Ульрих Бозер - Как научиться учиться [Навыки осознанного усвоения знаний]

19. Подробности о предварительных опросах: в Lindsey E. Richland, Nate Kornell, and Liche Sean Kao, «The Pretesting Effect: Do Unsuccessful Retrieval Attempts Enhance Learning?» Journal of Experimental Psychology 15, no. 3 (2009): 243.

20. Описывая эмоциональную сторону обучения, в том числе эмоции как «основу» обучения, я полагался на работы Мэри Хелен Иммордино-Янг. См., к примеру: Mary Helen Immordino-Yang and Matthias Faeth , « The Role of Emotion and Skilled Intuition in Learning», Mind, Brain & Education , ed. David Sousa (2010), и M. H. Immordino-Yang, J. A. Christodoulou, and V. Singh, «Rest Is Not Idleness: Implications of the Brain's Default Mode for Human Development and Education», Perspectives on Psychological Science 7, no. 4 (2012): 352–264, doi:10.1177/1745691612447308.

21. Antonio R. Damasio, Descartes' Error: Emotion, Reason and the Human Brain (New York: Random House, 2006).

22. Carlo Fantoni and Walter Gerbino, «Body Actions Change the Appearance of Facial Expressions», PloS One 9, no. 9 (2014): e108211; Xue Zheng, Ryan Fehr, Kenneth Tai, Jayanth Narayanan, and Michele J. Gelfand, «The Unburdening Effects of Forgiveness: Effects on Slant Perception and Jumping Height», Social Psychological and Personality Science 6, no. 4 (2015): 431–438; и Jesse Chandler and Norbert Schwarz, «How Extending Your Middle Finger Affects Your Perception of Others: Learned Movements Influence Concept Accessibility», Journal of Experimental Social Psychology 45, no. 1 (2009): 123–128.

23. Dr. Jim Taylor, «„My Story: From 4’9“ to World-Ranked», Dr. Jim Taylor , 2015, http://www.drjimtaylor.com/4.0/my-story/(дата обращения: 14.09.2016). Также см.: Dr. Jim Taylor, «Inside the Ski Racing Mind: Mental Imagery, Seeing and Feeling Success in Your Mind's Eye», Ski Racing , April 18, 2011, https://www.skiracing.com/stories/inside-ski-racing-mind-mental-imagery(дата обращения: 15.09.2016).

24. В обсуждении работ Бандуры и понятия самоэффективности я опирался на «Albert Bandura»: Wikipedia, the Free Encyclopedia , September 3, 2016, https://en.wikipedia.org/w/index.php?title=Albert_Bandura&oldid=737561009(дата обращения: 14.09.2016). Также см. «Albert Bandura Biographical Sketch», http://stanford.edu/dept/psychology/bandura/bandura-bio-pajares/Albert%20_Bandura%20_Biographical_Sketch.html(дата обращения: 14.09.2016). За профиль Бандуры, откуда я взял идею о том, что он сам является примером самоэффективности, я благодарен: Christine Foster, «Confidence Man», Stanford Alumni , September/October 2006, http://alumni.stanford.edu/get/page/magazine/article/?article_id=33332(дата обращения: 14.09.2016).

25. Paul Kloosterman, «Learning to Learn in Practice in Nonformal Education», Learning to Learn: International Perspectives from Theory and Practice (2014): 271.

26. R. T. Golembiewski, Handbook of Organizational Behavior, 2nd ed., revised and expanded (New York: Marcel Dekker, 2001). Также см.: Thelma S. Horn, Advances in Sport Psychology (Champaign, IL: Human Kinetics, 2008).

27. Francesco Cirillo, The Pomodoro Technique (New York: Simon & Schuster, 2014).

28. Более подробно о подходе «самостоятельного обучения»: Lisa K. Son and Nate Kornell, «The Virtues of Ignorance», Behavioural Processes 83, no. 2 (February 2010): 207–212, doi:10.1016/j.beproc.2009.12.005.

