Как научиться учиться

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.

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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).