Database - leertips

Instructie geven

Peeters, W. (2020, 7 januari). Dual Coding: Codeer leerstof dubbel in je brein. Geraadpleegd van: https://www.vernieuwenderwijs.nl/dual-coding-codeer-leerstof-dubbel-in-je-brein/

Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. Educational psychology review, 3(3), 149-210.

Meijs, C., Hurks, P. P., Wassenberg, R., Feron, F. J., & Jolles, J. (2016). Inter-individual differences in how presentation modality affects verbal learning performance in children aged 5 to 16. Child neuropsychology, 22(7), 818-836.

Sadoski, M., Kealy, W. A., Goetz, E. T., & Paivio, A. (1997). Concreteness and imagery effects in the written composition of definitions. Journal of Educational Psychology, 89(3), 518.

Actief herhalen

Rohrer, D. (2012). Interleaving helps students distinguish among similar concepts. Educational Psychology Review, 24, 355-367.

Actief herhalen

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.

Roediger, H. L., & Pyc, M. A. (2012). Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice. Journal of Applied Research in Memory and Cognition, 1(4), 242-248.

Benjamin, A. S., & Tullis, J. (2010). What makes distributed practice effective? Cognitive Psychology, 61, 228-247.

Actief herhalen

Carpenter, S. K., Pashler, H., Wixted, J. T., & Vul, E. (2008). The effects of tests on learning and forgetting. Memory & Cognition, 36(2), 438-448.

Roediger, H. L., Putnam, A. L., & Smith, M. A. (2011). Ten benefits of testing and their applications to educational practice. In J. Mestre & B. Ross (Eds.), Psychology of learning and motivation: Cognition in education, (pp. 1-36). Oxford: Elsevier.

Agarwal, P. K., Karpicke, J. D., Kang, S. H., Roediger III, H. L., & McDermott, K. B. (2008). Examining the testing effect with open‐and closed‐book tests. Applied Cognitive Psychology, 22, 861-876.

Butler, A. C. (2010). Repeated testing produces superior transfer of learning relative to repeated studying. Journal of Experimental Psychology, 36(5), 1118.

Brown, P. C., Roediger III, H. L., & McDaniel, M. A. (2014). Make It Stick. The Science of Successful Learning. The Journal of Educational Research, 108(4), 346.

http://www.learningscientists.org/

http://www.learningscientists.org/

Choi, H.-H., van Merriënboer, J. J. G., & Paas, F. (2014). Effects of the Physical Environment on Cognitive Load and Learning: Towards a New Model of Cognitive Load. Educational Psychology Review, 26(2), 225–244. doi:10.1007/s10648-014-9262-6

Higgins, S., Hall, E., Wall, K., Woolner, P., & McCaughey, C. (2005). The impact of school environments: A literature review. London: Design Council.

Klatte, M., Bergström, K., & Lachmann, T. (2013). Does noise affect learning? A short review on noise effects on cognitive performance in children. Frontiers in Psychology, 4, 578.

Tanner, C. K. (2008). Explaining relationships among student outcomes and the school’s physical environment. Journal of advanced academics, 19(3), 444-471

Vohs, K. D., Redden, J. P., & Rahinel, R. (2013). Physical order produces healthy choices, generosity, and conventionality, whereas disorder produces creativity. Psychological Science, 24(9), 1860-1867.

Grip op leren, diep leren

Geurts, R., & Wevers, I. (2020, 7 januari). Laat studenten een conceptmap maken. Geraadpleegd van: https://www.vernieuwenderwijs.nl/laat-studenten-een-concept-map-maken/

Batdi, V. 2014. “The Effect Of Using The Concept-Mapping Technique And Traditional Methods On The Achievement, Retention And Attitudes of students: A Meta-Analytic Study”, Dumlupinar University Journal of Social Sciences, no.42, pp. 93-102

Chiou, C. 2008. “The Effect Of Concept Mapping On students’ Learning Achievements And Interests”, Innovations in Education and Teaching International, vol. 45, no.4, pp. 375–387

Correia, P. R. M. (2012). The use of concept maps for knowledge management: from classrooms to research labs. Analytical and Bioanalytical Chemistry, 402(6), 1979-1986.

