance of foreign language vocabulary and the spacing effect

Motor learning:
- Contextual interference effects on the acquisition, retention, and transfer of a motor skill

Learning educational material:
- An information-processing analysis of college teaching
- Self-regulated spacing in a massive open online course is related to better learning

References displaying the spacing effect in different domains

Carew, T. J., Pinsker, H. M., & Kandel, E. R. (1972). Long-term habituation of a defensive withdrawal reflex in Aplysia. Science, 175(4020), 451-454.

Long-term habituation of a defensive withdrawal reflex in Aplysia

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.

Maintenance of foreign language vocabulary and the spacing effect

Shea, J. B., & Morgan, R. L. (1979). Contextual interference effects on the acquisition, retention, and transfer of a motor skill. Journal of Experimental psychology: Human Learning and memory, 5(2), 179.

Contextual interference effects on the acquisition, retention, and transfer of a motor skill

Bjork, R. A. (1979). Information‐processing analysis of college teaching. Educational Psychologist, 14(1), 15-23.

An information-processing analysis of college teaching

Rodriguez F, Rivas MJ, Matsumura LH, Warschauer M, Sato BK (2018) How do students study in STEM courses? Findings from a light-touch intervention and its relevance for underrepresented students. PLOS ONE 13(7): e0200767. https://doi.org/10.1371/journal.pone.0200767

Learn Before

Related

Learn After