第8章　主动参与

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Classic experiment comparing active and passive kittens: Held and Hein, 1963.
Statistical learning of syllables and words: Hay et al., 2011; Saffran et al., 1996; see also ongoing research in G. Dehaene-Lambertz’s lab on learning in sleeping neonates.
Effect of word processing depth on explicit memory: Craik and Tulving, 1975; Jacoby and Dallas, 1981.
Memory for sentences: Auble and Franks, 1978; Auble, Franks, and Soraci, 1979.
“Making learning conditions more difficult ...”: Zaromb, Karpicke, and Roediger, 2010.
Brain imaging of the effect of word processing depth on memory: Kapur et al., 1994.
The activation of prefrontal-hippocampal loops during incidental learning predicts subsequent memory: Brewer, Zhao, Desmond, Glover, and Gabrieli, 1998; Paller, McCarthy, and Wood, 1988; Sederberg et al., 2006; Sederberg, Kahana, Howard, Donner, and Madsen, 2003; Wagner et al., 1998.
Memory for conscious and unconscious words: Dehaene et al., 2001.
Active learning of physics concepts: Kontra, Goldin-Meadow, and Beilock, 2012; Kontra, Lyons, Fischer, and Beilock, 2015.
Comparison of traditional lecturing versus active learning: Freeman et al., 2014.
Failure of discovery learning and related pedagogical strategies: Hattie, 2017; Kirschner, Sweller, and Clark, 2006; Kirschner and van Merriënboer, 2013; Mayer, 2004.
To add all numbers from 1 to 100, pair 1 with 100, 2 with 99, 3 with 98, and so forth. Each of these pairs adds up to 101, and there are fifty of them, hence the total is 5050.
Instructional guidance rather than pure discovery: Mayer, 2004.
Urban legends in education: Kirschner and van Merriënboer, 2013.
The myth of learning styles: Pashler, McDaniel, Rohrer, and Bjork, 2008.
Variations in amount of reading in first grade: Anderson, Wilson, and Fielding, 1988.
Early childhood curiosity and academic achievement: Shah, Weeks, Richards, and Kaciroti, 2018.
Dopaminergic neurons sensitive to new information: Bromberg-Martin and Hiko saka, 2009.
Novelty seeking in rats: Bevins, 2001.
Brain imaging of curiosity: Gruber, Gelman, and Ranganath, 2014; see also Kang et al., 2009.
Laughter as an epistemic emotion unique to humans: Hurley, Dennett, and Adams, 2011.
Laughter and learning: Esseily, Rat-Fischer, Somogyi, O’Regan, and Fagard, 2016.
Review of psychological theories of curiosity: Loewenstein, 1994.
Inverted-U curve of curiosity: Kang et al., 2009; Kidd, Piantadosi, and Aslin, 2012, 2014; Loewenstein, 1994.
Curiosity in a robot: Gottlieb, Oudeyer, Lopes, and Baranes, 2013; Kaplan and Oudeyer, 2007.
Goldilocks effect in eight-month-olds: Kidd et al., 2012, 2014.
Metacognition in young children: Dehaene et al., 2017; Goupil, Romand-Monnier, and Kouider, 2016; Lyons and Ghetti, 2011.
Gender and race stereotypes in mathematics: Spencer, Steele, and Quinn, 1999; Steele and Aronson, 1995.
Stress, anxiety, learned helplessness, and the inability to learn: Caroni et al., 2012; Donato et al., 2013; Kim and Diamond, 2002; Noble, Norman, and Farah, 2005.
Explicit teaching may kill curiosity: Bonawitz et al., 2011.

第7章　注意第9章　错误反馈

第8章 主动参与

第8章　主动参与