Actief herhalen

Carpenter, S. K., Pashler, H., Wixted, J. T., & Vul, E. (2008). The effects of tests on learning and forgetting. Memory & Cognition, 36(2), 438-448.

Roediger, H. L., Putnam, A. L., & Smith, M. A. (2011). Ten benefits of testing and their applications to educational practice. In J. Mestre & B. Ross (Eds.), Psychology of learning and motivation: Cognition in education, (pp. 1-36). Oxford: Elsevier.

Agarwal, P. K., Karpicke, J. D., Kang, S. H., Roediger III, H. L., & McDermott, K. B. (2008). Examining the testing effect with open‐and closed‐book tests. Applied Cognitive Psychology, 22, 861-876.

Butler, A. C. (2010). Repeated testing produces superior transfer of learning relative to repeated studying. Journal of Experimental Psychology, 36(5), 1118.

Best, J. R. (2010). Effects of physical activity on children’s executive function: Contributions of experimental research on aerobic exercise. Developmental Review, 30(4), 331-351.

Chang, Y. K., Labban, J. D., Gapin, J. I., & Etnier, J. L. (2012). The effects of acute exercise on cognitive performance: a meta-analysis. Brain research, 1453, 87-101. doi: 10.1016/j.brainres.2012.02.068

Fenesi, B., Lucibello, K., Kim, J. A., & Heisz, J. J. (2018). Sweat So You Don’t Forget: Exercise Breaks During a University Lecture Increase On-Task Attention and Learning. Journal of Applied Research in Memory and Cognition, 7(2), 261–269.doi:10.1016/j.jarmac.2018.01.012

Hillman, C.H., Pontifex, M.B., Raine, L.B., Castelli, D.M., Hall, E.E., Kramer, A.F. (2009). The effect of acute treadmill walking on cognitive control and academic achievement in preadolescent children. Neuroscience. 159(3):1044-54. doi:10.1016/j.neuroscience.2009.01.057

Lambourne, K., & Tomporowski, P. (2010). The effect of exercise-induced arousal on cognitive task performance: a meta-regression analysis. Brain research, 1341, 12-24.

Bowman, L. L., Levine, L. E., Waite, B. M., & Gendron, M. (2010). Can students really multitask? An experimental study of instant messaging while reading. Computers & Education, 54(4), 927-931.

Jeong, S. H., & Hwang, Y. (2015). Multitasking and persuasion: The role of structural interference. Media Psychology, 18(4), 451-474.

Jeong, S. H., & Hwang, Y. (2016). Media multitasking effects on cognitive vs. attitudinal outcomes: A meta-analysis. Human Communication Research, 42(4), 599-618.

Lang, A., & Chrzan, J. (2015). Media Multitasking: Good, Bad, or Ugly? Annals of the International Communication Association, 39(1), 99–128. doi:10.1080/23808985.2015.11679173

Mark, G., Gudith, D., & Klocke, U. (2008). The cost of interrupted work: more speed and stress. In Proceedings of the SIGCHI conference on Human Factors in Computing Systems (pp. 107-110). ACM

Actief verwerken

Peters, J. (2020, 7 januari). De Cornell methode om aantekeningen te maken. Geraadpleegd van: https://www.planning-en-agenda.nl/de-cornell-methode-om-aantekeningen-te-maken/

Akintunde, O. O. (2013). Effects of Cornell, verbatim and outline note-taking strategies on students’ retrieval of lecture information in Nigeria. Journal of Education and Practice, 4(25), 67-73.

Alzu’bi, M. A. (2019). The Influence of Suggested Cornell Note-taking Method on Improving Writing Composition Skills of Jordanian EFL Learners. Journal of Language Teaching and Research, 10(4), 863-871.

Donohoo, J. (2010). Learning how to learn: Cornell notes as an example. Journal of Adolescent & Adult Literacy, 54(3), 224-227.

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, pp. 4– 58 https://doi.org/10.1177/1529100612453266

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.

Kostons, A. S. Donker & M.-C. Opdenakker. (2014). Zelfgestuurd leren in de onderwijspraktijk. Een kennisbasis voor effectieve strategie-instructie. GION onderwijs/onderzoek, Rijksuniversiteit Groningen.