29. Ulrich Boser, Megan Wilhelm, and Robert Hanna, «The Power of the Pygmalion Effect: Teachers' Expectations Strongly Predict College Completion», Center for American Progress (2014).

30. Ulrich Boser, «Separate and Economically Unequal», US News & World Report , June 17, 2015, http://www.usnews.com/opinion/knowledge-bank/2015/06/17/separate-and-economically-unequal-why-schools-need-socioeconomic-diversity(дата обращения: 15.09.2016), и здесь я воспользовался этим текстом.

Clark, Richard, Paul A. Kirschner, and John Sweller. «Putting Students on the Path to Learning: The Case for Fully Guided Instruction.» American Educator 36, no. 1 (2012): 6–11.

DeBoer, Harry, Roel J. Bosker, and M. P. C. van der Werf. «Sustainability of Teacher Expectation Bias Effects on Long-Term Student Performance.» Journal of Educational Psychology 102, no. 1 (2010): 168–179.

Dunlosky, John, and Janet Metcalfe. Metacognition . 1st ed. Thousand Oaks, CA: SAGE Publications, 2008.

Ginns, Paul, et al. «Learning by Tracing Worked Examples.» Applied Cognitive Psychology 30, no. 2 (2015).

Hacker, D. J. M., C. Keener, and J. C. Kircher. «Writing Is Applied Metacognition.» Handbook of Metacognition in Education, eds. D. J. Hacker, J. Dunlosky, and A. C. Graesser (New York: Routledge, 2009), 154–172.

Hoffman, Robert R., et al. Accelerated Expertise: Training for High Proficiency in a Complex World (Expertise: Research and Applications Series). Abingdon, UK: Taylor & Francis, 2013.

Lee, Chee Ha, and Slava Kalyuga. «Expertise Reversal Effect and Its Instructional Implications.» Applying the Science of Learning in Education: Infusing Psychological Science into the Curriculum, eds. Victor A. Benassi, C. E. Overson, and C. M. Hakala (Washington, DC: Society for the Teaching of Psychology, 2014).

Sana, Faria, Tina Weston, and Nicholas J. Cepeda. «Laptop Multitasking Hinders Classroom Learning for Both Users and Nearby Peers.» Computers & Education 62 (2013): 24–31.

Veenman, Marcel V. J., Bernadette H. A. M. Van Hout-Wolters, and Peter Afflerbach. «Metacognition and Learning: Conceptual and Methodological Considerations.» Metacognition and Learning 1, no. 1 (2006): 3–14.

1. Eunsook Kim and Sung-Jae Pak, «Students Do Not Overcome Conceptual Difficulties after Solving 1000 Traditional Problems», American Journal of Physics 70, no. 7 (2002): 759–765. Также см.: E. Plant et al., «Why Study Time Does Not Predict Grade Point Average across College Students: Implications of Deliberate Practice for Academic Performance», Contemporary Educational Psychology 30, no. 1 (January 2005): 96–116, doi:10.1016/j.cedpsych.2004.06.001.

2. Anders Ericsson, «Acquisition and Maintenance of Medical Expertise: A Perspective from the Expert-Performance Approach with Deliberate Practice», Academic Medicine 90, no. 11 (2015): 1471–86. Дополнительные подробности — из: Adetunji Oremakinde and Mark Bernstein, «A Reduction in Errors Is Associated with Prospectively Recording Them: Clinical Article», Journal of Neurosurgery 121, no. 2 (2014): 297–304.

3. Dan Pompei, «Inside Gruden's 'Maniacal' Obsession with Football», Bleacher Report, May 12, 2016, http://bleacherreport.com/articles/2636358-inside-jon-grudens-maniacal-obsession-with-football(дата обращения: 28.09.2016). Также я опирался на: Julia Belluz, «We Spoke to 20 Experts about How to Lose Weight and Keep It Off. Here Are Their Surprisingly Simple Tips», Vox , May 2, 2016, http://www.vox.com/2014/11/27/7289565/weight-loss-diet-tips(дата обращения: 28.09.2016).