Miyatsu, T., Nguyen, K., & McDaniel, M. A. (2018). Five popular study strategies: their pitfalls and optimal implementations. Perspectives on Psychological Science, 13(3), 390-407.

Yue, C. L., Storm, B. C., Kornell, N., & Bjork, E. L. (2015). Highlighting and its relation to distributed study and students’ metacognitive beliefs. Educational Psychology Review, 27(1), 69-78.

Adesope, O. O., Trevisan, D. A., & Sundararajan, N. (2017). Rethinking the use of tests: A meta-analysis of practice testing. Review of Educational Research, 87(3), 659-701.

Callender, A. A., & McDaniel, M. A. (2009). The limited benefits of rereading educational texts. Contemporary Educational Psychology, 34(1), 30-41

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.

Rawson, K. A. (2012). Why do rereading lag effects depend on test delay?. Journal of Memory and Language, 66(4), 870-884.

Actief herhalen

Amiryousefi, M., & Ketabi, S. (2011). Mnemonic instruction: A way to boost vocabulary learning and recall. Journal of Language Teaching and Research, 2(1), 178.

Campos, A., Amor, A., & González, M. A. (2004). The importance of the keyword-generation method in keyword mnemonics. Experimental Psychology, 51(2), 125-131.

Dresler, M., Shirer, W. R., Konrad, B. N., Müller, N. C. J., Wagner, I. C., Fernández, G., Greicius, M. D. (2017). Mnemonic Training Reshapes Brain Networks to Support Superior Memory. Neuron, 93(5), 1227–1235.e6. doi:10.1016/j.neuron.2017.02.003

Legge, E. L., Madan, C. R., Ng, E. T., & Caplan, J. B. (2012). Building a memory palace in minutes: Equivalent memory performance using virtual versus conventional environments with the Method of Loci. Acta psychologica, 141(3), 380-390.

McCabe, J. A. (2015). Location, location, location! Demonstrating the mnemonic benefit of the method of loci. Teaching of Psychology, 42(2), 169-173.

Actief leren, actief herhalen

Dewing, J. (2010). Moments of movement: Active learning and practice development. Nurse Education in Practice, 10(1), 22-26.

Roediger, H. L., Putnam, A. L., & Smith, M. A. (2011). Ten benefits of testing and their applications to educational practice. Psychology of learning and motivation, 55, 1-36.

Voorkennis activeren,

Agarwal, P. K., Karpicke, J. D., Kang, S. H., Roediger III, H. L., & McDermott, K. B. (2008). Examining the testing effect with open‐and closed‐book tests. Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition, 22(7), 861-876.

Carpenter, S. K., Pashler, H., Wixted, J. T., & Vul, E. (2008). The effects of tests on learning and forgetting. Memory & Cognition, 36(2), 438-448.

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.

Roediger, H. L., Putnam, A. L., & Smith, M. A. (2011). Ten benefits of testing and their applications to educational practice. In J. Mestre & B. Ross (Eds.), Psychology of learning and motivation: Cognition in education, (pp. 1-36). Oxford: Elsevier.

Christodoulou, D. (2017). Making Good Progress, Oxford: OUP

Delgado, P., Vargas, C., Ackerman, R., & Salmerón, L. (2018). Don’t throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension. Educational Research Review, 25, 23-38.

Kaufman, G., & Flanagan, M. (2016, May). High-low split: Divergent cognitive construal levels triggered by digital and non-digital platforms. In Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems (pp. 2773-2777). ACM.

Kong, Y., Seo, Y. S., & Zhai, L. (2018). Comparison of reading performance on screen and on paper: A meta-analysis. Computers & Education, 123, 138-149.

Mangen, A., Walgermo, B. R., & Brønnick, K. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension. International journal of educational research, 58, 61-68.

Margolin, S. J., Driscoll, C., Toland, M. J., & Kegler, J. L. (2013). E‐readers, computer screens, or paper: Does reading comprehension change across media platforms?. Applied cognitive psychology, 27(4), 512-519.

Fawcett, J. M., Quinlan, C. K., & Taylor, T. L. (2012). Interplay of the production and picture superiority effects: A signal detection analysis. Memory, 20(7), 655-666. https://doi.org/10.1080/09658211.2012.693510

Forrin, N. D., & MacLeod, C. M. (2018). This time it’s personal: the memory benefit of hearing oneself. Memory, 26(4), 574-579. https://doi.org/10.1080/09658211.2017.1383434

MacLeod, C. M. (2010). When learning met memory. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 64(4), 227. doi: 10.1037/a0021699

Ozubko, J. D., & MacLeod, C. M. (2010). The production effect in memory: Evidence that distinctiveness underlies the benefit. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(6), 1543.

Beland, L. P., & Murphy, R. (2016). Ill communication: technology, distraction & student performance. Labour Economics, 41, 61-76.

Chen, Q., & Yan, Z. (2016). Does multitasking with mobile phones affect learning? A review. Computers in Human Behavior, 54, 34-42.

Felisoni, D. D., & Godoi, A. S. (2018). Cell phone usage and academic performance: An experiment. Computers & Education, 117,175-187.

Thornton, B., Faires, A., Robbins, M., & Rollins, E. (2014). The mere presence of a cell phone may be distracting. Social Psychology.

Ward, A. F., Duke, K., Gneezy, A., & Bos, M. W. (2017). Brain drain: The mere presence of one’s own smartphone reduces available cognitive capacity. Journal of the Association for Consumer Research, 2, 140-154

Bui, D. C., Myerson, J., & Hale, S. (2013). Note-taking with computers: Exploring alternative strategies for improved recall. Journal of Educational Psychology, 105(2), 299

Hembrooke, H., & Gay, G. (2003). The laptop and the lecture: The effects of multitasking in learning environments. Journal of Computing in Higher Education, 15(1), 46–64.

Luo, L., Kiewra, K. A., Flanigan, A. E., & Peteranetz, M. S. (2018). Laptop versus longhand note taking: Effects on lecture notes and achievement. Instructional Science, 46(6), 947-971.

Morehead, K., Dunlosky, J., & Rawson, K. A. (2019). How much mightier is the pen than the keyboard for note-taking? A replication and extension of mueller and oppenheimer (2014). Educational Psychology Review, 1-28.

Lucassen, M. (2020, 7 januari). Marzano en Hattie: de overeenkomsten uit meta-onderzoek. Geraadpleegd van: https://www.vernieuwenderwijs.nl/marzano-en-hattie-overeenkomsten-meta-onderzoek/

Lazowski, R. A., & Hulleman, C. S. (2016). Motivation interventions in education: A meta-analytic review. Review of Educational research, 86(2), 602-640.

Latham, G. P., & Locke, E. A. (2007). New developments in and directions for goal-setting research. European Psychologist, 12(4), 290-300.

Latham, G. P., Seijts, G., & Crim, D. (2008). The effects of learning goal difficulty level and cognitive ability on performance. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 40(4), 220.

Locke, E. A., & Latham, G. P. (2015). Breaking the rules: a historical overview of goal-setting theory. In Advances in motivation science (Vol. 2, pp. 99-126). Elsevier.

Samen leren

Nokes-Malach, T., Zepeda, C., Richey, J., & Gadgil, S. (2019). Collaborative learning: The benefits and costs. In J. Dunlosky & K. Rawson Zepeda, C., Richey, J., (Eds.), The Cambridge Hand- & Gadgil, S. book of Cognition and Education (Cambridge Handbooks in Psychology, pp. 500-527). Cambridge: Cambridge University Press.

Surma, T., Vanhoyweghen, K., Sluijsmans, D., Camp, G., Muijs, D., en Kirschner, P. (2018). Wijze lessen: Twaalf bouwstenen voor effectieve didactiek. Meppel, Nederland: Ten Brink Uitgevers.

Benton, D. (2011). Dehydration influences mood and cognition: a plausible hypothesis?. Nutrients, 3(5), 555-573

Edmonds, C. J., Crombie, R., Ballieux, H., Gardner, M. R., & Dawkins, L. (2013). Water consumption, not expectancies about water consumption, affects cognitive performance in adults. Appetite, 60, 148-153.

Fadda, R., Rapinett, G., Grathwohl, D., Parisi, M., Fanari, R., Calò, C. M., & Schmitt, J. (2012). Effects of drinking supplementary water at school on cognitive performance in children. Appetite, 59(3), 730-737.