4. Mark Bernstein, «The Drop Attack», Canadian Medical Association Journal 172, no. 5 (March 1, 2005): 668–69, doi:10.1503/cmaj.050076, и Scellig Stone and Mark Bernstein, «Prospective Error Recording in Surgery: An Analysis of 1108 Elective Neurosurgical Cases», Neurosurgery 60, no. 6 (2007): 1075–1082.

5. John Hattie, Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (Abingdon, UK: Routledge, Taylor & Francis Group, 2009). Пример с петухом взят из: Bridgid Finn and Janet Metcalfe, «Scaffolding Feedback to Maximize Long-Term Error Correction», Memory & Cognition 38, no. 7 (2010): 951–61, doi:10.3758/MC.38.7.951; также я использовал: John Hattie and Helen Timperley, «The Power of Feedback», Review of Educational Research 77, no. 1 (March 1, 2007): 81–112, doi:10.3102/003465430298487.

6. Дополнительные материалы к дискуссии об учебных планах: Ulrich Boser, Matthew Chingos, and Chelsea Straus, «The Hidden Value of Curriculum Reform: Do States and Districts Receive the Most Bang for Their Curriculum Buck?» Center for American Progress, October 14, 2015, https://www.americanprogress.org/issues/education/report/2015/10/14/122810/the-hidden-value-of-curriculum-reform/. Цитата из Гаванде дана по: Atul Gawande, «The Coach in the Operating Room», New Yorker , September 26, 2011, http://www.newyorker.com/magazine/2011/10/03/personal-best(дата обращения: 28.09.2016).

7. Об объяснениях и обратной связи (с. 143) см.: Andrew C. Butler, Namrata Godbole, and Elizabeth Marsh, «Explanation Feedback Is Better Than Correct Answer Feedback for Promoting Transfer of Learning», Journal of Educational Psychology 105, no. 2, (2013): 290–298, и Nate Kornell and Lisa K. Son, «Learners' Choices and Beliefs about Self-Testing», Memory 17, no. 5 (July 2009): 493–501, doi:10.1080/09658210902832915.

8. John Hattie, Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (Abingdon, UK: Routledge, Taylor & Francis Group, 2009).

9. Yanjin Long and Vincent Aleven, «Gamification of Joint Student/System Control over Problem Selection in a Linear Equation Tutor», Intelligent Tutoring Systems , 378–87, eds. Stefan Trausan-Matu, Kristy Elizabeth Boyer, Martha Crosby, and Kitty Panourgia (New York: Springer International Publishing, 2014), http://link.springer.com/10.1007/978-3-319-07221-0_47.

10. Daniel T. Willingham, Why Don't Students Like School? A Cognitive Scientist Answers Questions about How the Mind Works and What It Means for the Classroom (San Francisco, CA: Jossey-Bass, 2009).

11. Graham Nuthall, The Hidden Lives of Learners (Wellington, NZ: NZCER Press, 2007). Также см.: Katherine Rawson and John Dunlosky, «Bang for the Buck: Supporting Durable and Efficient Student Learning through Successive Relearning», Integrating Cognitive Science with Innovative Teaching in STEM Disciplines (St. Louis, MO: Washington University in St. Louis, 2014), doi:10.7936/K7F769GZ.

12. Hoda Kotb, «From Video Clerk to Box Office Icon», NBC News , April 26, 2004, http://www.nbcnews.com/id/4817308/ns/dateline_nbc-newsmakers/t/video-clerk-box-office-icon/(дата обращения: 13.09.2016).

13. Henry L. Roediger and Jeffrey D. Karpicke, «Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention», Psychological Science 17, no. 3 (2006): 249–255. Также упоминается: J. D. Karpicke and J. R. Blunt, «Retrieval Practice Produces More Learning Than Elaborative Studying with Concept Mapping», Science 331, no. 6018 (2011): 772–75, doi:10.1126/science.1199327.