Gómez-Pinilla, F. (2008). Brain foods: the effects of nutrients on brain function. Nature Reviews Neuroscience, 9(7), 568.

Psaltopoulou, T., Sergentanis, T. N., Panagiotakos, D. B., Sergentanis, I. N., Kosti, R., & Scarmeas, N. (2013). Mediterranean diet, stroke, cognitive impairment, and depression: a meta‐analysis. Annals of neurology, 74(4), 580-591.

Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual review of psychology, 64, 417-444.

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.

Hartwig, M. K., & Dunlosky, J. (2012). Study strategies of college students: Are self-testing and scheduling related to achievement?. Psychonomic Bulletin & Review, 19(1), 126-134.

Samen leren, differentieren

Bowman-Perrott, L., Davis, H., Vannest, K., Williams, L., Greenwood, C., & Parker, R. (2013). Academic benefits of peer tutoring: A meta-analytic review of single-case research. School psychology review, 42(1), 39.

Cohen, P. A., Kulik, J. A., & Kulik, C. L. C. (1982). Educational outcomes of tutoring: A meta-analysis of findings. American educational research journal, 19(2), 237-248.

Galbraith, J., & Winterbottom, M. (2011). Peer‐tutoring: what’s in it for the tutor?. Educational Studies, 37(3), 321-332. https://doi.org/10.1080/03055698.2010.506330

Koh, A. W. L., Lee, S. C., & Lim, S. W. H. (2018). The learning benefits of teaching: A retrieval practice hypothesis. Applied Cognitive Psychology, 32(3), 401-410. https://doi.org/10.1002/acp.3410

Arora, T., Broglia, E., Thomas, G. N., & Taheri, S. (2014). Associations between specific technologies and adolescent sleep quantity, sleep quality, and parasomnias. Sleep medicine, 15(2), 240-247.

Astill, R. G., Van der Heijden, K. B., Van IJzendoorn, M. H., & Van Someren, E. J. (2012). Sleep, cognition, and behavioral problems in school-age children: A century of research meta-analyzed. Psychological bulletin, 138(6), 1109.

Backhaus, J., Hoeckesfeld, R., Born, J., Hohagen, F., & Junghanns, K. (2008). Immediate as well as delayed post learning sleep but not wakefulness enhances declarative memory consolidation in children. Neurobiology of learning and memory, 89(1), 76-80.

Dewald, J. F., Meijer, A. M., Oort, F. J., Kerkhof, G. A., & Bögels, S. M. (2010). The influence of sleep quality, sleep duration and sleepiness on school performance in children and adolescents: A meta-analytic review. Sleep medicine reviews, 14(3), 179-189.

Matricciani, L., Bin, Y. S., Lallukka, T., Kronholm, E., Dumuid, D., Paquet, C., & Olds, T. (2017). Past, present, and future: trends in sleep duration and implications for public health. Sleep health, 3(5), 317-323.

Ariga, A., & Lleras, A. (2011). Brief and rare mental “breaks” keep you focused: Deactivation and reactivation of task goals preempt vigilance decrements. Cognition, 118(3), 1873-7383. doi:10.1016/j.cognition.2010.12.007

http://www.studietips.leidenuniv.nl/concendo.html

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. Psychology Science Public Interest, 14(1), 4-58. doi:10.1177/1529100612453266

https://www.malthastudiecoaching.nl/blog-onderwijs/2016/03/24/hoe-maak-je-een-goede-samenvatting/

https://willemwever.kro-ncrv.nl/vraag_antwoord/het-menselijk-lichaam/hoe-komt-het-dat-je-van-kauwgom-beter-kan-concentreren

https://www.nu.nl/gezondheid/3365477/langer-concentreren-kauwgom-kauwen.html

https://www.metronieuws.nl/nieuws/binnenland/2016/04/feiten-en-fabels-over-het-leed-dat-leren-heet

https://www.studenten.net/artikel/een-hoger-tentamencijfer-door-water-te-drinken

https://www.sevendays.nl/lifestyle-school/7-wetenschappelijke-leertips-voor-je-toetsweek